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The Path to Creating an Integrated Online Contingent Faculty Competency System The Path to Creating an Integrated Online Contingent Faculty Competency System

The Path to Creating an Integrated Online Contingent Faculty Competency System - PowerPoint Presentation

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The Path to Creating an Integrated Online Contingent Faculty Competency System - PPT Presentation

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

perekjkjkj faculty presence development faculty perekjkjkj development presence student assessment amp competencies rubric technology responsive competence learning pere feedback

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Slide1

The Path to Creating an Integrated Online Contingent Faculty Competency System

Slide2

Pere

Speakers

Jeremy Anderson

Deputy Chief of Academic & Administrative Technology

Jamie Litchfield

Academic Program Director of Business Programs

Slide3

Our Model

Slide4

Pere

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

Slide5

High quality

Low price

Slide6

Pere

Disaggregation

Slide7

Pere

Disaggregation

Slide8

Pere

Disaggregated KSAs

Teaching experience

Subject expertise

Community building

Responsiveness

Formative feedback

Summative feedback

Program assessment

Rubric use

Instruction

Assessment

Slide9

Pere

Could It Be?

Slide10

Our Project

Slide11

Goal

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.

Slide12

Methods

We started by gathering data from multiple stakeholders through:

Review of Existing Institutional Requirements

Focus Groups

Review of Existing Faculty Development

Literature Review

Slide13

Developing the Faculty Development Model

Instructor Competencies

Student Evaluation

Training Courses

Peer Evaluation

Job Description, Hiring & Onboarding

Faculty Handbook

Slide14

Best Practices

Identified a set of best practices in the areas of:

Faculty-student engagement

Timely feedback

Community of Inquiry

Slide15

Presence

Competence

Responsiveness

Development

Developing Competencies

Faculty Competencies

Slide16

Developing 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

Slide17

Developing 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

Slide18

Be 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

Slide19

Faculty 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

Slide20

Step 1: Selection

Opening the loop

Slide21

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Hiring & Onboarding

Pere

Job descriptions

Selection

Contracts

Welcome letter

Faculty orientation

Faculty handbook

Hiring

Onboarding

Slide22

Step 2: Evaluation

Measuring progress

Slide23

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Performance Dashboard

Jane Goode

Program(s)

: Business, WELL

Tenure

: 21 cred

Last Active

: 2017 FA D1

Slide24

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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

--

--

Slide25

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Faculty Rubric

Create a Presence in the Course

Slide26

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Faculty Rubric

Be Responsive to Student Needs through:

Slide27

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Faculty Rubric

Self Report & Peer Mentor

Slide28

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Faculty Rubric

Self Report & Peer Mentor

Slide29

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Faculty Rubric

Continued Learning and Development

Slide30

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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

Slide31

Step 3: Ongoing Development

Closing the loop

Slide32

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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

Slide33

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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

Slide34

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Ongoing Learning and Development

Slide35

Questions?

Slide36

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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

Slide37

Perekjkjkj

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.