Faculty development is often a key component of a higher education-positioned instructional designer’s profession. This presentation offers an instructional designer’s comparison of the needs of online faculty situated in two types of SUNY institutions, a community college and a tier-one research university.

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3. Anne Reed, Expert Instructional Designer
Instructional Designer
University at Buffalo
Open SUNY Fellow Role:
Expert Instructional Designer
Topic:
Approaches to Online Faculty Development
from University Center to Community
College
Theme:
Online Faculty Development
COTE NOTE:
http://bit.ly/COTENOTEfacdev

4. Approaches to Faculty
Development,
from Community College to Research University
Anne Reed
Instructional Designer
University at Buffalo, Graduate School of Education

5. design & deliver
training
2
CONTEXT
3
COMPARE
5
DISCUSS
ID DUTIES
develop
course
materials conduct
course
reviews
trouble-shoot
tech issues
serve as
LMS expert
suggest
multimedia
strategies
design
courses
6
CITED
4
ANALYSIS
1
INTRO

6. --The institutions’ history of online education
practices
--Levels of institutional support
--Expectations on the faculty members
INFLUENCES
2
CONTEXT
3
COMPARE
4
ANALYSIS
5
DISCUSS
1
INTRO
6

7. --The institutions’ history of online education
practices
--Levels of institutional support
--Expectations on the
faculty members
INFLUENCES
2
CONTEXT
3
COMPARE
4
ANALYSIS
5
DISCUSS
1
INTRO
7

8. 8

9. CONTEXT
1
INTRO
2
CONTEXT
3
COMPARE
4
ANALYZE
5
DISCUSS
9

10. 1
INTRO
2
CONTEXT
3
COMPARE
4
ANALYZE
5
DISCUSS
First three online courses
were created in 1999.
They were developed with the ID support of the SUNY
Learning Network (SLN). E-learning department has
existed since 2000. A Coordinator of Distance Learning
was hired in 2002 FT.
10

11. 1
INTRO
2
CONTEXT
3
COMPARE
4
ANALYZE
5
DISCUSS
First online course
Offered in ‘93/’94.
John Ellison: “My first Distance Education course was Academic and
Research Libraries in the School of Information and Library Studies the
spring of either 1993 or 1994, as I can best recall. I went to the first class
session…. and announced the option of taking the course either over the
Internet or in the classroom. For the next three weeks I came back to the
classroom to meet those students who selected the "classroom option"
11

12. 12

13. 620
Graduate School of
Education (250)
UB
Graduate School of
Education (250)
Online courses per academic year
-Counseling, School, and
Educational Psychology
(CSEP)
-Educational Leadership and
Policy (ELP)
-Learning and Instruction
(LAI)
-Library and Information
Studies (LIS).
13

14. nccc
210
620
UB
Graduate School of
Education (250)
Online courses per academic year
14

15. -UB
15

16. -UB
16

17. -UB
-NCCC

18. 1
2
CONTEXT
4
ANALYZE
5
DISCUSS
3
COMPARE
18

19. e-learning blog
weekly newsletters
16
ongoing support
formal peer
review process
SLN workshop
series
asynchronous
training course
faculty coffee
chats
informal
course reviews
one-on-one
trainings
special topics
workshops

21. Invest inYourself this Fall!
Connect with
your colleagues
GSE Professional Development Fall 2013 Offerings
For complete descriptions and to register please visit
http://gse.buffalo.edu/online/pd
● Oct. 3 Coffee Chat– Using
Synchronous Components in
Your Online Course.
Featured Faculty Speaker: Professor
Kathleen Conroy (CSEP)
● Nov. 4 Coffee Chat– Differentiated
Instruction in Online Education.
Featured Faculty Speaker: Professor Ming
Ming Chiu (LAI)
Participate
on campus
Faculty Workshops offered
throughout the semester:
• Sept. 19- Resources for Online
Faculty
• Oct. 25- Faculty Motivation
• Nov. 20- Revise and Refresh
your Online Course
Participate
online
● Sept. 18 to Oct. 16-
4 Week Online Course via
UBlearns: Designing an
Exemplary Course
● Attend faculty workshops
remotely via Blackboard
Collaborate
For more information or to schedule a meeting with an Instructional Designer
please contact Anne Reed (645-1357/ annereed@buffalo.edu)

