ENSURING QUALITY AND DETERMINING EFFECTIVENESS, ELI Focus Session
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As many institutions have invested in faculty development programming and understand that it is pivotal to the success of innovation in course designs and academic programming, there is a need to ensure that the products resulting from these efforts are meeting institutional standards of quality for student learning and other outcomes. We have seen an array of mediated forms of learning (hybrid, blended, flipped, online, self-paced, competency-based, MOOCs, and more) being diffused across campuses and systems, and many of us have been asked to provide evidence of the effectiveness of our faculty development programming to ensure the quality of classes and programs. Administrators are looking for an ROI in faculty development as we are seeing decreases in funding, enrollments, and budgets. This presentation will share an approach to ensuring quality and evaluating the effectiveness of faculty development, including the sharing of resources. Outcomes: Learn about a life cycle of ensuring quality in faculty development * Identify steps in a backward-design approach to evaluating the effectiveness of faculty development * Share potential resources to use in future efforts Tuesday, Apr 1st, 2014, 12:15 PM - 12:40 PM, Eastern Time
Transcript of ENSURING QUALITY AND DETERMINING EFFECTIVENESS, ELI Focus Session
Ensuring quality and determining effectivenessTanya Joosten, @tjoosten, [email protected]
What is success?
CC Flickr katherine.a
Desired results
Higher retention
Better grades
Satisfy students
More Learning
Enhance Engagement
Increase Enrollments
Save Money
Recover Space
Defining success
Define pedagogical
model
Design a faculty development
program
What is “it”
Pedagogical model
Content• Text• Images• Audio• Video
Interactivity• Discussions• Groups• Feedback
Assessment• Written and oral examination• Discursive• Portfolio
• Ten questions • Designing learning modules• Online vs. F2F - Integration
• Decision rubric for content choices
• Learning objects
Content
• Progressive/summative• Before, during, and after• Self evaluation• Peer evaluation• Student evaluation
Course Evaluation
• Rubrics• CATs• Templates • Traditional formats
Assessment
• Synchronous/asynchronous• Establishing voice• Discussion forums• Small groups
Interactivity
• Managing expectations• Time management• Technology support
Helping Your Students• Staying organized• Managing workload• Avoiding course and a half
Course Management
Course Redesign
Transitioning to online and
blended teaching
Faculty development
Did it work?
Input
• Medium (F2F or Online)
• Instructor demographics
• Discipline• Course level
Process
• Defining pedagogical model
• Designing faculty development program
Output
• Course level• Program and
Institutional level
Course evaluation
Who is your audience?What variables will be
examined?How will the data be collected?
analyzed?How (and where) will the data
be presented?Who will be involved in the
evaluation process?When will the evaluation be
completed?
Evaluation plan
Audience
Input Process OutputStudents Interactivity Students/FacultyDemographics Communication Learning Age Engagement Satisfaction Gender Social Presence Performance Ethnicity Content Student Status Assessment
Course/Institutional Data
Full time/Part time RetentionEmployment Status Drop/Withdrawal RateZip Code Grade Course/Instructor
EvaluationCourse Discipline Course Level Instructor Mode of Delivery
Variables
Collecting
Analyzing
Dissemination
CC Flickr bengray
Resources
CC Flickr Vandy CFT
Timeline
CC Flickr zamboni.andrea
Other considerations…
