Rethinking Faculty Development: New Strategies for Instructional Support
Michael Truong, Executive Director, Office of Innovative Teaching and Technology, Azusa Pacific University
Traditional approaches to faculty development often rely on the "if you build it, they will come" paradigm. However, this model has proven to be insufficient, inefficient, and ineffective. This session advocates a new instructional support paradigm that leverages technology, vendors, and data.
OUTCOMES: Understand the limitations of the traditional faculty development approach *Identify new strategies that leverage technology, vendors, and data to transform faculty support
Faculty Learning Communities: An Effective Tool for Engaging Faculty in Leveraging Technology in Teaching and Learning
Lynn M. Tashiro, Director for the Center for Teaching and Learning, California State University, Sacramento
Faculty learning communities (FLCs) are peer-led groups of faculty (10–12) that engage in an active, collaborative, and supportive yearlong program with curriculum focused on a particular topic, problem, or question. Best practice faculty professional development models for FLCs can be used to engage faculty in technology innovation and implementation that facilitate student engagement and inform student learning outcomes. Examples of FLCs focused on MOOCs, flipped classrooms, mobile technology, course redesign action research, and e-content and e-textbook development will be shared and deconstructed to provide useful modules for adaptation to other topics and institutional settings.
OUTCOMES: Learn best practices for creating, facilitating, and managing a faculty learning community * Identify funding pathways, partnerships, and curricula for creating a faculty learning community
