The Perfect Storm: Faculty Development for Large Enrollment Hybrid & Online Courses Cynthia K. Russell 1, Steven W. Gilbert 2, Susan Jacob 1, Victoria Murrell 1 1 2

Why us? CindyCindy –Technology Innovator/Early Adopter –Associate Dean for Distributive Programs –Responsible for making technology work for faculty, staff, students SteveSteve –Consultant for faculty development from a “Promise of Nursing” Grant –Long history in the area of making technology work for faculty, staff, students –Expertise in a variety of faculty/professional development programs And those left at home: Susan & VickiAnd those left at home: Susan & Vicki

Why here … at MERLOT? MERLOT is especially relevant and useful, given its communities, reviews, bookmarking materials for later reviewMERLOT is especially relevant and useful, given its communities, reviews, bookmarking materials for later review We believe MERLOT resources can be incorporated into the type of faculty development program we’re describing … WITHOUT merely asking faculty to go review a site and decide for themselves how to implement the activities in their coursesWe believe MERLOT resources can be incorporated into the type of faculty development program we’re describing … WITHOUT merely asking faculty to go review a site and decide for themselves how to implement the activities in their courses

Session Goals Describe and seek feedback on a training program for faculty at an academic health science center that isDescribe and seek feedback on a training program for faculty at an academic health science center that is –responding to the national need to prepare and graduate more healthcare professionals, –implementing a required interprofessional course for students to learn about healthcare professionals’ roles, and –exploring ways to collaborate effectively within the institution to avoid unnecessary duplication of courses taught across colleges.

Audience Composition Type of college/department:Type of college/department: –Health science center –Others? Role in institution:Role in institution: –Primarily faculty –Primarily IT/faculty support –Others? Consider how the 3 phenomena we’ll now discuss relate to your institution and your role.

Phenomenon #1: Need for more Healthcare Professionals Serious shortage of health professions’ graduates and faculty, especially nursingSerious shortage of health professions’ graduates and faculty, especially nursing Enrollment in healthcare programs not growing fast enoughEnrollment in healthcare programs not growing fast enough Insufficient numbers of health professions’ facultyInsufficient numbers of health professions’ faculty

Phenomenon #2: Need for Interprofessional Education Institute of Medicine’s Crossing the Quality Chasm report on safety & errors in healthcareInstitute of Medicine’s Crossing the Quality Chasm report on safety & errors in healthcare System issues, versus individual issues, mandate interprofessional educationSystem issues, versus individual issues, mandate interprofessional education Important to understand the role of each health profession in providing STEEEP careImportant to understand the role of each health profession in providing STEEEP care SafeEfficient TimelyEquitable EffectivePatient-centered

Phenomenon #3: Avoiding Unnecessary Duplication of Courses Effective collaboration within the institution, across collegesEffective collaboration within the institution, across colleges How many pathology, pharmacology, physiology, genetics, etc… courses need to be offered at a given institutionHow many pathology, pharmacology, physiology, genetics, etc… courses need to be offered at a given institution Not even considering the broader, and more “dangerous” question, of why we all need to duplicate these same courses within our institutionsNot even considering the broader, and more “dangerous” question, of why we all need to duplicate these same courses within our institutions

Logical Outgrowth of the Coalescing Phenomena Hybrid and/or online large enrollment courses that have the potential for:Hybrid and/or online large enrollment courses that have the potential for: –propelling faculty to redesign their teaching/learning strategies in support of increased enrollments, or –causing even further chaos in the academy. The deciding factor in the outcome of this perfect storm is faculty development.

Some Typical Faculty Development Models NONE!NONE! Informal gatherings or dialogueInformal gatherings or dialogue F2F sessions – ranging from 1-2 hours to faculty retreatsF2F sessions – ranging from 1-2 hours to faculty retreats Online courses or webcastsOnline courses or webcasts Surfing & connectingSurfing & connecting Providing lists of resourcesProviding lists of resources Some with institutional supportSome with institutional support Some ad-hoc & personalSome ad-hoc & personal Some with local experts & some with experts from a distance (with slides, of course)Some with local experts & some with experts from a distance (with slides, of course) What else?

What are these models relying on? Personal initiative: I really want to do this!Personal initiative: I really want to do this! Sufficient time for participating &/or exploring: I have enough time to do this.Sufficient time for participating &/or exploring: I have enough time to do this. Insight of the benefits of faculty development: This would benefit me, my teaching, and my learners.Insight of the benefits of faculty development: This would benefit me, my teaching, and my learners. Awareness of the need: Yes, I need it. Really. I do.Awareness of the need: Yes, I need it. Really. I do. Administrative support (sometimes): As a department/college/institution, we value development of faculty as teachers. Really we do!Administrative support (sometimes): As a department/college/institution, we value development of faculty as teachers. Really we do!

Discussion of our Faculty Development Project Going beyond “if you want to do this activity, use this strategy” … Exhaustive lists of resources at various sites create paralysis … Too many options and choices!Going beyond “if you want to do this activity, use this strategy” … Exhaustive lists of resources at various sites create paralysis … Too many options and choices! Faculty developing skills to be able to ask questions about what they need based on:Faculty developing skills to be able to ask questions about what they need based on: –Course outcomes –Course size The rules and issues are different for selecting resources to use in courses with large numbers of students.The rules and issues are different for selecting resources to use in courses with large numbers of students. Without proper training, faculty may continue familiar strategies or make selections without considering their implications for high enrollment classes.Without proper training, faculty may continue familiar strategies or make selections without considering their implications for high enrollment classes.

Reviewing Some Resources and Engaging in Discussion gerousDiscussions/OptionsTable.htm