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Issues and Strategies for Faculty Development

Issues and Strategies for Faculty Development. Michelle Robinson DMD, MA Director of Informatics Marquette University School of Dentistry. Reasons for Developing Faculty. Technology relies of faculty to use it Faculty more difficult to manage than technology

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Issues and Strategies for Faculty Development

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  1. Issues and Strategies for Faculty Development Michelle Robinson DMD, MA Director of Informatics Marquette University School of Dentistry

  2. Reasons for Developing Faculty • Technology relies of faculty to use it • Faculty more difficult to manage than technology • Faculty can provide insights on improving or developing new technologies • Faculty can provide opportunities for research

  3. Barriers to Incorporation of Technology and Informatics • Geoghegan’s diffusion of innovation and technology transfer • Faculty motivation and attitudes • Psychosocial model of faculty development • Environmental challenges

  4. Barriers 15% “Innovators” and “early adopters” 70% “mainstream” : most traditional faculty fit here Early and Late majority 15% “non-adopters” Geoghegan’s Diffusion of Innovation and Technology Transfer

  5. Barriers “Motivating faculty to learn new teaching methods is difficult regardless of technology” (Rebaza, 1998) GWU study1998 Top 5 motivators Monetary compensation, development of new ideas, intellectual challenge, personal fulfillment, job satisfaction Faculty want career advancement opportunities and adequate support 75% feel no pressure to use technology Faculty Motivation and Attitudes

  6. Barriers Paradoxical Disjunction Model: Faculty are more concerned with psychosocial factors than with new technologies to support teaching (Cravener 1999) Personal affective issues (WIIFM) Rewards and incentives Just-in-time training (convenience learning) Psychosocial Model of Faculty Development

  7. Barriers Proper planning and coordination of efforts Faculty and student support Access Marketing, where applicable Evaluation techniques Protocols for use or Standards, where applicable Environmental Challenges

  8. Recommendations for Overcoming Barriers • Get buy-in: give deans an overview of technology and how to get involved • Establish policies to guide expectations • Establish an office to act as a clearinghouse for information, projects, etc. • Address factors of concern • Implement a faculty development program

  9. A Faculty Development Program can address most factors of concern, provide training and support, and measure impact of training

  10. Models of Faculty Training and Development • Design of a faculty development program • Design of a training module • Alternative to traditional teaching and learning and/or media resource center

  11. U. Delaware Faculty Institute on Teaching, Learning, & Technology • Successful week-long faculty development program • Needs assessment survey • Planning team (4 faculty from different schools in the university) • Discuss survey results • Brainstorm ideas • Design program

  12. Needs Assessments • Areas to cover • Demographics • Skill sets and experience levels • Vision • Motivation/interest • Linking technology tools with teaching • Plausible approaches • Support mechanisms (financial, administrative, technical) • Incentives • Evaluation mechanisms

  13. Rate the following (1=most needed, 5=least needed) training sessions that would enhance your teaching ability • PowerPoint • Scanning and working with images • Bringing coursework to the web with the Course Management System

  14. Rate the following (1=most likely, 5=least likely) training sessions that you would attend • PowerPoint • Scanning and working with images • Bringing coursework to the web with the Course Management System • Are you kidding! Who has time for training?

  15. Models of Faculty Training and Development • Design of a faculty development program • Design of a training module • Alternative to traditional teaching and learning and/or media resource center

  16. Title Focus Participants Time Content: workshops, demos, general sessions/presentations Location Faculty involvement Fees Registration Program evaluation Faculty Development web site Anatomy of a Faculty Development Program

  17. Models of Faculty Training and Development • Design of a faculty development program • Design of a training module • Alternative to traditional teaching and learning and/or media resource center

  18. Anatomy of a Training Module • Choose software platforms and establish technical and administrative support systems • Target audience and length of time • Experienced trainer (familiar with adult education and not just technology) • Content (example = software training) • Topics (what elements of the content item will you cover?) • Sample cases • Personal consultation • Supervised start-up

  19. Models of Faculty Training and Development • Design of a faculty development program • Design of a training module • Alternative to traditional teaching and learning and/or media resource center

  20. Alternative Models • Use teaching, learning, and technology centers to create “web-centric” development • Online guides, tips, tricks • Convenience training with online instructional tools

  21. Alternative Models • Train the trainer • San Diego pilot program using “team approach” • Faculty with solid skill set receive training with grad student assistants • These faculty then mentor 2 additional faculty • These faculty then bring 2 additional faculty to training

  22. Rewards and Incentives for Working with Technology • Definition of rewards for working with technology (Syllabus 2001) • Raises, promotion (not tenure), bonuses, travel, research stipends, office/lab space, lab equipment, decreased teaching load, support for the teaching environment

  23. Incorporating Technology into Tenure Requirements • Scholarship • Publication in online journals • Conference presentations • Development of application software • Teaching • Online courses or web pages • Use of course or discipline-specific software • Service • Technical assistance to colleagues • Community workshops • Service on technology-oriented committees

  24. Compensation Models • ISP costs • Campus service units • Software • Overload pay • Release time • TA/student workers • Make funds available for: • Travel • Conference fees • Discretionary account for faculty to use (NQA)

  25. Assessment of Faculty – Competencies • Competency areas • Basic technology: OS, word proc., email, web • Pedagogic: planning, presenting content knowledge, evaluation • Guideline matrix • Define competency by person and action

  26. Competency Technological knowledge Behavioral anchors WebCT or BlackBoard Interactive videoconferencing Computer hardware/software, Communication tools Assessment of Faculty – Behavioral Anchors • Link competencies to behavioral anchors to authenticate learning

  27. Thank You michelle.robinson@marquette.edu

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