1. The Secret Ingredient for Success
Faculty Development:
The Secret Ingredient for Success
March 14, 2018
Thomas Cavanagh, Ph.D.
Vice Provost for Digital Learning

2. Online Learning at UCF Blended Adaptive Pilot Adaptive Learning
Pegasus Innovation Lab
Blended Adaptive Pilot
Adaptive Learning
Learning Analytics
Online Courses
Online Programs
Mixed-Mode
Lecture Capture
Web-Enhanced

3. Online Faculty Development Context

4. Why Faculty Development?
True online course is not simply a “remediation” of classroom presentation
Video vs. Theater
Enable faculty success (and student success)
As opposed to onerous administrative requirement
Can be a lever for student access, success, and retention through digital learning
Online, blended, flipped, adaptive

5. Accreditation Requirements
Southern Association of Colleges and Schools
Faculty support services are appropriate and specifically related to distance education.
Faculty who teach in distance education programs and courses receive appropriate training.

6. Accreditation Requirements
Western Association of Colleges and Schools
The institution provides an ongoing program of appropriate technical, design, and production support for participating faculty members.
The institution provides to those responsible for program development the orientation and training to help them become proficient in the uses of the program’s technologies, including potential changes in course design and management.
The institution provides to those responsible for working directly with students the orientation and training to help them become proficient in the uses of the technologies for these purposes, including strategies for effective interaction.

7. UCF Context: Academic Year 2017-18
44.24% total university SCH online and blended
32.43% fully online SCH
82.26% of all students took at least one online or blended course
84.97% of all undergraduates
64.91% of all graduate students
72.85% of all students took at least one fully online course
75.5% of all undergraduates
55.72% of all graduate students

8. UCF Context: Academic Year 2017-18
Colleges over 50% online SCH
Hospitality
70.2% | % online only
Health & Public Affairs
66.1% | 56.9% online only
Nursing
64.3% | 49.4% online only
Business
55.2% | (<.01 blended)
Arts and Humanities
52.6% | 40% online only
Colleges over 25% online SCH
Undergrad Studies
48.3% | % online only
Graduate Studies
44.4% | % online only
Education
37.1% | % online only
Sciences
36.1% | % online only

9. UCF Today: 66,000+ Students

10. Without Online Learning: 44,000 Students

11. UCF Model for Faculty Development
Different courses for different purposes
Various offerings
Combination of online and blended facilitation
All faculty are required to complete for certain levels of access
Incentives provided
$2,500 stipend

12. Training Based on Best Practices
Sloan’s 5 Pillars
Quality Matters
Blackboard Greenhouse Rubric
SREB/SREC
Accreditation Best Practices
SACS, WASC, etc.
Plus others (Cal State Chico)
Find what works for your institution and combine/modify/amend as necessary

13. Faculty Development
Tom

14. UCF Faculty Development Overview
Ad hoc training, open labs, JIT resources, and advanced topics sessions

15. Tom

16. 6 Core Tenets re: Faculty Development
1) Include technology subjects
Use of the LMS
2) Include pedagogy subjects
Three types of interactivity

17. 6 Core Tenets re: Faculty Development
3) Model what you want, as much as you can
Try to conduct at least a portion online
Put faculty in the position of an online student
4) Involve faculty in design / review of program
Provide peer credibility
Balance against expertise of IDs, others

18. 6 Core Tenets re: Faculty Development
5) Follow up with assessment
Did it help? What could be improved?
Student performance / perceptions?
6) Require faculty development
Restrict modality access
Provide incentive, if possible

19. Research Focus Instructional Designer Faculty Status Value of Research
Oregon State Ecampus
Research Preparation and Engagement of Instructional Designers in U.S. Higher Education
instructional-designers/

21. Thomas Cavanagh
@tbcavanagh
digitallearning.ucf.edu