Issues and Strategies for Faculty Development

1
Issues and Strategies for Faculty Development

• Michelle Robinson DMD, MA
• Director of Informatics
• Marquette University School of Dentistry

2
Reasons for Developing Faculty

• Technology relies of faculty to use it
• Faculty more difficult to manage than technology
• Faculty can provide insights on improving or
  developing new technologies
• Faculty can provide opportunities for research

3
Barriers to Incorporation of Technology and
Informatics

• Geoghegans diffusion of innovation and
  technology transfer
• Faculty motivation and attitudes
• Psychosocial model of faculty development
• Environmental challenges

4
Geoghegans Diffusion of Innovation and
Technology Transfer

• 15 Innovators and early adopters
• 70 mainstream most traditional faculty fit
  here
• Early and Late majority
• 15 non-adopters

• Barriers

5
Faculty Motivation and Attitudes

• Motivating faculty to learn new teaching methods
  is difficult regardless of technology (Rebaza,
  1998)
• GWU study1998
• Top 5 motivators
• Monetary compensation, development of new ideas,
  intellectual challenge, personal fulfillment, job
  satisfaction
• Faculty want career advancement opportunities and
  adequate support
• 75 feel no pressure to use technology

• Barriers

6
Psychosocial Model of Faculty Development

• Paradoxical Disjunction Model Faculty are more
  concerned with psychosocial factors than with new
  technologies to support teaching (Cravener 1999)
• Personal affective issues (WIIFM)
• Rewards and incentives
• Just-in-time training (convenience learning)

• Barriers

7
Environmental Challenges

• Proper planning and coordination of efforts
• Faculty and student support
• Access
• Marketing, where applicable
• Evaluation techniques
• Protocols for use or Standards, where applicable

• Barriers

8
Recommendations for Overcoming Barriers

• Get buy-in give deans an overview of technology
  and how to get involved
• Establish policies to guide expectations
• Establish an office to act as a clearinghouse for
  information, projects, etc.
• Address factors of concern
• Implement a faculty development program

9
A Faculty Development Program can address most
factors of concern, provide training and support,
and measure impact of training
10
Models of Faculty Training and Development

• Design of a faculty development program
• Design of a training module
• Alternative to traditional teaching and learning
  and/or media resource center

11
U. Delaware Faculty Institute on Teaching,
Learning, Technology

• Successful week-long faculty development program
• Needs assessment survey
• Planning team (4 faculty from different schools
  in the university)
• Discuss survey results
• Brainstorm ideas
• Design program

12
Needs Assessments

• Areas to cover
• Demographics
• Skill sets and experience levels
• Vision
• Motivation/interest
• Linking technology tools with teaching
• Plausible approaches
• Support mechanisms (financial, administrative,
  technical)
• Incentives
• Evaluation mechanisms

13
Rate the following (1most needed, 5least
needed) training sessions that would enhance your
teaching ability

• PowerPoint
• Scanning and working with images
• Bringing coursework to the web with the Course
  Management System

14
Rate the following (1most likely, 5least
likely) training sessions that you would attend

• PowerPoint
• Scanning and working with images
• Bringing coursework to the web with the Course
  Management System
• Are you kidding! Who has time for training?

15
Models of Faculty Training and Development

• Design of a faculty development program
• Design of a training module
• Alternative to traditional teaching and learning
  and/or media resource center

16
Anatomy of a Faculty Development Program

• Title
• Focus
• Participants
• Time
• Content workshops, demos, general
  sessions/presentations

• Location
• Faculty involvement
• Fees
• Registration
• Program evaluation
• Faculty Development web site

17
Models of Faculty Training and Development

• Design of a faculty development program
• Design of a training module
• Alternative to traditional teaching and learning
  and/or media resource center

18
Anatomy of a Training Module

1. Choose software platforms and establish technical
   and administrative support systems
2. Target audience and length of time
3. Experienced trainer (familiar with adult
   education and not just technology)
4. Content (example software training)
5. Topics (what elements of the content item will
   you cover?)
6. Sample cases
7. Personal consultation
8. Supervised start-up

19
Models of Faculty Training and Development

• Design of a faculty development program
• Design of a training module
• Alternative to traditional teaching and learning
  and/or media resource center

20
Alternative Models

• Use teaching, learning, and technology centers to
  create web-centric development
• Online guides, tips, tricks
• Convenience training with online instructional
  tools

21
Alternative Models

• Train the trainer
• San Diego pilot program using team approach
• Faculty with solid skill set receive training
  with grad student assistants
• These faculty then mentor 2 additional faculty
• These faculty then bring 2 additional faculty to
  training

22
Rewards and Incentives for Working with Technology

• Definition of rewards for working with technology
  (Syllabus 2001)
• Raises, promotion (not tenure), bonuses, travel,
  research stipends, office/lab space, lab
  equipment, decreased teaching load, support for
  the teaching environment

23
Incorporating Technology into Tenure Requirements

• Scholarship
• Publication in online journals
• Conference presentations
• Development of application software
• Teaching
• Online courses or web pages
• Use of course or discipline-specific software
• Service
• Technical assistance to colleagues
• Community workshops
• Service on technology-oriented committees

24
Compensation Models

• ISP costs
• Campus service units
• Software
• Overload pay
• Release time
• TA/student workers
• Make funds available for
• Travel
• Conference fees
• Discretionary account for faculty to use (NQA)

25
Assessment of Faculty Competencies
Competency Clinical Faculty Administrator Non-clinical faculty
__ a basic understand-ing of imaging modalities Demonstrate Promote and support Develop

• Competency areas
• Basic technology OS, word proc., email, web
• Pedagogic planning, presenting content
  knowledge, evaluation
• Guideline matrix
• Define competency by person and action

26
Assessment of Faculty Behavioral Anchors

• Link competencies to behavioral anchors to
  authenticate learning

• Competency
• Technological knowledge

• Behavioral anchors
• WebCT or BlackBoard
• Interactive videoconferencing
• Computer hardware/software,
• Communication tools

27
(No Transcript)
28
Thank You

• michelle.robinson_at_marquette.edu