22. 1
INTRO
2
CONTEXT
3
COMPARE
5
DISCUSS
4
ANALYZE
personalization, on-going support, and community
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23. 1
INTRO
2
CONTEXT
3
COMPARE
5
DISCUSS
4
ANALYZE
personalization, on-going support, and community
responsiveness, continuity, and community
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Source: Gallant (2000)

24. 1
INTRO
2
CONTEXT
3
COMPARE
5
DISCUSS
4
ANALYZE
responsiveness, continuity, and community
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--includes personalization, individualized trainings, creating
opportunities for reflection, and forming a relationships of
trust

25. 1
INTRO
2
CONTEXT
3
COMPARE
5
DISCUSS
4
ANALYZE
responsiveness, continuity, and community
25
--includes incremental and cumulative training,
opportunities for continual improvement, and ongoing
support

26. 1
INTRO
2
CONTEXT
3
COMPARE
5
DISCUSS
4
ANALYZE
responsiveness, continuity, and community
26
--includes collegial idea sharing, promotes a culture that
values and supports online education

27. continuity
27

28. How can we better
prepare faculty
to teach online?
28

29. 1
INTRO
3
COMPARE
4
ANALYZE
DISCUSS
5
QUESTIONS
Go ahead
don‘t hesitate
6
CITED
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30. 1
INTRO
3
COMPARE
4
ANALYZE
5
DISCUSS
CITED
6
Bower, B. (2001, Summer). Distance Education: Facing the Faculty Challenge. Online Journal of Distance Learning Administration,
IV(II). Retrieved from http://www.westga.edu/~distance/ojdla/summer42/bower42.html
Clay, M. (1999, Fall). Development of Training and Support Programs for Distance Education Instructors. Online Journal of Distance
Learning Administration, II(III). Retrieved from http://www.westga.edu/~distance/ojdla/fall23/clay23.pdf
Gallant, G. (2000, Winter). Professional development for Web-based teaching: Overcoming innocence and resistance. In E. J. Burge
(Ed.), New directions for adult and continuing education (pp. 69-78). San Francisco: Jossey-Bass.
Batts, D., Mallett, W., McFadden, C., & Pagliari, L. (2010). Training for faculty who teach online. Community College Enterprise, 16(2), 21+.
Retrieved from Academic OneFile
Lackey, K. (2011, Winter). Faculty Development: An Analysis of Current and Effective Training Strategies for Preparing Faculty to
Teach Online. Online Journal of Distance Learning Administration, XIV(V). Retrieved from
http://www.westga.edu/~distance/ojdla/winter144/lackey144.html
Lewis, T. (2007). The Preparation of Faculty to Teach Online: A Qualitative Approach (Doctoral Dissertation, Virginia Polytechnic Institute
and State University). Retrieved from http://scholar.lib.vt.edu/theses/available/etd-04102007-150601/
Lorenzetti, J.P. (2002). Giving Online Faculty Full Circle Support. Distance Education Report, 6(5), 6-7
Piña, A.A. (2008). Factors influencing the institutionalization of distance education in higher education . Quarterly Review of Distance
Education, 9(4), 427–438. Retrieved from Academic Search Elite database.
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32. Next Fellow Chat
Open SUNY Fellow:
Jim Greenberg, Distinguished
Teaching Professor, SUNY Oneonta
Open SUNY Fellow Role:
Innovator or Researcher
Topic:
A Virtual Infrastructure for Data
intensive Analysis (VIDIA)
Date:
Wednesday, July 16, 2014
12:00 PM