Unintended Consequences: Faculty Buy-in to Using Technology
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A report on a 5-year initiative at Passaic County Community College to use technology to improve writing instruction.
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Unintended Consequences: Faculty Buy-in to Using Technology
- 1. MEASURING FACULTY BUY-IN TO Unintended INSTRUCTIONAL Consequences TECHNOLOGY Kenneth Ronkowitz Passaic County Community College
- 2. What pointed us in the right direction and What stopped us along the way
- 4. INTENDED CONSEQUENCES Build College Level Writing Center Introduce Increase Technology Writing in to Students & 25 Gen-Ed Faculty Classes Writing Initiative Improve Improve Critical Information Thinking in Literacy Writing
- 5. HOW DO YOU GET BUY-IN? Faculty 'Buy-in„ -- to What? By Trent Batson The phrases “faculty resistance,” or the “lack of faculty buy-in” to adopting information technology for the core teaching/learning paradigm, have become by-words in academia. Yet both phrases are empty and lead nowhere; they are phatic, having a social purpose (bonding among technology advocates) but they contain no useful information. Technology advocates urge faculty members to go away from what they’ve been doing but don’t explain what they should go toward. It is not enough to go toward a set of new teaching and learning practices… The goal cannot and should not be just to use technology. campustechnology.com/articles/2011/04/06/faculty-buy-in-to-what.aspx
- 6. TRAINING CYCLE COMMON ADVICE Start with champions Don‟t “require” the technology Make the tech the reward Multi-faceted training
- 7. Get the ball rolling… WHEN IS YOUR FIRST CONTACT WITH FACULTY? BEFORE, WITH, OR AFTER THE LAUNCH?
- 8. PRE-LAUNCH Buy-in starts by having faculty involved with the initiative in the planning stages.
- 9. OUR TIMELINE - 21 MONTHS TO LAUNCH Planning Course (writing Redesign the grant, , F07 – CWC, Summer January 08) 2007) Funding Launch (F07) (Fall 08, five Planning Phase 2 courses)
- 10. WHAT WERE FACULTY THINKING WOULD HAPPEN?
- 11. • In our first Faculty Institute, we piloted our portfolio product. • It was a disaster • We changed products prior to launch.
- 12. After the first pilot semester we focused on fewer tech tools. We needed to better define terms (What is “formal writing” and a “significant” part of the grade?) & improve faculty expectations
- 13. Our efforts have been recognized with the 2012 Diana Hacker Award for Two-Year Colleges in fostering student success in writing.
- 14. So… What worked?
- 17. ASSESSMENT LEVELS and Methods •Class (student portfolios) •Program (student & facultysurveys, focus groups) •Grant (Institutional Research)
- 18. A Few Big Ideas
- 19. 1 There is no Field of Dreams. Just because you build it, doesn‟t mean they will come and play
- 20. 2 When Don‟t Work,
- 21. Faculty will use Technology (and pedagogy) 3 they see how it helps them NOT just because it helps
- 22. PRACTICE 4 Course Redesign not just decoration or “Tech for the sake of tech” Don’t offer (tech) solutions to problems that are not seen as problems
- 23. Cultivate 5
- 24. Whether or not you are on a grant 6 $$ For life after
- 25. Sustainability and Institutionalization is more than funding Staffing Training Assessment Supervision Leadership
- 27. The Dept. of Education asks us: “What were any unintended [tech] consequences (positive & negative) of the program?” + Wide acceptance of LibGuides beyond our intended use - Resistance overall to technology by faculty - Perception of what is “technology” (by students AND faculty) - Some faculty saw the tech as getting in the way of the writing (which they saw at the real point of the Initiative) + Writing Intensive elements being used in non-WI course sections + Student acceptance of WI courses (and success in them)
- 28. About the Initiative http://www.pccc.edu/home/initiative Ken Ronkowitz kronkowitz@pccc.edu EdTech Blog Serendipity35.net Design template: duarte.com
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