Teaching Triangles: A Campus Wide Interdisciplinary Program for Faculty Professional Development

Research conducted in various settings suggests that preparation and support for online instructors should be considered separately from efforts to prepare face-to-face instructors. However, very few studies outline the ways in which preparation to teach online should differ, and only a handful link these practices to measurable outcomes that help define what is meant by effective. PBS TeacherLine’s professional development model presents an opportunity to examine a comprehensive, well-established effort that has undergone regular refinements over the past 11 years. Results from the yearlong study presented in this paper showed that PBS TeacherLine’s professional development model contributes positively to instructor satisfaction, retention, high quality online instruction, increased instructor reflection, and learner outcomes such as an overall positive course experience. These findings reveal promising best practices for online faculty professional development that are specific to the online environment.

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Measuring digital professional development: analytics for the use of web and social media

Journal of Applied Research in Higher Education ◽

10.1108/jarhe-02-2014-0023 ◽

2015 ◽

Vol 7 (1) ◽

pp. 19-31 ◽

Cited By ~ 4

Author(s):

Jason Rhode ◽

Stephanie Richter ◽

Peter Gowen ◽

Murali Krishnamurthi

Keyword(s):

Professional Development ◽

Social Media ◽

Faculty Development ◽

Online Resources ◽

Faculty Professional Development ◽

Content Type ◽

Online Resource ◽

The University ◽

Development Center ◽

Faculty Development Centers

Purpose – As faculty professional development increasingly occurs online and through social media, it becomes challenging to assess the quality of learning and effectiveness of programs and resources, yet it is important to evaluate such initiatives. The purpose of this paper is to explore how one faculty development center experimented with using analytics to answer questions about the use and effectiveness of its web and social media resources. Design/methodology/approach – The case study was based on direct observation of the center’s practice and review of selected data generated by the analytic tools. Findings – Unfortunately, while some analytics are available from a variety of sources, they are often distributed across tools and services. The center developed an analytics strategy to use data from Google Analytics and social media reporting tools to assess the use of online and social professional development resources. Initial results show that the center’s online and social professional development resources are widely used, both within and outside the university. However, more work is necessary to improve the strength and scope of the available analytics. Practical implications – As a result of the analysis, the center has streamlined online resources, targeted social media use, and has begun developing methods to allow faculty to report online resource use as professional development for academic personnel purposes. Originality/value – Many faculty development centers have not explored methods of evaluating online and social media resources. This paper outlines a strategic evaluation plan to measure the usage of online resources as well as engagement and interaction through social media.

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Learning to Teach Online

Educational Leadership and Administration ◽

10.4018/978-1-5225-1624-8.ch096 ◽

2016 ◽

pp. 2092-2113

Author(s):

Christina M. Tschida ◽

Elizabeth M. Hodge ◽

Steven W. Schmidt

Keyword(s):

Professional Development ◽

Distance Education ◽

Online Courses ◽

Rapid Expansion ◽

Pedagogical Issues ◽

State University ◽

Faculty Professional Development ◽

Course Content ◽

Face To Face ◽

Institutions Of Higher Learning

The rapid expansion of distance education in higher education has left a high demand for faculty willing to design and teach online courses, often with little or no training. The path from face-to-face to online courses is not an easy one and can be filled with frustration and doubt for many faculty. Professional development often focuses on technology tools rather than pedagogical issues of online learning or course content. This chapter focuses on research that examines the experience of several faculty from the college of education at a state university in the Southeast United States, as they learned to teach online. It presents their negotiations of issues of online platform and pedagogy and their efforts to find professional development to meet their needs. The implications for institutions of higher learning are important as distance education continues to increase and more and more faculty are asked (or told) to transfer their courses online.

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A Holistic Professional Development Model

Handbook of Research on Teacher Education and Professional Development - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-1067-3.ch014 ◽

2017 ◽

pp. 259-284

Author(s):

Julie Ellen Golden ◽

Victoria Brown

Keyword(s):

Professional Development ◽

Online Education ◽

Program Planning ◽

Future Research ◽

Faculty Professional Development ◽

Web Based ◽

Online Curriculum ◽

Professional Development Model ◽

E Learning ◽

Faculty Transition

Institutions struggle to develop online curriculum that meets increasing student demands for online education. The explosive growth of online learning necessitates that many higher education faculty transition from a traditional classroom to a web-based format, sometimes with little or no training. This chapter describes a holistic online faculty professional development (PD) model developed through use of a concerns-based adoption model (CBAM). The CBAM model provides an affective and behavioral lens for managing change. Through two of CBAM's components called stages of concern and levels of use, a PD plan was constructed that approaches the transition to distance learning as an ongoing process rather than simply as technology training. The holistic PD model considers each faculty member as an individual with unique needs. Components of the PD model and new Center for E-Learning (CeL) development and program building are explained. Impact on faculty and students and recommendations for program planning and future research are included.

