Pere Speakers Jeremy Anderson Deputy Chief of Academic amp Administrative Technology Jamie Litchfield Academic Program Director of Business Programs Our Model Pere The American Womens College ID: 778473
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Slide1
The Path to Creating an Integrated Online Contingent Faculty Competency System
Slide2Pere
Speakers
Jeremy Anderson
Deputy Chief of Academic & Administrative Technology
Jamie Litchfield
Academic Program Director of Business Programs
Slide3Our Model
Slide4Pere
The American Women’s College
Access mission
1600 students
20 UG majors
6-week sessions
Centralized courses
PDs & SMEs
Adjuncts
Wrap-around support
Institution
Model
Slide5High quality
Low price
Slide6Pere
Disaggregation
Pere
Disaggregation
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Disaggregated KSAs
Teaching experience
Subject expertise
Community building
Responsiveness
Formative feedback
Summative feedback
Program assessment
Rubric use
Instruction
Assessment
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Could It Be?
Our Project
Slide11Goal
Our goal was to develop a comprehensive and consistent process in which adjunct faculty are hired, onboarded, trained and evaluated.
The vision is to create a
self-sustaining community of intrinsically motivated
adjunct faculty.
Slide12Methods
We started by gathering data from multiple stakeholders through:
Review of Existing Institutional Requirements
Focus Groups
Review of Existing Faculty Development
Literature Review
Slide13Developing the Faculty Development Model
Instructor Competencies
Student Evaluation
Training Courses
Peer Evaluation
Job Description, Hiring & Onboarding
Faculty Handbook
Slide14Best Practices
Identified a set of best practices in the areas of:
Faculty-student engagement
Timely feedback
Community of Inquiry
Slide15Presence
Competence
Responsiveness
Development
Developing Competencies
Faculty Competencies
Slide16Developing Competencies
Presence
Presence
Competence
Responsive
Development
Create a presence in the course through the following:
Weekly video announcements
Engagement in discussions as measured by participation at least four days per week and at least twenty percent of all posts (online only)
Providing a meaningful presence through grading and feedback
Engage in student outreach to increase student success and retention
Slide17Developing Competencies
Competence
Presence
Competence
Responsive
Development
Demonstrate competence in the following:
Relevant area of subject matter expertise
Knowledge and application of university policies and procedures
Knowledge and application of student support services
Culturally responsive teaching
Technology relevant to teaching
Slide18Be responsive to student needs through the following:
Regular and timely communication with students in accordance with university policies
Regular and timely grading in accordance with university policies
Regular and timely feedback with students in accordance with university policies
Developing Competencies
Presence
Competence
Responsive
Development
Responsiveness
Slide19Faculty participate in continued training and development in:
The area of subject matter expertise
Best practices in teaching and learning
University policies and procedures
Technology applicable to higher education
Presence
Competence
Responsive
Development
Developing Competencies
Continued Development
Slide20Step 1: Selection
Opening the loop
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Hiring & Onboarding
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Job descriptions
Selection
Contracts
Welcome letter
Faculty orientation
Faculty handbook
Hiring
Onboarding
Slide22Step 2: Evaluation
Measuring progress
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Performance Dashboard
Jane Goode
Program(s)
: Business, WELL
Tenure
: 21 cred
Last Active
: 2017 FA D1
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Student Evaluations
Competency
Presence in Student Evaluations
1. Create a presence in the course through the following
Assessment Level
Example 1
Example 2
1a. Video Announcements
Indirect Assessment
The technology used in this course effectively assisted me in learning of the material.
The instructor demonstrated expertise in the subject area.
1b. Discussion Engagement
Direct Assessment
The instructor helped me feel engaged.
The instructor guided discussions effectively.
1c. Presence in Grading and Feedback
Direct Assessment
The instructor provided timely and constructive feedback that helped me improve my learning and understanding.
--
1d. Student Outreach
None
--
--
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Faculty Rubric
Create a Presence in the Course
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Faculty Rubric
Be Responsive to Student Needs through:
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Faculty Rubric
Self Report & Peer Mentor
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Faculty Rubric
Self Report & Peer Mentor
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Faculty Rubric
Continued Learning and Development
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Peer Review
Peer Evaluation are conducted after the first course is taught and once yearly thereafter
Evaluations, using the
faculty competency rubric
,are conducted by Lead Faculty members who act as a resource and mentor throughout the semester
Slide31Step 3: Ongoing Development
Closing the loop
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Continued Development
Faculty self-report activities around continued training and development in the following areas:
Subject matter expertise
Best practices in teaching and learning
University policies and procedures
Technology applicable to higher education
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Summative Assessment
Academic Program Directors conclude the assessment process with a summative assessment after review of data collected through:
Faculty data dashboard
Student evaluations
Peer reviewed faculty rubric
Faculty self-reporting
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Ongoing Learning and Development
Slide35Questions?
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Thank You!
Jeremy Anderson
Deputy Chief of Academic Technology and Administrative Technology
jeanderson@baypath.edu
Jamie Litchfield
Director of Computer Applications and Business Programs
jlitchfield@baypath.edu
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References
Mccracken, H., & Dittmar, E. (2012).
Promoting Continuous Quality Improvement in Online Education: The
Meta Model.
Online Learning, 16(2). doi:10.24059/olj.v16i2.269
Mireles, T. (n.d.).
TAWC Adjunct Faculty Competencies Final Report
(Rep.).
Tobin, T. J., Mandernach, B. J., & Taylor, A. H. (2015).
Evaluating online teaching:
implementing best practices.
San Francisco, CA: Jossey-Bass.