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Fall 09 Meeting Handouts - CTL Faculty Development Teams
Online copies of all the handouts shared at the Fall 2009 Faculty Development meeting at Ruttger's.
Effective Learning Requires More than Cheap Technology « Innovate Blog
In this brief blog posting, Dale Lick succinctly applies much of what he's written about at article and book length in a simple formula:
change = cs + tl + fd
Technological change = culture shift + transformational leadership + faculty development.
A-P-L-U - online learning report
August 31, 2009 – More than one-third of public university faculty have taught an online course while more than one-half have recommended an online course to students, according to an unprecedented study of administrative and faculty views toward online learning released today by the Association of Public and Land-grant Universities-Sloan National Commission on Online Learning.
In addition, nearly 64 percent of faculty said it takes “somewhat more” or “a lot more” effort to teach online compared to a face-to-face course. However, a large majority of faculty cited student needs as a primary motivator for teaching online, most commonly citing “meet student needs for flexible access” or the “best way to reach particular students” as the reason they choose to teach online courses.
Faculty Mentoring in the Community College
As educators, we engage in the act of mentoring, at least informally, every day, whether with peers or students. So the question is: Do the benefits of a formal mentoring program outweigh the costs of its development and implementation? Find out how a formal mentoring program can enhance the performance of the college and its people in the League for Innovation's August 2009 Learning Abstracts.
Wary of Budget Knife, Teaching Centers Seek to Sharpen Their Role
This Chronicle piece suggests repeatedly that teaching centers ought to be anxious, and quotes a few anxious folks. I couldn't agree more, though, with Connie Cook, who speaks to the contrary.
"Not everyone is so gloomy. Constance E. Cook, who directs Michigan's teaching center, says that despite the high-profile closures, she believes more centers have opened than have been shuttered during the last two years. (No hard numbers exist, but most people interviewed for this story shared Ms. Cook's instinct.)
"In this era in which people care so much about student learning, faculty teaching centers are generally thriving," Ms. Cook says.
But she says that some of the recent closures, especially at an institution as large as Missouri, have made her colleagues anxious. As budgets tighten, she says, teaching centers need to strengthen their ties with other university offices and make sure that administrators see that the various offices are working in harmony."
Faculty Inquiry Toolkit
Faculty inquiry is a form of professional development by which teachers identify and investigate questions about their students’ learning. The inquiry process is ongoing, informed by evidence of student learning, and undertaken in a collaborative setting. Findings from the process come back in the form of new curricula, new assessments, and new pedagogies, which in turn become subjects for further inquiry.
Leveraging the NSF Broader-Impacts Criterion for Change in STEM Education
This appeal for broader impact is an opportunity to truly integrate research, teaching, and learning in the culture of universities and their faculty. Indeed, through the training of graduate students and post-docs, programs that are working to improve STEM (science, technology, engineering, and mathematics) teaching and learning—such as the Center for the Integration of Research, Teaching, and Learning (CIRTL) at the University of Wisconsin-Madison—are poised to shape a future faculty whose members are both excellent researchers and superb teachers.
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This appeal for broader impact is an opportunity to truly integrate research, teaching, and learning in the culture of universities and their faculty. Indeed, through the training of graduate students and post-docs, programs that are working to improve STEM (science, technology, engineering, and mathematics) teaching and learning—such as the Center for the Integration of Research, Teaching, and Learning (CIRTL) at the University of Wisconsin-Madison—are poised to shape a future faculty whose members are both excellent researchers and superb teachers.
Triangulating Your Evidence
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Triangulation:
multiple forms of overlapping, diverse pieces of evidence and perspectives.
Triangulation is a key tenant of the anthropological approach to data gathering (and
therefore, teacher research). One should gather a wide variety of evidence
for the purposes of triangulation (Jacob, 1990; O'Malley & Valdez Pierce,
1996; Wiggins, 1998).
As opposed to relying on one single form of evidence or perspective as the basis
for findings, multiple forms of diverse and redundant types of evidence
are used to check the validity and reliability of the findings (Jacob,
1990; O'Malley & Valdez Pierce, 1996; Maxwell, 1996; Wiggins, 1998).
Over-relying on any one form of evidence may impact validity of the findings.
By using multiple forms of evidence and perspectives, a truer portrait of the student
can be developed (Wiggins, 1998). While the same biases in evidence collection
still come into play, because more types of evidence are being used to
form one's opinion about the student, there are more cross checks on the
accuracy of the decision.
Needs Assessment Training Module: NOAA.gov
Welcome to the Needs Assessment online learning module. This module has been designed to familiarize you with the terminology, tools, and methods of needs assessments, which will help you make more informed decisions about how and when to use needs assessments in support of your program or project objectives. After you complete this module you will have a foundation in the following concepts:\n\nHow to develop assessment instruments such as surveys and questionnaires\nUnderstanding where needs assessments fit in the project development process\nBasic steps in conducting needs assessments
Needs Assessment: George Mason University
To help you understand needs assessment and to provide you with a variety of examples within this area, the following links are resources you can access.
ScienceDirect - Evaluation and Program Planning : Problems in needs assessment data: Discrepancy analysis
1. Introduction
2. A initial look at data problems in NA
2.1. Setting of the present study
2.2. Study design
3. Data-based issues and solutions
3.1. Issue 1: What is the value of the ‘Not Applicable’ responses?
3.2. Issues 2: Missing data for one or both of the double scales?
3.3. Issues 3: Should discrepancies be determined using total group means for an item or only from the subgroup of individuals completing both scales?
