Faculty Development: Stop, Drop and Roll Out the New!

Concurrent Session 3
Streamed Session

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Session Materials

Brief Abstract

Join the University of Central Florida’s (UCF) Center for Distributed Learning instructional designers as they share taskforce results addressing stakeholder needs to create an updated faculty development program.  Taskforce mission, goals, surveys, and recommendations will be presented. Participants will reflect on processes and a group summary will be completed.

Presenters

Sue is an instructional designer (ID) with the Center for Distributed Learning at the University of Central Florida. Sue collaborates with other IDs to deliver professional development opportunities, applies best practices with her faculty when structuring online course design, and offers consultation and instructional design/delivery guidance.  She also project manages graphics, media development, and emerging technology implementation as well as assessment and research considerations for fully online and blended courses. Sue's areas of interest and research are Project Management for IDs in Higher Education and Mobile Learning.
Joseph Lloyd is an Instructional Designer at the University of Central Florida’s Center for Distributed Learning (CDL). Joseph earned a B.S. degree in Information Technology from the University of Cincinnati in 2003. After completing his B.S. degree, his love of teaching led him to move to Florida in 2006 to begin his career in Education. While teaching, he pursued an M.Ed. in Curriculum and Instruction with a focus in Middle Childhood Mathematics, which he earned from UC in 2009. Prior to joining the CDL team, Joseph taught in both Volusia and Seminole County Public Schools for twelve years. He spent most of those years as an Educational Technology Facilitator, and he also taught 4th, 5th & 6th Grades Math & Science. His love of the blending of Education and Technology, especially in the STEM disciplines led him to UCF where he joined the team that specializes in Personalized Adaptive Learning software and strategies.
Jackie has worked for the Center for Distributed Learning since March 2013. Previously a technical support assistant for Webcourses@UCF Support, she now works as a web content specialist for the Instructional Development team. She transcribes video recordings for closed captioning, assists in the creation and support for non-academic web-based courses, and edits online training materials and performance support documents. Concurrent to her employment at CDL, Jackie received her B.A. in Creative Writing from the University of Central Florida. Her studies in English have strengthened her skills in writing and editing, and she employs these skills to create content that is clear, consistent, and grammatically correct. In 2016, she received the Information Technologies and Resources Outstanding Service Award. Jackie's ambition for quality and creativity extends beyond her work at CDL. In her spare time, Jackie performs and competes as a ballroom dancer.

Additional Authors

Kathleen Bastedo is an instructional designer at the University of Central Florida. She earned a master's degree in Curriculum and Instruction from the University of South Florida and has been working as an instructional designer for the Center for Distributed Learning at UCF since 2006. She assists faculty with the design, development, and delivery of online courses. Her area of specialization is about universal design for learning (UDL) and the accessibility of digital course materials. Her online research interests include accessibility to online materials for individuals with disabilities, simulations and training (VR and AR), and the cognitive theory of multimedia learning.
Trudian Trail-Constant is an Associate Instructional Designer at CDL. She holds a M.Ed. in Instructional Design and Development from the University of Georgia and a B.Sc. in Computer Science from Bethune-Cookman University. Her technical background along with her experience in Instructional Design in the business and higher education arenas, have allowed her to have a great balance and understanding of both technology and education. Her research interests include learner motivation and knowledge retention through unique, interactive learning environments and her expertise in the field has allowed her to present at multiple regional, national and international conferences. Trudian also has a passion for all things creative and in her free time, she enjoys photography, interior decorating, event planning and even creating escape room games.
Anchalee Ngampornchai is an instructional designer at University of Central Florida. She earned her MA and PhD in Intercultural Communication and MS in Instructional Systems. Prior to her current position, Anchalee worked for several higher-education institutions including California State University Fullerton, Florida State University, and University of South Florida. Her experience includes developing more than 100 asynchronous online modules and managing multiple online courses in Moodle, Canvas, and Blackboard. With her cross-disciplinary background, Anchalee’s research interest is often at the intersection between learning design and intercultural communication. This includes the adoption of online education in developing countries and cross-cultural interaction in online courses.

Extended Abstract

Session Overview:

The University of Central Florida’s (UCF) Center for Distributed Learning (CDL) provides faculty development (FD) to instructors and faculty teaching online. Having had thousands of faculties complete UCF’s FD programs, the task of a redesign was considered high profile and high impact with various campus stakeholders. This context led to the creation of a team/taskforce to address stakeholder needs and create a plan for future FD. A plan that would streamline all FD and reduce the administrative load for all stakeholders involved.

The Faculty Development Ecosystem Taskforce (FDET) was tasked to create a plan that would maximize the effectiveness and reduce the administrative burden of CDL FD offerings. The committee met and came up with a plan of action. To accomplish this task, we would solicit stakeholder feedback on CDL FD offerings and processes, analyze and summarize stakeholder responses, analyze the current CDL FD offerings and processes, and make recommendations for revisions.

The first action item was to identify our stakeholders. We broke our stakeholders down into three groups; internal to CDL/DDL, external to CDL/DDL but internal to UCF, and external to UCF. Since the ultimate objective of the university is student learning and success, students were one of the largest group of stakeholders that we solicited feedback. We also included faculty and staff from all colleges and departments in the university in order to get a broad spectrum of responses that covered the entire university and all course modalities of online teaching at UCF.

Once our stakeholders were identified we created survey questions to elicit feedback and then submitted our proposal for IRB approval. Once we received IRB approval, we sent out the survey to our stakeholders. The first dispatch of surveys came with low submissions rates. Another campaign was administered to promote more survey completion. At the conclusion of distribution, feedback from over 700 participants across the three stakeholder groups was acquired.

Once survey results were collected, the team began to break down the responses into the two main focus areas; maximizing effectiveness of professional development offerings and reducing the administrative burden of the CDL faculty. From there, the results were analyzed, compiled and the recommendations drafted. A final report and presentation were complete and presented to the executive team at CDL.

Session Goals:

Attendees will learn about the applied project management strategies, the research methods, and the data collected to assess the current FD offerings at UCF’s CDL and the recommendations for future offerings.

They will learn about how we tried to include all possible stakeholders to create partnerships with all involved and affected by our professional development offerings. Participants will be able to see how we took a growth mindset approach to the feedback and took steps to minimize the perceived failures of the programs by faculty members involved in the professional development programs.

After hearing about our process and our recommendations, attendees will have some time for individual reflection before participating in a group Q&A session. Once presentation is complete, attendees will reflect on their current PD offerings, assess their stakeholders, and draft project plans or survey questions to implement back at their institutions to assess effectiveness and administrative needs for their FD.

After attending, attendees should have a better understanding of our research and about how they may take elements of our process back to their own institutions to better serve their faculty and students.