Fostering Faculty Innovation Communities

Concurrent Session 1
Streamed Session

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Session Materials

Brief Abstract

Fostering faculty innovation in using technology for teaching and learning is a challenge for most educational institutions. Engage with panelists from three different universities, representing a wide range of experiences and stages of implementation, about their experiences in starting, incentivizing, and expanding faculty development programs and educational innovation communities. 

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Heather Haseley currently serves as a Learning Engineer at Northwestern University, with a focus on solving instructional design challenges and promoting teaching and learning innovations for in-person, online, and blended courses, ranging from small classes to MOOCs. Heather has been at Northwestern for seven years, previously at the Feinberg School of Medicine managing medical education faculty development and research. Prior to Northwestern, she has served in a wide range of management, program design, and instructional design positions at Columbia University and the University of Pennsylvania.
Tara Koger is an Educational Technologist at the Ohio State University within the department of Distance Education and eLearning. Her work focuses on instructional design for all course types ranging from in-persont to online, workshop coordination and presentation, building model courses and templates, and identifying the outreach needs between tech support and faculty and staff utility. Before this role, Tara taught English at Western Kentucky University and Ohio State. Her experiences have included nonprofit education, second language education, and higher education.

Extended Abstract

In this session, each panelist will briefly describe the faculty teaching and learning innovation community building efforts at their institution, focusing on strategies, successes, and lessons learned. Each institution represented in the panel is at a very different stage of development. Northwestern University is just coming off a successful LMS transition and is now trying to build on the momentum created through the creation of a digital learning innovators community. University of Wisconsin—Madison has a well-established faculty development and innovation community, however is now looking for new growth opportunities. The Ohio State University has a strong learning innovations community, but is now facing the challenge of an LMS transition. The panelists hope to impart on participants that there is no one-size-fits-all solution to building teaching and learning innovation communities and that even once they are established, there are always new opportunities and challenges in maintaining and growing those communities.

The panelists will then open the discussion up to members of the audience, spending approximately 20 minutes soliciting questions, experiences, and advice from the attendees. Each panelist will prepare 2-3 questions to facilitate conversation if there is a lack of questions. The goal is to provide participants with a wide range of actionable takeaways to employ at their own institutions.

By the end of this session, participants will be able to:

  • Identify opportunities for increasing faculty innovation in teaching and learning at their home institutions.
  • Deploy strategies learned from panelists and fellow participants to increase faculty participation in educational innovation communities.