scholarly journals THE ILLINOIS ONLINE NETWORK IS MAKING THE VIRTUAL CLASSROOM A REALITY: STUDY OF AN EXEMPLARY FACULTY DEVELOPMENT PROGRAM

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Virgil E. Varvel ◽  
Michael Lindeman ◽  
Iris K. Stovall
Keyword(s):  
Faculty Development ◽  
Large Scale ◽  
Online Courses ◽  
Development Program ◽  
Virtual Classroom ◽  
Faculty Development Program ◽  
Teaching Online ◽  
Faculty Teaching ◽  
Online Format ◽  
The University

The Illinois Online Network (ION) is a faculty development partnership between all forty-eight community colleges in the state of Illinois and the University of Illinois. The goals of the ION program are to help faculty to develop and deliver courses in a completely online format, and also to produce online courses that incorporate best practices for engaging students in discussion and critical thinking. ION accomplishes its goals with a variety of programs, such as the Making the Virtual Classroom a Reality series of online faculty development courses. Evaluation surveys indicate that ION activities have had an impact on the satisfaction and confidence of faculty teaching online courses. This paper examines the programs and resources that ION provides, the effectiveness of the program as a whole, and the lessons ION has learned about providing a large-scale faculty development program.

scholarly journals Moving Beyond Smile Sheets: A Case Study on the Evaluation and Iterative Improvement of an Online Faculty Development Program

2017 ◽  
Vol 21 (1) ◽  
Author(s):  
Ken-Zen Chen ◽  
Patrick R. Lowenthal ◽  
Christine Bauer ◽  
Allan Heaps ◽  
Crystal Nielsen
Keyword(s):  
Faculty Development ◽  
Online Courses ◽  
Development Program ◽  
Online Faculty ◽  
Faculty Development Program ◽  
Teaching Online ◽  
Online Faculty Development ◽  
Experience Teaching ◽  
Iterative Improvement

Institutions of higher education are struggling to meet the growing demand for online courses and programs, partly because many faculty lack experience teaching online. The eCampus Quality Instruction Program (eQIP) is an online faculty development program developed to train faculty to design and teach fully online courses. The purpose of this article is to describe the eQIP (one institution’s multipronged approach to online faculty development), with a specific focus on how the overall success of the program is evaluated using surveys, analytics, and social network analysis. Reflections and implications for improving practice are discussed.

scholarly journals The faculty development model of University of Milan-Bicocca: towards an integration of general and disciplinary didactics

2020 ◽  
Author(s):  
Franco Passalacqua ◽  
Elisabetta Nigris
Keyword(s):  
Faculty Development ◽  
Training Program ◽  
Development Program ◽  
Faculty Development Program ◽  
Reconstruction Process ◽  
Large Classes ◽  
Recent Developments ◽  
Training Structure ◽  
Training Methodologies ◽  
The University

The contribution presents the faculty development program of the University of Milano-Bicocca, called “Teaching large classes”. The objective of this paper is to illustrate the training structure of this project (launched in 2016 with a series of pilot actions that became fully operational the following year) and its recent developments. The paper intends to provide a detailed description of the three main principle that shape the structure of the training program: the continuum of immersion and distancing in training methodologies; the isomorphism between learning contents and teaching methodologies; the focus on the didactic transposition and education reconstruction process. The analysis of these principles shows that the inter- and trans-disciplinary approach of the training program is a crucial condition to the interconnectedness of the three principles in a consistent training structure. Furthermore, the multi- inter- and transdisciplinary approach allows for the development of the project with a broader scope.

Developing TPACK Understanding Through Experiential Faculty Development

2019 ◽  
pp. 224-256
Author(s):  
Michelle Fulks Read ◽  
Gwendolyn M. Morel ◽  
Tamarin Butcher ◽  
Ann Evans Jensen ◽  
Jesse M. Lang
Keyword(s):  
Faculty Development ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Online Courses ◽  
Development Program ◽  
Faculty Development Program ◽  
Faculty Knowledge ◽  
E Learning ◽  
Degree Of Confidence ◽  
Beliefs And Attitudes

The purpose of this chapter was to explore changes in faculty knowledge, beliefs, and attitudes regarding online teaching and learning, as well as faculty's degree of confidence in developing and implementing online courses after participating in a multiweek, experientially based faculty development program. The study draws on change theory, specifically teacher change in knowledge, beliefs and attitudes, self-efficacy, and the TPACK framework. The findings suggest that faculty development that incorporates elements of collaboration, modeling, peer review, coaching, extended time, and numerous opportunities for observation and reflection are key to participants' TPACK development and positive changes in teaching beliefs, e-learning attitudes, and self-efficacy.

