Presentation slides from Wed. June 24 session on Designing Educational Development Programs at Institute for New Faculty Developers, Macalester College.

1. 2009 Institute for New Faculty Developers Designing Educational DevelopmentPrograms Lynda Milne Michele Neaton

2. Are you ready? You’ve thought about learning And how faculty as learners ARE students You’ve reviewed learning theories And how learners are motivated You’ve considered our clients and their needs, and Discussed ways to engage faculty. So are you ready to design some programs for these faculty-learners?

3. Ok, then let’s design ADDIE Model of Instructional Design Analyze and assess Design Develop Implement Evaluate Molenda, M. (2003). In search of the elusive ADDIE model. Performance Improvement, May/June 2003. Backward Design Model Identify desired results Determine acceptable evidence Plan learning experiences and instruction Wiggins, G., & McTighe, J. (2005, 2nd Edition). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development

4. Alas…3 steps will not a plan make Before goals can be identified, context and situation must be considered. Define goals and objectives Identify meaningful assessments, evidence Plan learning activities, materials Create structure and sequence Identify tools and resources needed Devise evaluation methods Develop marketing plan and materials Adapted from Fink, L. D. (2003). Creating significant learning experiences. San Francisco: Jossey-Bass.

5. Some examples One-goal-at-a-time worksheet Summarize your design worksheet Our worksheet with Dee Fink

6. How well-designed? Goals clearly stated? Significant outcomes at the forefront? Measures and evidence appropriate? Valid relationship to goals? Meaningful indicators? Short- and long-term evaluation? Methods appropriate and sound? Reasonable uses of faculty time? Contextually appropriate and productive? Motivation developed, rewarded? How well-integrated is the program, in its design and in its relationship to other programs at your center/institution?

7. One final suggestion What (K-12) Research Tells Us Professional development that is short, episodic, and disconnected from practice has little impact. Well-designed professional development can improve practice and increase student achievement. A review of high-quality experimental studies found that among programs offering extended PD (49 hours on average over 6 to 12 months), student achievement increased by 21 percentile points. (Yoon et al., 2007) Wei, R. C. , Darling-Hammond, L.., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad. National Staff Development Council.

8. Resources Understanding By Design (Vanderbilt Center for Teaching) http://www.vanderbilt.edu/cft/resources/teaching_resources/theory/design.htm What is Significant Learning? http://www.ou.edu/pii/significant/WHAT%20IS.pdf Creating Significant Learning Experiences (Fink) http://books.google.com/books?id=yycqudpQkQwC&pg=PP1&dq=l.+dee+fink SDSU Course Design Institute - Faculty Development Program Design http://sdsu-cdi.wikispaces.com/Faculty+Development+Program+Design How Do We Get There From Here? Program Design for Faculty Development http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ127981&ERICExtSearch_SearchType_0=no&accno=EJ127981 Components of an Effective Faculty Development Program http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ114403&ERICExtSearch_SearchType_0=no&accno=EJ114403 Professional Learning in the Learning Profession (National Staff Development Council) http://www.nsdc.org/news/NSDCstudy2009.pdf All above links at http://www.diigo.com/list/lmilne/