Effective Faculty Development Models for 21st Century Teaching

Concurrent Session 5

Brief Abstract

In this session, academic leaders and others responsible for and/or engaged in faculty development will share their collective models and strategies for the design, development, implementation and evaluation of faculty support programs focused on 21st century teaching competencies. Panelists will emphasize the successes, challenges, and overcoming resistance to shifts in existing faculty support models. Each presenter will share strategies and institution-specific examples showing common themes and the differences in our institutional experiences. Participants will receive actionable ideas and specific strategies from recognized authorities and innovation influencers in the field to higher education that can be incorporated into faculty support and development initiatives. Participants will be invited into an extended conversation about 21st century teaching with the panelists and other participants.

Sponsored By

Presenters

Dr. Luke Dowden joined the Alamo Colleges District as its Chief Online Learning Officer and Associate Vice Chancellor of Academic Affairs in April 2018. Through Alamo Colleges Online, he will lead and support capacity building initiatives at all five Colleges so each may gain a greater market share of online learners in their respective service areas. Prior to joining Alamo Colleges Online, Dr. Dowden founded the Office of Distance Learning at the University of Louisiana at Lafayette in 2010 and served as its Director for 8 years. Under Dowden's leadership, the Office of Distance Learning earned the 2013 Online Learning Consortium Award for Excellence in Faculty Development for Online Teaching. Dowden was honored in 2014 as the inaugural recipient of the Online Learning Consortium Bruce N. Chaloux Award for Early Career Excellence in Online Education. Aside from creating and implementing the university's ULearn faculty professional development for online teaching program, significant achievements under Dowden's leadership include the creation of an electronic course design and certification process, facilitating the development and delivery of 13 new online degree programs, and creation of a suite of instructional technology tools for online course delivery. Prior to joining UL Lafayette, Dowden founded the Division of Accelerated Learning at Bossier Parish Community College. He led creation of 6 online, accelerated degree programs with wrap-around student support services. During this time, the Louisiana Board of Regents tabbed him to found the Center for Adult Learning in Louisiana. As Executive Director of CALL from 2008-2013, he worked primarily with 6 community colleges and regional universities to create and launch over 18 accelerated online degree programs, introduce prior learning assessment policies and strategies, and coordinate marketing the programs statewide to the over 500,000 adults with some college and no degree. He is a past Steering Committee and Executive Council Chair for the WICHE Cooperative for Educational Technologies (WCET). WCET is the leader in the practice, policy, & advocacy of technology-enhanced learning in higher education. Dowden earned a bachelor's in History and a master's degrees in Adult Education from Northwestern State University before earning his Doctorate of Education in higher education administration in 2009 (Nova Southeastern University) He is a 2010 Graduate of the Penn State and Online Learning Consortium Institute for Emerging Leaders in Online Learning (IELOL). He also is a member of the graduate faculty in the College of Education at UL Lafayette.
An Instructor and Instructional Designer in the School of Health Studies at the University of Memphis, Dr. Niki Bray currently teaches online and on-ground courses in Physical Education Teacher Education (PETE) department as well as courses that serve the School of Health Studies (i.e. Intro to Kinesiology and Intro to Exercise Physiology). In addition to teaching, Niki serves as the School of Health Studies' Instructional Designer where she provides pedagogical, technology-enhanced, and technical support to faculty within her school. Awards: Bruce Chaloux Scholarship for Early Career Excellence, Online Learning Consortium (OLC), 2018 School of Health Studies Most Valuable Professor (MVP) Award, University of Memphis, 2018 Service: October 2015 - October 2016 - WCET Adaptive Learning Fellow August 2015 - Present - Teaching and Learning Advisory Committee, University of Memphis 2018 FY - Chair, Teaching and Learning Advisory Committee, University of Memphis August 2017 - Present - School of Health Studies Department Aide, University of Memphis August 2017 - Present - Co-Chair IMS Global Adaptive Learning Communities August 2018 - Present - CWiC Executive Committee December 2016 - Present - Gate's Foundation Collaborative Opportunity Grant, Adaptive Learning Expert, University of Memphis 2016-2018 - Digital Learning Innovation (DLI) Award Reviewer, Online Learning Consortium (OLC) Education: Instruction and Curriculum Leadership, Instructional Design & Technology, Doctorate, 2017 Leadership and Policy Studies, School Administration & Supervision, Masters of Science, 2008 Education, Physical Education, Bachelors in Science, 1997 Research Interests: Adaptive Learning, Technology-Enhanced Learning, Active Learning, Digital Learning, Learning Sciences, Student Success, Faculty Development
Mad scientist specializing in faculty support, student focus, digital spaces and human experience As the interim Senior Manager of Instructional Technology and Development for MSU Information Technology I lead a talented team of staff and postdoctoral scholars to support faculty and academic staff in creating quality, caring, and exemplary digital experiences at Michigan State University. We're builders, tinkerers, researchers, collaborators, fixers, and figurers. Mister Rogers told us to look for the helpers. We took that to heart, and work to be the helpers partnering with you to leverage academic technologies to build the best digital learning experiences for MSU students. I have worked in information technology since 1998, spanning the private and academic sectors. I live in Lansing with my pretty amazing partner Ryan and has spent more perfectly good hours playing video games than I am comfortable admitting in polite company. All that aside, I love thinking, reading, volunteering, rolling around on things with wheels, gardening, tinkering, and learning new things.