Comprehensive Faculty Development

2020 ◽  
pp. 25-36 ◽  
Author(s):  
Desiree' Caldwell ◽  
Mary Sortino ◽  
Jill Winnington ◽  
Tiffany J. Cresswell-Yeager
Keyword(s):  
Online Education ◽  
Faculty Development ◽  
Online Teaching ◽  
Development Program ◽  
Direct Result ◽  
Online Faculty ◽  
Faculty Development Program ◽  
Strategic Approach ◽  
Training And Support ◽  
The University

There is a significant need for faculty development and support as it relates to online teaching. Researchers assert that the success of online education may be a direct result of the training and support of the institution's faculty. Higher education institutions implement a variety of online faculty development practices; however, little is known about which practices are seen as the most effective and efficient. In this chapter, the authors propose a strategic approach to building a comprehensive faculty development program that supports and engages online faculty from initial hire and beyond. The purpose of this chapter is to provide new insights to support faculty. The authors identify evidence-based strategies to incorporate adjunct and full-time online faculty into the university community. In addition, the authors share their experiences developing a comprehensive faculty development plan.

scholarly journals e-Tutor: A Multilingual Open Educational Resource for Faculty Development to Teach Online

2016 ◽  
Vol 17 (5) ◽  
Author(s):  
Christian Rapp ◽  
Yasemin Gülbahar ◽  
Müge Adnan
Keyword(s):  
Faculty Development ◽  
Online Teaching ◽  
Large Scale ◽  
Development Program ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Faculty Development Program ◽  
Technological Infrastructure ◽  
Higher Education System ◽  
Face To Face

<p class="2">The situation in Ukraine poses severe problems to the higher education system and to students in Eastern Ukraine. Many students and academicians had been compelled to leave their university buildings and move westwards. Hence, they are forced to substitute face-to-face teaching with distance learning, often on a large scale, but within a short span of time and with limited resources. While technical/technological infrastructure often exists, know-how about conducting online teaching and respective faculty development is often found to be lacking. Within the framework of a project funded by the Swiss National Science Foundation (SNSF), a faculty development program developed in Turkey as an Open Educational Resource (e-Tutor) was adopted in three languages (English, Ukrainian, and Russian) to support qualifying university staff in teaching online. e-Tutor comprises of 14 modules, each with various content, covering different aspects of online teaching. In the following note, we briefly present the program along with the context, target group/aims, concept, genesis, initial experiences, and further development.</p>

scholarly journals Assessing Teachers’ Self-Efficacy Beliefs Using Bandura’s Scale

2021 ◽  
pp. 150-155
Author(s):  
Vilma Muega- Geronimo
Keyword(s):  
Decision Making ◽  
Faculty Development ◽  
Community Involvement ◽  
Self Efficacy ◽  
Development Program ◽  
Faculty Members ◽  
School Resources ◽  
Faculty Development Program ◽  
Efficacy Belief ◽  
The University

The study aimed to assess the level of teacher’s self-efficacy belief as input to faculty development plan based on Bandura’s instrument. Mean and ranking were utilized to determine the Teachers’ Self- efficacy level. The results show that faculty members have higher efficacy in terms of discipline, instruction, create a positive school climate. Meanwhile, low efficacy in terms of influence in school resources, enlist parental and community involvement, and influencing decision making in the University. Generally, it indicates that faculty members need to enhance their self-efficacy belief in some aspects. It is suggested to include a plan as part of the faculty development program to enhance the teachers’ self-efficacy level particularly on decision making, community involvement, getting school resources, and parental involvement.

Influence of Reduced Seat Time on Satisfaction and Perception of Course Development Goals: A Case Study in Faculty Development

2012 ◽  
Vol 16 (2) ◽  
Author(s):  
Aimee DeNoyelles ◽  
Clara Cobb ◽  
Denise Lowe
Keyword(s):  
Faculty Development ◽  
Online Courses ◽  
Development Program ◽  
Future Research ◽  
Course Development ◽  
Faculty Development Program ◽  
Face To Face ◽  
Development Goals ◽  
Learning Principles ◽  
Seat Time

This paper describes the redesign of a faculty development program at a large public university that transitioned from weekly face-to-face meetings to a version that reduced seat time by half. Focus is on course development activities in which individual faculty began designing and developing their online courses. Survey data was collected and analyzed from two “pre-revision” and two “post-revision” versions of the faculty development program to assess the satisfaction with the course and perceptions about faculty course development progress. Results indicate that faculty expressed a higher overall satisfaction with the “post-revision” program and expressed stronger perceptions about their ability to develop their online courses. This is attributed to three reasons; first, there was a balance of autonomy and support; second, an emphasis on adult learning principles to support content creation; and third, a shift from individual to community. Implications for practice are shared and recommendations for future research are proposed in the conclusion.

