Herding Cats: The Initial Roundup

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Presentation transcript:

Herding Cats: The Initial Roundup Debbie Beaudry Joy McDonald Academic Technology Services

Context Rutgers University Rutgers University-Newark Three campuses 65,000 students and 9,000 faculty members Four learning management systems Rutgers University-Newark 12,000 students and 585 faculty members Blackboard learning management system

Classes in Blackboard Spring 2014 Face-to-face: 1,430 Hybrid: 15 Online: 30

Quality Matters at Rutgers Adopted in spring 2013 Some units developing course with QM focus No courses have been through the formal QM review process

Designing Quality Online Courses (DQOC) Goals Build a shell course based on selected QM standards Experience online course as a student Model QM-based course design Format Nine weeks Completely online Offered through Blackboard

Pair & Share What types of faculty development programs for QM… Do you have? Would you like to have?

Start Here

Nine Modules

Module content

How to Videos

How to Measure Effectiveness of PD? Calls for more rigorous evaluation of professional development in higher education. Brooks, Marsh, Wilcox, & Cohen, 2011 Kucsera & Svinicki, 2010 Existing models suggested measuring program’s impact at a series of levels Guskey, 2000 Kirkpatrick, 1994

Quality Transformation Faculty Development Assessment Framework (Ragan & McQuiggan, 2014) Step 1: Participation metrics Step 2: Faculty input & satisfaction metrics Step 3: Attitude and knowledge metrics Step 4: Instructor performance metrics Step 5: Student performance Step 6: Return on investment metrics

How do you measure the effectiveness of your professional development? Pair & Share How do you measure the effectiveness of your professional development?

DQOC Participants Numbers Study participant status Ten course participants Nine study participants Seven reported part of stipend program Study participant status Full time faculty = 43% Part-time faculty = 43% Graduate assistant = 14%

Online Experience Teaching Learning 57% never taught completely online 43% taught hybrid course 14% taught a course that was completely online Learning 43% took a completely online course 43% took a hybrid course 29% never took an online course before

Analysis of Data Compared course to 82-point protocol Tallied 43 possible points

Results by Stipend Status

Results by Completed vs. Not Completed

Pair & Share What pieces of this course/evaluation method can you apply to your setting?

References Brooks, D. Christopher, Marsh, L., Wilcox, K., & Cohen, B. (2011). Beyond satisfaction: Toward an outcomes-based, procedural model of faculty development program evaluation, Journal of Faculty Development, 25(3), 5-12. Guskey, T.R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press. Kirkpatrick, D. L. (1994). Evaluating Training Programs: The Four Levels. San Francisco: Berrett-Koehler. Kucsera, J., & Svinicki, M. (2010). Rigorous evaluations of faculty development programs. Journal of Faculty Development, 24(2), 5-18. Ragan, L.C. & McQuiggan, C.A. (2014) A model for determining the effectiveness and impact of faculty professional development. In K. Shattuck (Ed.), Assuring quality in online education (pp. 91-109). Sterling, VA: Stylus Publishing.