Evolving Faculty Development and Support: A Model for Change
Abstract: A major challenge for anyone developing a model of faculty training and support is the challenge of moving faculty from technical skills training and best practices to consideration of the pedagogical potential and implications of digital technologies. In three successive institutional projects aimed at faculty and course development, one university has moved from technical skills training (Bridging the Chasm project) to a targeted curricular project (CoreOnline) that trained and supported teams of faculty to create online versions of general-education core courses. Currently the H3 project (High Tech, High Quality, Hybrid) assists cohorts of 25 faculty in a project focused on the learning benefits and instructional efficiencies of hybrid course designs. This evolution — from skills training to targeted curricular development to a focus on technology-infused pedagogical design — provides a potential model for structuring faculty development and support at other institutions.
Presider: Lauryl Lefebvre, Indiana University