Additional Authors

http://reflectivelearning.net/ Since graduating with the Bachelor of Arts degree from the Florida State University (BA, 1995), Lisa has been involved in distance learning initiatives at the higher education level in a variety of roles including faculty, staff, and administrator. While practicing as an applied medical and urban anthropologist and studying for an advanced degree in the field, she sharpened her curriculum, learning technology, and web design skills to assist in the development and facilitation of a blended distance education offering in undergraduate biological anthropology. Inspired by this experience, Lisa achieved a Master’s in Education from Georgia State University (EdM, 1999) and spent the better part of the next decade teaching, designing, and developing online programs in higher education in the United States primarily in the social and cultural sciences. In 2005, Lisa 'walked the talk' and achieved the PhD in Education with an emphasis in Instructional Design and Online Learning from Capella University (PhD, 2010). Lisa's professional interests include topics such as access and accessibility, portability, and transfer of learning artifacts and experiences, technological affordances for learning optimization, the divergence and convergence among pedagogy, andragogy and geragogy and recognition of the impact of the spectrum of cognitive ability, including specific conditions such as from Traumatic Brain Injury (TBI) and Post-Traumatic Stress (PTS). Other more general interest include topics involving online identity, community, presence, cooperation and collaboration, online learning experience design and interface design, learning and social data analysis, the implementation and evaluation of learning quality and effectiveness, and anything impacting academic and workplace learning success the learners, facilitators, and learning experience designers. Since April 2012, Dr. Lisa Johnson has served the students of Ashford University in the College of Education as an Assistant Professor on-site in Colorado and California and off-site from Florida. Lisa is frequently sought out to advise leadership and participate directly on college and university-level work-groups and task-forces. She has service experience as a Faculty Senator, Institutional Effectiveness Council Chair, Program Chair for a Master's program and Instructional Design Specialist. Previously, Lisa held positions as an Instructor and Assistant Director of Faculty Training and Professional Development with the Colorado Community College System, an Academic Trainer and Consultant with Pearson Education, an Instructional Technologist with Nevada State College, and has occasionally offered consulting services with a variety of organizations and institutions in the higher education industry sector. Lisa has won awards for her role as a faculty and scholar and continues to be active as a presenter at regional, national, and international conferences, service as a peer reviewer for multiple esteemed journals in the field of educational computing, online learning, and higher education. Since 2017, Lisa has served as an Assistant Editor and member of the Editorial Review Board for the Online Learning Journal (OLJ) and has participated in publishing herself in blog, article, and book publications.

Extended Abstract

How might institutions (of any type) best prepare faculty to deliver competency based education? to integrate and use adaptive learning technologies? to reflect on their practice of teaching? to teach hybrid/blended and traditional online courses? These multi-layered and multi-level questions challenge those professionals charged to create and deliver innovative faculty professional develop models. In this session, an experienced group of faculty, faculty advocates, and administrators will delineate the challenges of preparing faculty to deliver diverse digital learning experiences. Further, each will share essential learning outcomes that should be included in any 21st century teaching professional development models. Panelists will discuss how to cultivate and sustain a robust faculty learning community as digital learning options emerge and evolve.

The panelists have identified four learning outcomes for the participants to gain from participation: 

  • Examine challenges of preparing faculty for delivery of effective instruction in diverse digital learning environments
  • Identify essential learning outcomes for faculty professional development models
  • Recognize a variety of institution-specific needs apparent in faculty professional development initiatives
  • Discuss how to develop and sustain a Faculty Learning Community