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Applying a Teaching Decision Cycle to the Design of Online Learning Within Faculty Professional Development

Handbook of Research on Blended Learning Pedagogies and Professional Development in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-5557-5.ch002 ◽

2018 ◽

pp. 21-39 ◽

Cited By ~ 1

Author(s):

Neal Shambaugh

Keyword(s):

Professional Development ◽

Instructional Design ◽

College Instructors ◽

Faculty Professional Development ◽

Teaching Online ◽

Face To Face ◽

Decision Cycle ◽

Online Setting ◽

Virtual Setting ◽

Teaching Decisions

Higher education instructors who will be teaching online for the first time need institutional assistance. Migrating a face-to-face course to an online setting requires some understanding of the differences in a physical and virtual setting. This chapter proposes that the design of courses for online delivery can be facilitated by professional development in which instructional design is used to examine important teaching decisions. A framing of instructional design for college instructors, the teaching decision cycle (TDC), prompts a re-examination of assumptions and F2F teaching decisions. A three-day professional development event is laid out in which the TDC is used to structure instructor re-thinking and designing of a F2F course to a new online or hybrid course. Research opportunities along five categories are suggested.

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Faculty Professional Development for Culturally Responsive Pedagogy in STEM Higher Education

Research Anthology on Culturally Responsive Teaching and Learning ◽

10.4018/978-1-7998-9026-3.ch053 ◽

2021 ◽

pp. 998-1018

Author(s):

Kelly M. Mack ◽

Kate Winter ◽

Claudia M. Rankins

Keyword(s):

Higher Education ◽

Professional Development ◽

Culturally Responsive ◽

Information Science ◽

Culturally Responsive Pedagogy ◽

Development Program ◽

Application Process ◽

Faculty Professional Development ◽

Implicit Biases ◽

Responsive Pedagogy

This chapter showcases the purpose, activities, and outcomes of the Teaching to Increase Diversity and Equity in STEM (TIDES) faculty professional development program, which significantly increased both faculty skill level and confidence with implementing culturally responsive pedagogies in the computer/information science disciplines. Starting with the structure of the application process, TIDES intentionally created an effective learning environment where computer and information science faculty could not only learn about culturally relevant teaching practices and the need for them, but also unlearn what they may have absorbed about historical inequities in society and higher education and address their implicit biases about who can and should succeed in STEM. Evaluative data indicate that TIDES exceeded all its target outcomes, so this chapter is shared to support the replication of a proven practice of professional development to foster culturally responsive pedagogy among STEM faculty and, therefore, to support the recruitment and retention of diverse students in STEM.

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Multidimensional Faculty Professional Development in Teaching and Learning

International Journal of Technology-Enabled Student Support Services ◽

10.4018/ijtesss.2020010102 ◽

2020 ◽

Vol 10 (1) ◽

pp. 21-39

Author(s):

Alev Elçi ◽

Hüseyin Yaratan ◽

A. Mohammed Abubakar

Keyword(s):

Professional Development ◽

Teaching And Learning ◽

Great Effort ◽

Global Knowledge ◽

Faculty Professional Development ◽

Knowledge Based ◽

Institutional Expectations ◽

Coefficient Of Concordance ◽

Building Activities ◽

The Impact

Higher educational institutions exert great effort to improve educational quality and effectiveness to cope with digital challenges in education. The impact of COVID-19 on education highlighted the importance of the achievement of sustainability in higher education. To overcome many of these challenges, faculty members need sustained professional development infrastructure embracing individual and institutional dimensions for enhancing educational qualifications. In this study, a quantitative method was employed to explore goals, individual needs, and institutional expectations of faculty in an international university in a developing country. The obtained survey data were analyzed using descriptive and non-parametric statistics (i.e., Kendall's coefficient of concordance, Kruskal–Wallis test, and Mann–Whitney U test). The findings demonstrate that the preferred goals of the faculty are found as developing skills in disciplinary knowledge, teaching and learning, and research. To achieve these goals, they favor certain capacity building activities and support services. Findings reflect the faculty's positive attitude towards multidimensional development, thus opening up to the global knowledge-based community. This study contributes to the existing literature as a pilot study to identify that faculty professional development needs are in line with student academic support.

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