3.4. Issues 4: Do different needs indices produce similar results?
3.5. Issues 5: Criteria to select items for follow-up exploration when needs differ across constituencies
3.6. Issues 6: How to handle data from multiple forms of a NA survey?
Who Needs What Training? A Look Askance at Training Needs Assessment
[Professional developers] must know the purposes the training is to serve (and whether or not training can serve those purposes),
the nature of the audience for the training (so as to best position and present the training), and how to design and develop training using a wide range of methods and techniques (so as to engage the audience and achieve the purposes of the training).
These basic requirements hold true whether the training is stand-up classroom training or high-tech multi-media delivered via computer.
Needs assessment, therefore, is not and cannot be some lock-step method or mindless procedure to be followed. It is more of an idea, a perspective, a philosophy. It is a broad set of concepts, tools, and techniques for getting at the reason for training, for defining the results one expects from training. As Roger Kaufman, one of the needs assessment gurus is fond of saying, "If training is the solution, what’s the problem?" Needs assessment aims at answering that question, and answering it calls for a wide variety of imaginative and insightful approaches.
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- the purposes the training is to serve (and whether or not training can serve those
purposes), - the nature of the audience for the training (so as to best position and present the
training), and - how to design and develop training using a wide range of methods and
techniques (so as to engage the audience and achieve the purposes of the training).
In all cases, trainers must know:
These basic requirements hold true whether the training is stand-up classroom training
or high-tech multi-media delivered via computer. - the purposes the training is to serve (and whether or not training can serve those
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As Roger Kaufman, one of the needs
assessment gurus is fond of saying, "If training is the solution, what’s the
problem?"
Needs Assessment
A Needs Assessment is a systematic exploration of the way things are and the way they should be. These "things" are usually associated with organizational and/or individual performance.
WHY design and conduct a Needs Assessment? We need to consider the benefits of any Human Resource Development (HRD) intervention before we just go and do it:
What learning will be accomplished?
What changes in behavior and performance are expected?
Will we get them?
What are the expected economic costs and benefits of any projected solutions?
We are often in too much of a hurry. We implement a solution, sometimes but not always the correct intervention. But we plan, very carefully and cautiously, before making most other investments in process changes and in capital and operating expenditures.
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- What learning will be accomplished?
- What changes in behavior and performance are expected?
- Will we get them?
- What are the expected economic costs and benefits of any projected solutions?
A Needs Assessment is a systematic exploration of the way things are and the way they
should be. These "things" are usually associated with organizational and/or individual
performance (1).WHY design and conduct a Needs Assessment? We need to consider the benefits of any
Human Resource Development (HRD) intervention before we just go and do it:
We are often in too much of a hurry. We implement a solution, sometimes but not always
the correct intervention. But we plan, very carefully and cautiously, before making most
other investments in process changes and in capital and operating expenditures. - What learning will be accomplished?
Instructional Design Models
Great site, great links, on every aspect of instructional design
Needs Assessment Surveys: Do They Predict Attendance at Continuing Education Workshops?
This study compared data from a continuing education needs assessment survey of NYS forest resource managers with attendance records from workshops to learn if survey respondents attended programs that they indicated a preference for. Our findings suggest that, although educators can rely on these surveys to assess program feasibility, only a small percentage of survey respondents who indicate an interest in a topic will actually attend a program on that topic. Our results illustrate why educators should consider using additional tools to assess their clients' education needs.
Our results illustrate why educators should consider using additional tools to assess their clients' education needs
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Add Sticky Note
- We cannot feel certain about the external validity of this study, BUT it has strong face validity based on years (in my current center and before) of observing the correlations between our surveys of interest and attendance numbers. - on 2009-06-24
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Our results illustrate
why educators should consider using additional tools to assess their clients'
education needs. - 1 more annotations...
Teaching Circle Forms & Templates - Century College
Teaching Circles--Roster, Forms, & Templates for organizing and running a teaching circle.
Teaching Circles at Century are a form of faculty learning community.
Teaching Circles at Century College
What is a teaching circle? A teaching circle is a group of 6-9 faculty members who will work closely together for one semester to focus on an issue(s) related to improving teaching and learning. The circle is interdepartmental in nature and is self-directed within the guidelines of the teaching circle program. The atmosphere of the circle is intended to foster openness and trust in a risk free environment of mutual support and discovery.
Hybrid Courses: University of Milwaukee
Great single resource on every aspect of "combining face-to-face classroom instruction with online learning." Includes faculty resources, faculty viewpoints, course redesign ideas and tips, and resources for faculty developers and students!
Conference | Maryville University
Integrating the Scholarship of Teaching and Learning into the Academic Culture: Crafting a Commitment to Classroom Research
A working conference including presentations of SoTL research, interactive sessions, workshops, and participant-driven discussions
UMass Amherst Office Of Faculty Development
“Mutual Mentoring” distinguishes itself from the traditional model by encouraging the development of a broader, more flexible network of support that mirrors the diversity of real-life mentoring in which no single person is required or expected to possess the expertise of many. Within this model, early career faculty build robust networks by engaging multiple “mentoring partners” in non-hierarchical, collaborative, cross-cultural partnerships to address specific areas of knowledge and experience, such as research, teaching, tenure, and work-life balance. These reciprocal partnerships benefit not only the person traditionally known as the “protégé,” but also the person traditionally known as the “mentor,” thus building on the idea that all members of an academic community have something to teach and learn from each other.
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