Monday, March 17 | 2:00PM–5:00PM
Session Type: Professional Development

As the demand for blended and online learning opportunities increases, so does the need to ensure the quality of online education through faculty development programming. And with the increase in the diffusion of blended and online programming across higher education institutions, stakeholders are looking for ways to ensure the quality of the student experience and better understand the impact on student outcomes. Recently, many of us have been asked to provide evidence of the effectiveness of our faculty development programming: administrators are looking for a return on investment in faculty development to ensure quality in blended and online programming, as we are seeing decreases in state funding and enrollments, which leads to cut budgets. In order to for us to determine the effectiveness of our programming using a backwards design approach, we need to first understand what is a good online or blended course as well as what competencies are required of faculty to teach blended and online courses and how those can be best facilitated in a faculty development program. Then we can consider how to evaluate the impact on student outcomes.

This workshop will offer a collaborative and interactive opportunity to connect with colleagues to consider and construct how the effectiveness of faculty development programming can be determined and disseminated. A model of evaluation for a faculty development program will be shared.


  • Veronica Diaz

    Senior Director, Professional Learning and Develop, EDUCAUSE
  • Tanya Joosten

    Senior Scientist + Director, Digital Learning R&D + DETA Research Center, University of Wisconsin-Milwaukee
  • Nicole Weber

    Assistant Professor, Educational Foundations, University of Wisconsin-Whitewater

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