(Re)Defining Student Success and Instruction Using Adaptive Technology in General Education Courses

Concurrent Session 8

Session Materials

Brief Abstract

This presentation focuses on leveraging adaptive technology to redefine faculty engagement and instruction in introductory courses where content and assessment are delivered via adaptive technology.

Presenters

Lead Presenter: Emma Zone, Faculty Guild

Emma Zone has been leading and teaching for nearly 20 years. Emma specialties include faculty experience and classroom engagement strategy, faculty operations and development, instructional quality processes, co-curricular support, and faculty-student engagement. Emma has experience driving cross-functional collaboration to impact student success. In addition, Emma has experience leading and supporting large scale courseware and digital tool implementations, and she shares in the national conversation on leveraging innovative technology in large, complex educational organizations. Emma has teaching experience spanning the secondary, community college, and university levels. She has been long-committed to discovering, applying, and supporting innovation in the classroom to impact meaningful change for students and faculty. Emma earned her BA in English Language and Literature from the University of Michigan, MEd in Curriculum and Instruction from the University of Illinois at Urbana-Champaign, MA in English from DePaul University. She also holds an Ed.D. in Educational Leadership. Emma's professional interests include student success initiatives, faculty engagement and development, scaling and supporting educational technology solutions, and leadership development. When she is not tweeting, writing, or presenting about teaching and learning, edtech, and higher ed, you will find Emma shuttling her kids to their various activities or taking her rescued lab mix on long walks.

Co-presenter: Amy Sloan, Colorado Technical University

Dr. Sloan has worked in educational settings throughout her entire career, with her experience spanning both secondary and higher education. Dr. Sloan worked as a Director of Grant Management and Student Support programs for four years at a charter school district for at-risk high school students. This experience allowed her to learn about all of the alternatives to traditional education that exist, making her passionate about finding ways to help reach anyone who desires further education. In 2007, Dr. Sloan entered the world of online higher education, as a literature and writing instructor. By 2009, she had moved fully into online higher education, teaching classes and taking on faculty management positions first at Grand Canyon University, Argosy University, and now Colorado Technical University. Dr. Sloan has extensive experience working with curriculum and faculty management. Dr. Sloan graduated with her bachelor’s degree as a University Scholar from Baylor University. She also holds a master’s degree in English from the University of Tennessee in Knoxville. Finally, Dr. Sloan completed her EdD in Higher and Postsecondary Education at Argosy University Online. She has presented at three conferences: OLC Innovate 2016 '(Re)Defining Students Success & Instruction Using Adaptive Technology,' Creating a Culture of Excellence National Virtual Conference 2015 'A Prompt for Change: Transfer as a Critical Classroom Component,' and Writing for College, Career, and Life National Writing Project Conference 2013 'Writing, Rewritten: A Glimpse into Writing in Online Postsecondary Institutions.'

Extended Abstract

With the national focus on first year student experience, student success and overcoming barriers in introductory courses, Colorado Technical University (CTU) has been piloting and implementing a variety of innovative pedagogical approaches in its highest risk General Education courses. The inclusion of adaptive technology has been a central element of CTU's initiatives in online courses, and the implementation of fully-adaptive experiences in both its introductory college success course and math courses has been notably successful.
Central to this implementation of fully-adaptive courses has been partnerships with both faculty members and student advising to create a sustainable model of support. This model of support extends not only to students, but also to faculty. Colorado Technical University has learned that both student and faculty support is critical when innovative (and, at times, "disruptive") technology is utilized. This presentation will focus on how to leverage adaptive technology in a way that redefines faculty engagement and the instructional approach in courses where the majority of content and assessment is delivered via adaptive technology, transforming the classroom into an individualized student learning experience, which allows for more intentional faculty engagement and outreach to students.
The presenters include the Vice Provost at Colorado Technical University and an online Lead Faculty for General Education at Colorado Technical University. Using a case study approach, the presenters will cover both the strategic curricular and student support vision as well as the operationalization of the recalibrated faculty approach when adaptive technology plays a central role. In addition, participants will understand how the academic team works directly with student advising partners to support student success in these fully-adaptive courses. The presenters will also facilitate discussion on the opportunities and challenges of implementing fully-adaptive courses. Online program managers, faculty and faculty leadership, and cross-functional partners (student support and student advising) will benefit from this session.
The goals of this session include:
? Describing opportunities and challenges of implementing a fully-adaptive classroom experience
? Sharing best practices for managing faculty engagement and pedagogical support in fully-adaptive courses
? Reviewing goals and corresponding data to scope pilots of fully-adaptive courses and determine initiative efficacy
? Explaining how to effectively partner with student advising when implementing innovative tools