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Professional Development for Busy Professionals An Online Solution

Professional Development for Busy Professionals An Online Solution. Presented to: Innovations 2012. Presented By. Dr. William F. Ford Exec. Asst. to the Provost and Dean of Academic Affairs Professor, Psychology Bucks County Community College Ms Rebecca Stevenson

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Professional Development for Busy Professionals An Online Solution

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  1. Professional Development for Busy ProfessionalsAn Online Solution Presented to: Innovations 2012

  2. Presented By • Dr. William F. Ford • Exec. Asst. to the Provost and Dean of Academic Affairs • Professor, Psychology • Bucks County Community College • Ms Rebecca Stevenson • Scenarios Program Facilitator • Bucks County Community College

  3. What Are Your Challenges and Opportunities… • …as you think about how to support faculty in creating effective learning-centered experiences? • …in orienting new faculty (part-time) to your institution and to teaching?

  4. What is Scenarios Online? • An interactive, problem-based online learning curriculum. • Originally developed at Valencia Community College (FL) to assist faculty in designing and managing an enriched learning-centered environment for students.

  5. Why Bucks Got Involved CCSSE: Community College Survey of Student Engagement • Active and Collaborative Learning • Results from 2003, 04, 05,06, 08, 10 • We targeted this area to focus on. • One challenge was providing faculty (especially part-time faculty) with strategies for creating an engaging learning climate in the classroom.

  6. A BCCC Foundation Grant • Started the project in 2006. • Bucks collaborated with • Community College of Philadelphia • Delaware County CC • Reading Area CC • Valencia facilitated the first programs and trained us to facilitate future programs.

  7. Scenarios at BCCC Today Now owned and customized by BCCC • Orientation course for new faculty • Teaching at Mystic Lake Community College, Part I • Teaching at Mystic Lake Community College, Part II

  8. About the Courses • Two face-to-face meetings per course: Kick-Off and Wrap Up • Self-paced, but there is a suggested calendar • Readings, resources, activities, assignments • Require about 4 hours of work per week

  9. Topic Areas • College policies and procedures The critical first three weeks Handling student complaints Effective quizzing and testing Classroom assessment techniques

  10. Topic Areas Handling Plagiarism and cheating Teaching and learning styles Productive group work and class discussions

  11. Schedule • Fall and spring semesters: • Orientation (4 weeks) • TML Part I (5 weeks) • Summers: • TML Part II - (5 weeks)

  12. Why Do It? What’s In It For the College? • Engage part-time faculty with the College. • Develop learning communities within the faculty. • Create opportunities for dialog between full- and part-time faculty. • Standardize the orientation experience.

  13. Why Do It? What’s In It For the College? • Nice side-benefit: • Faculty gain experience with being a “student” in an online course. • Faculty gain experience and comfort with navigating CANVAS – our new learning management • Encourages faculty to consider using online course spaces for face-to-face classes

  14. Live Tour of Course

  15. Why Do It? What’s In It for the Faculty? • Reduce the feeling of professional isolation reported by many part-time faculty members. • Part-time faculty at Bucks compensated on a scale determined by number of credits taught – participation gives them a “3 credit increment” toward their next pay increase.

  16. Why Do It? What’s In It for the Faculty? • Fulfills the contractual requirement for faculty orientation • Fulfills one of the two required annual professional development activities for full-time faculty. • It’s practical! Faculty learn facts and strategies that they can apply immediately to be more effective in the classroom.

  17. Feedback from Participants(online survey and wrap up meetings) What was your favorite part of the course? • Orientation to the college – “much of the information I did not know and I have been here for some time.’ • Discussion and sharing with colleagues • Experiencing online course as a student • Resources I can use in the future • The realistic situations the new teacher faces in TML scenarios

  18. What will you do differently? “Lecture less, use multimedia and discussion more” “Use CATs to check on whether students ‘got it’” “Institute use of rubrics” “Pay special attention to engaging students in the first three weeks” “Improve my course format for clarity”

  19. Future Directions? • Take advantage of technology available in our new LMS, Canvas • Substitute text of some scenarios for videos featuring our students as actors • Include videotaped student-faculty focus groups on course topics ? ? ? ? ?

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