Orientation, Mentoring and Ongoing Support: A Three-Tiered Approach to Online Faculty Development

2012 ◽  
Vol 16 (2) ◽  
Author(s):  
Amber L. Vaill ◽  
Peter A. Testori
Keyword(s):  
Faculty Development ◽  
Learning Experience ◽  
Development Program ◽  
Online Faculty ◽  
Faculty Development Program ◽  
Online Classroom ◽  
Teaching Online ◽  
Tiered Approach ◽  
Online Faculty Development ◽  
Ongoing Support

In order for faculty to make a successful transition to teaching in the online classroom, they must receive professional development specifically geared toward this challenge. Bay Path College offers a faculty development program that incorporates three distinct components all geared toward aiding faculty in adjusting to teaching online and providing assistance while courses are in progress with the goal of ultimately impacting the overall online learning experience for faculty and students alike. This article describes the College’s three-tiered approach to faculty development and explains the role that initial training, peer mentoring, and ongoing support play in preparing faculty and shaping their confidence in their abilities as an online instructor.

scholarly journals Faculty Development on Clinical Teaching Skills: An Effective Model for the Busy Clinician

2016 ◽  
Vol 3 ◽  
pp. JMECD.S40798 ◽  
Author(s):  
Julie B. Damp ◽  
Charlene M. Dewey ◽  
Quinn Wells ◽  
Leora Horn ◽  
Susan F. Kroop ◽  
...  
Keyword(s):  
Faculty Development ◽  
Clinical Teaching ◽  
Development Program ◽  
Teaching Skills ◽  
Faculty Development Program ◽  
Teaching Behaviors ◽  
Self Assessment ◽  
Barriers To Participation ◽  
Participant Satisfaction ◽  
Faculty Teaching

Introduction The authors developed and evaluated a faculty development program on clinical teaching skills to address barriers to participation and to impact teaching behaviors. Methods Four one-hour workshops were implemented over five months. Evaluation included participant satisfaction and pre/post self-assessment. Pre/post faculty teaching ratings by trainees were compared. Results A total of 82% of faculty ( N = 41) attended. Participants rated workshops highly (mean, 4.43/5.00). Self-assessment of skills and comfort with teaching activities improved. A total of 59% of residents and 40% of fellows felt that teaching received from participating faculty was highly effective. The majority observed targeted teaching behaviors by the faculty. Teaching ratings improved after the workshops ( P = 0.042). Conclusion Our series of short workshops during a standing conference time was associated with increased self-assessed skill and comfort and an increase in faculty ratings on teaching evaluations. Effective faculty development programs can be implemented in flexible formats and overcome common barriers to participation.

scholarly journals Review of an Intensive Faculty Development Program Conducted at a Regional Medical Campus.

2020 ◽  
Vol 3 (3) ◽  
Author(s):  
Steven Craig
Keyword(s):  
Faculty Development ◽  
Development Program ◽  
Faculty Development Program ◽  
Senior Faculty ◽  
Main Campus ◽  
Regional Campuses ◽  
Faculty Teaching ◽  
Regional Medical ◽  
Regional Campus ◽  
Senior Faculty Member

Purpose: The process of attracting, training, and retaining adjunct clinical faculty can be a challenge for regional medical campuses. It is important to have a faculty development program that addresses the specific needs of community-based faculty members. However, there is a shortage of literature on how to best develop and deliver such programs at regional campuses. Objective: to describe the development and implementation of a comprehensive faculty development program at a regional medical campus. Method: An intensive faculty development program was developed at the regional medical campus of a large US Midwestern medical school. The faculty development program was directed by a senior faculty member at the regional medical campus working with a senior educator from the medical education office on the main campus. The program expanded the number of yearly faculty development workshops offered to all faculty at the regional campus and specifically included an intensive two-year program for 12 faculty teaching scholars. The two-year Teaching Scholars program entailed additional meeting sessions along with assignments, readings, and the scholars’ commitment to incorporate session content into practice. Results: Teaching scholars maintained regular session attendance. Self-assessed knowledge and skills in completing common teaching activities improved for participating faculty across the study period. All participating faculty rated the program good (18%) to excellent (82%) and all indicated they would recommend the program to colleagues. Conclusions: The described program can be accomplished by any regional medical campus working with faculty experts at the main campus. The financial costs of the program were minimal, and data from the program supported its benefits.

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