Issues and Strategies for Faculty Development Michelle Robinson DMD, MA Director of Informatics Marquette University School of Dentistry

Reasons for Developing Faculty Technology relies of faculty to use it Faculty more difficult to manage than technology Faculty can provide insights on improving or developing new technologies Faculty can provide opportunities for research

Barriers to Incorporation of Technology and Informatics Geoghegan’s diffusion of innovation and technology transfer Faculty motivation and attitudes Psychosocial model of faculty development Environmental challenges

Geoghegan’s Diffusion of Innovation and Technology Transfer Barriers 15% “Innovators” and “early adopters” 70% “mainstream” : most traditional faculty fit here Early and Late majority 15% “non-adopters”

Faculty Motivation and Attitudes Barriers “ Motivating faculty to learn new teaching methods is difficult regardless of technology ” (Rebaza, 1998) GWU study1998 Top 5 motivators Monetary compensation, development of new ideas, intellectual challenge, personal fulfillment, job satisfaction Faculty want career advancement opportunities and adequate support 75% feel no pressure to use technology

Psychosocial Model of Faculty Development Barriers Paradoxical Disjunction Model: Faculty are more concerned with psychosocial factors than with new technologies to support teaching (Cravener 1999) Personal affective issues (WIIFM) Rewards and incentives Just-in-time training (convenience learning)

Environmental Challenges Barriers Proper planning and coordination of efforts Faculty and student support Access Marketing, where applicable Evaluation techniques Protocols for use or Standards, where applicable

Recommendations for Overcoming Barriers Get buy-in: give deans an overview of technology and how to get involved Establish policies to guide expectations Establish an office to act as a clearinghouse for information, projects, etc. Address factors of concern Implement a faculty development program

A Faculty Development Program can address most factors of concern, provide training and support, and measure impact of training

Models of Faculty Training and Development Design of a faculty development program Design of a training module Alternative to traditional teaching and learning and/or media resource center

U. Delaware Faculty Institute on Teaching, Learning, & Technology Successful week-long faculty development program 1. Needs assessment survey 2. Planning team (4 faculty from different schools in the university) Discuss survey results Brainstorm ideas Design program

Needs Assessments Areas to cover Demographics Skill sets and experience levels Vision Motivation/interest Linking technology tools with teaching Plausible approaches Support mechanisms (financial, administrative, technical) Incentives Evaluation mechanisms

Rate the following (1=most needed, 5=least needed) training sessions that would enhance your teaching ability  PowerPoint  Scanning and working with images  Bringing coursework to the web with the Course Management System

Rate the following (1=most likely, 5=least likely) training sessions that you would attend  PowerPoint  Scanning and working with images  Bringing coursework to the web with the Course Management System  Are you kidding! Who has time for training?

Models of Faculty Training and Development Design of a faculty development program Design of a training module Alternative to traditional teaching and learning and/or media resource center

Anatomy of a Faculty Development Program Title Focus Participants Time Content: workshops, demos, general sessions/presentatio ns Location Faculty involvement Fees Registration Program evaluation Faculty Development web site

Models of Faculty Training and Development Design of a faculty development program Design of a training module Alternative to traditional teaching and learning and/or media resource center

Anatomy of a Training Module 1. Choose software platforms and establish technical and administrative support systems 2. Target audience and length of time 3. Experienced trainer (familiar with adult education and not just technology) 4. Content (example = software training) 5. Topics (what elements of the content item will you cover?) 6. Sample cases 7. Personal consultation 8. Supervised start-up

Models of Faculty Training and Development Design of a faculty development program Design of a training module Alternative to traditional teaching and learning and/or media resource center

Alternative Models Use teaching, learning, and technology centers to create “web- centric” development Online guides, tips, tricks Convenience training with online instructional tools

Alternative Models Train the trainer San Diego pilot program using “team approach” Faculty with solid skill set receive training with grad student assistants These faculty then mentor 2 additional faculty These faculty then bring 2 additional faculty to training

Rewards and Incentives for Working with Technology Definition of rewards for working with technology (Syllabus 2001) Raises, promotion (not tenure), bonuses, travel, research stipends, office/lab space, lab equipment, decreased teaching load, support for the teaching environment

Incorporating Technology into Tenure Requirements Scholarship Publication in online journals Conference presentations Development of application software Teaching Online courses or web pages Use of course or discipline-specific software Service Technical assistance to colleagues Community workshops Service on technology-oriented committees

Compensation Models ISP costs Campus service units Software Overload pay Release time TA/student workers Make funds available for: Travel Conference fees Discretionary account for faculty to use (NQA)

Assessment of Faculty – Competencies Competency areas Basic technology: OS, word proc., , web Pedagogic: planning, presenting content knowledge, evaluation Guideline matrix Define competency by person and action CompetencyClinical Faculty AdministratorNon- clinical faculty __ a basic understand- ing of imaging modalities DemonstratePromote and support Develop

Assessment of Faculty – Behavioral Anchors Competency Technological knowledge Behavioral anchors WebCT or BlackBoard Interactive videoconferencing Computer hardware/software, Communication tools Link competencies to behavioral anchors to authenticate learning

Thank You