SLN SOLsummit 2009 presentation - by Carol McQuiggan and Larry Ragan http://slnsolsummit2009.edublogs.org This session will highlight the faculty development design and approach in order to serve the needs of the faculty participating in course delivery via the Penn State World Campus.

1. Preparing to Teach Online
as Transformative Faculty
Development
Carol McQuiggan
Faculty Center for Teaching &
Instructional Technology
Penn State Harrisburg

2. Context
• Founded in 1966
• Enrolls 3900
students
• Degrees from
associate to
doctorate
• 185 full-time faculty
• 122 part-time faculty

3. Range of faculty experience
Virtual worlds. . . . . . . . . . . . . . . . . Email
Faculty Just beginning
embracing to integrate
online technology into
education their teaching

4. Teaching online – what changes?
• Loss of face-to-face contact
• Extensive planning
• Attention to detail
• Amount of advance
preparation/organization
• Shift in instruction
• New roles

5. Professional development to
prepare faculty to teach online
• Recognized need
• Many models, but no underlying theory
• Mandatory > Voluntary
• Many competencies applicable to face-
to-face teaching
• Hmmm. . .

6. So what do we have so far?
• Faculty professional development
models with no apparent underlying
theory
• Faculty who teach as they were taught,
leading to. . .
• Unquestioned assumptions and beliefs
about teaching (and students)
• Competencies and tools that are
applicable to F2F teaching without an
explicit connection

7. Faculty professional development
that:
• Recognizes faculty as adult
learners, and faculty development
as adult education
• Intentionally facilitates the
questioning of assumptions and
beliefs about teaching
• Intentionally informs F2F teaching
practices

8. Adult learners: Question
Consider prior assumptions &
knowledge, beliefs: Reflection;
experiences; Metaphors; Ask
Uniqueness; questions that probe;
Context; NOT one- Write teaching
size-fits-all philosophies
Intentionally
inform F2F
teaching practices:
How could you use
this teaching
strategy/tool in
your F2F classes?

9. Preparing to teach online as
catalyst for change
• Professional development for faculty
preparing to teach online presents a
unique opportunity to assess previously
held assumptions and beliefs about
teaching and to inform their F2F
teaching practices – don’t pass up this
opportunity!

10. “The only real voyage of
discovery. . . consists not in
seeing new landscapes but in
having new eyes. . .”
~Marcel Proust

11. Transition time!
From Carol to Larry

12. The C2 Faculty Development Model . . .
a dedicated, skilled
(competent) and confident
faculty.
Lawrence C. Ragan
Director of Faculty Development

13. Desired Outcome of Fac Dev
Program
Goals:
• Develop and support a dedicated, skilled
(competent) and confident faculty to address the
instructional needs of learners served through the
World Campus.
Evidence of Success:
• Student satisfaction (reduced complaints)
• Student enrollments maintain/grow
• Faculty satisfaction with experience
• Increased faculty value of participating in WC
programs

14. Student-centered, & engaged, Learning Space
Competent and Confident Faculty
Faculty
Services
&
Systems

15. Student-centered, & engaged, Learning Space
Competent and Confident Faculty
Professional Development
Opportunities
Faculty
Faculty
Information Research
Services
Management &
Systems
System
Community of Practice

16. Pro Dev Opportunities
Develop a rich set of offerings that span all
user levels
Entry Moderate Advanced Advanced
Entry level
Moderate

17. Pro Dev Opportunities
Develop a rich set of offerings that span all
user levels
OL 2000 OL 2500
OL 3000: Just2It!
OL 1000 Online Issues Forums
Orientation to OL
Sloan-C College Pass
Entry Moderate Advanced Advanced
Entry level
Moderate

18. Research Projects that inform
practice
Strategies for Managing the Online
Workload
Competencies for Online Authoring &
Teaching Success

19. Student-centered, & engaged, Learning Space
Competent and Confident Faculty
Professional Development
Opportunities
Faculty
Research
Services
&
Systems

20. Community/culture of Practice (1)
• Create and support Faculty Advisory/Input
Group
– Serve as sounding/input board
– Define needs of various audiences
– Identify and address variety of barriers
– Generate and manage “special projects”
– Create linkage to Faculty Senate
• Address University policy of reward and
recognition statutes

21. Community/culture of Practice (2)
• Establish a culture of excellence in practice
and scholarship
– Support annual “faculty fellow”
– Support research initiatives (grant driven)
– Support scholarship (including
publications) in online teaching and
learning and specific discipline
• Establish Faculty Mentor program

22. PSU Faculty Development HUB
System and Services
• Access to fac dev
calendar of events
• Access to resources
such as templates and
tools
• Access to research
• Access to faculty
community
• FAQs
• Course demos
• Other external links

23. Student-centered, & engaged, Learning Space
Competent and Confident Faculty
Professional Development
Opportunities
Faculty
Research
Services
&
Systems
Community of Practice

24. Faculty Info Management System
• Goal: Create seamless mechanism for
tracking and managing information on WC
faculty
• Enable targeted mailings for programming
• Enable personalized faculty development
planning
• Match systems and services to faculty
needs via program participation

25. Student-centered, & engaged, Learning Space
Competent and Confident Faculty
Professional Development
Opportunities
Faculty
Faculty
Information Research
Services
Management &
Systems
System
Community of Practice

26. The learner benefits most from . . .
a dedicated, skilled
(competent) and confident
faculty.
Thank you!