This poster session presents results from a survey conducted at a small Midwestern university that was designed to measure institutional barriers that prevent faculty from developing online courses and the steps taken to assist faculty in removing those barriers. The results of this survey were used to create a stipend incentive program for faculty that includes a required six-week hybrid course. The face-to-face sessions of this course were used to give the faculty hands-on technology training. Attendees will learn about the structure of the course and lessons learned,
10. Faculty Development
New stipend program was Introduced spring of 2012 to
address barriers to developing online courses.
To be considered faculty had to submit a proposal that
included:
Intended audience
Statement about how their academic program would benefit
Projected timeline for planning course development strategy
Course description
Student learning outcomes and assessment strategies
Pedagogical approach for the use of technology in the
course
Plan for use of multimedia
List of specific resources required for their course
development
11. Faculty Development
If selected, each faculty member received a
$2000 stipend if the following criteria were
met:
Participate in a six-Week hybrid course held
in the summer of 2012 that focused on
pedagogy, technology and application in
teaching online. The course required a
face-to-face meeting two hours a week for
hands on technology training.
The course had to be ready to teach by the
spring of 2013 semester.
The course had to pass an eLearning
Course Readiness Checklist
13. Reflection
Face-to-face course time should be
increased in order for faculty to become
more comfortable with technology being
taught.
A tremendous benefit of the face-to-face
time was the learning community that was
created.
Encouraging faculty to participate in online
discussions boards was more difficult that
expected.