Professional Development for Online Faculty

1. Professional Development for Online Faculty Meeting diverse needs through a centralized initiative Judith Giering, Ph.D., Ray Lum, MPhil, MS, Fran Cornelius, Ph.D., Linda Marion, Ph.D. Karyn Holt, Ph.D., Marlin Killen, Ph.D., Ann Solan, Ph.D., Allen Grant, Ph.D.,

2. Online Learning in the U.S. • Significant growth over past decade • Universities spending large sums of money on online learning • Many reasons for students to choose online learning

3. Online Teaching – Need for Training • In the pedagogy of online learning • In the technology of online learning

4. Drexel: Background and Context Online Learning Successes • 2010 Sloan-C Award for Excellence in Institutional-Wide Online Education • United States Distance Learning Association’s USDLA 21st Century Distance Learning Award • 2012 Drexel University ranked second in the United States in its online graduate nursing program according to U.S. News and Word Report Ranking • Drexel received special acclaim for ‘Student Services and Technology ‘ and ‘Student Engagement and Accreditation’

5. Drexel: Background and Context Tremendous Growth

6. Drexel: Background and Context Online Scalability Challenges • 115 online programs – 15 undergraduate, 44 graduate, 56 certificate • 7358 fully online including 2459 undergraduate, 4147 graduate and 75 certificate program students • In addition, 17,601 undergraduate and graduate students • Approximately, 650 faculty members teach online including 336 graduate and 318 undergraduate level. • Inconsistent support and training resources between academic units

7. Our Need How do we create a forum that engages faculty and staff in best practices in online teaching, provides professional development to all faculty, seeks to solve common problems, and is committed to a quality online learning experience for all students?

8. Online Learning Council • Created in 2009 by the Provost • Nearly 100 members from across University • Established task-oriented committees: • Quality - Retention • Accessibility - Student Services • Scalability - Communication

9. Online Learning Council Challenge • Pockets of Excellence Across the Academic Enterprises • Goal • increase collaboration to expand the breadth and depth of excellence • Increase dissemination, transparency and collegiality How do we take the valuable work of the OLC and what has been accomplished across the Academic Enterprise and disseminate it through all areas of the University?

10. Online Learning Fellows • Comprised of 8 individuals with backgrounds in online teaching & learning, online course design, and online program management • Ambassadors for the Online Learning Council • Catalysts for quality and innovation in online learning • Objectives: • Provide a process and method for the review of online course design • Provide opportunities for professional development in support of excellent online teaching and course design

11. Professional Development Programs developed by the Fellows: • Provide the pedagogical underpinnings of online teaching • Describe recommended practices and strategies for online teaching • Identify resources for further development or support • Respect the varied needs and approaches of each academic unit within the University while setting the tone for quality online teaching across all units • Incorporate the pockets of excellence and associated resources across the University • Can be delivered through multiple modalities

12. Fellow Initiatives Targeting Faculty DevelopmentA Multi-Level Approach Initiatives include: • Development of courses • Core Design Element Checklist • New Online Faculty Training • Development of workshops • One-on-one consultation with Fellows during course review process • Repository of resources • Presentations to academic units/departments

13. A Closer LookDrexel Core Design Elements • Developed in collaboration with OLC Members and the Drexel-Wide Community • Lead to development of Core Design Elements Course • Self-Paced Course • Three key content areas: • Course Information, • Course Delivery, and • Course Management • Self-check exercises • Completion certificate • Provides an example of application of the Core Design Elements

14. A Closer LookDrexel Core Design Principles • A course description is provided • The grading policy is clearly stated • Course learning objectives describe outcomes that are measurable • Assessment and evaluation are aligned with course learning objectives • Information about student feedback is provided • Instructor contact and availability information is provided • A list of textbooks, supplies, and other instructional materials needed for the course is provided • Due dates and deadlines are provided • A code of conduct and information about academic integrity are provided • Links, email addresses, and/or phone numbers to technical support are provided • Content is sequenced and structured in a manner that enables learners to achieve the stated goals • The course is easy to navigate • Broken or outdated links are corrected or removed • Links to academic resources are provided • The university statement regarding ADA compliance is provided.

15. A Closer LookNew Online Faculty Training The Orientation to Online Teaching addresses the following: • Comparison of online and face-to-face course features • Introduction of technology tools used for the development of online course materials • Review of technology resources, staff, and peers available for faculty support • Academic Integrity in an online course environment • Recommendations for beginning steps • Tools for creating a personal professional development plan

16. A Closer LookNew Online Faculty Training • Self-Paced Course • Key content areas: • Online vs Traditional • Strategies for Teaching Online • Personal Development Plan • Resources for New Online Instructors • Faculty Bulletin Board (facilitated) • Self-check exercises • Completion certificate • Provides an example of application of principles

17. A Closer LookFaculty Development Workshops • Targeted • Timely • Interactive

18. A Closer LookOne-on-One Consultation • Collegial • Confidential • Collaborative • Individualized

19. Repository of Resources

20. Repository of Resources

21. Response & Results • Still in the early stages but the initial outcome data are promising. • Attendance and feedback at the workshops was positive. • Networking and conversations started at these events have continued and are further driving quality initiatives.

22. Response & Results • New Online Faculty Training (launched on September 1, 2012) • accessed by 77 faculty members • 7 faculty members completed one or more assessments within the course. • The Core Design Element Checklist (launched on May 1, 2012) • 290 faculty/course developers access the course • 37 having completed one or more assessments within the course.

23. Responses to Challenges: Policies, Structure and Culture • University Wide (Centralized) • Learning Management System • Technology Support via OLT • Learning Assessment Initiative • INSPIRE Initiative • College and School (Decentralized) • Quality Measures • Quality Matters Rubric • Drexel University Core Design Element Checklist

24. Responses to Challenges: Policies, Structure and Culture • Online Learning Council Subcommittees • Quality • Accessibility • Scalability • Retention • Student Services • Communication • Executive Director – Online Learning Council • Online Learning Council Fellows

25. Responses to Challenges: Policies, Structure and Culture • Leverage Pockets of Excellence Across the Academic Enterprises • Collaboration – Expanding Breadth and Depth • Dissemination, Transparency and Collegiality • Faculty Orientation to Online Teaching - formal • Faculty Development Days - formal • Repository of Resources - informal • Self-Review - informal • Peer Review - mentoring • Consultation - coaching • Continuous Quality Improvement (CQI)

26. Improving Our Approach More of a ‘Learner Centered’ approach to faculty development • Customized (based upon unique and individual needs identified via Self-Assessment and PDP) • SWOT Analysis /Needs Assessment • Identification of Benchmarks • Identification of Measurable Outcomes

27. Focus for the Coming Year Work groups in five essential areas: • Online Learning Training and Orientation • Core Design Peer Course Program • Conferences/Workshops • Marketing • New Initiatives

28. Closing Thoughts Where does this centralized initiative fit in your faculty development? What would you perceive as the benefit of these centralized initiatives? How would you measure the value of these centralized initiatives? Why would you want to participate in these centralized initiatives?

29. Questions/Discussion