PowerPoint - Mathematics

Faculty on the Front Lines:
Producing Confident and
Motivated Online Faculty
Dr. Daniel C. Krezenski
Dr. Mary Stubbs
Dr. Thomas J. Tobin
Westmoreland County
Community College
Youngwood, PA
Dr. Daniel C. Krezenski is the President of WCCC.
Since 1986, he has opened six education centers,
has grown the campus with new building projects,
and has expanded the curriculum with new majors
relevant to today’s job and academic markets.
Dr. Mary Stubbs is Director of the Learning
Resources and Special Projects. For 10 years, she
has overseen WCCC’s telecourse, ITV, and now
online programs. Her research focuses on quality
assurance and outcomes assessment in distance
Dr. Thomas J. Tobin is the Coordinator of
Instructional Technology & Distance Education
Support. He actively publishes and lectures on
copyright, faculty training, and disabled-faculty
issues in distance education. He has won several
national awards for his research and
pennsylvania community colleges
14 locally-sponsored community colleges:
• 10 sponsored by counties
• 4 sponsored by school districts
Funded by FTE formula.
Regulated by PA Department of Education.
State-wide distance education opportunities are
coordinated by the PA Virtual Community
College Consortium (http://www.pavcc.org/).
wccc service area & statistics
WCCC is committed to providing
access to quality educational
opportunities that meet the diverse
needs and interests of the
communities we serve in
Westmoreland, Indiana, and Greene
5,700 full- & part-time students
57 Associate degree programs
11 Diploma programs
21 Certificate programs
77 full-time teaching faculty & 300
part-time faculty
Full-time faculty union (PSEA)
Source: SP ’02 data
wccc campus
Founded 1970 in Youngwood, PA
30 miles from Pittsburgh, PA
Main campus + 6 education centers
faculty by division & discipline
Computer Technology / Business
Computer Science
Office Administration
Graphics / Media
Business / Accounting
Technologies / English
10 English
4 Culinary Arts
1 Reading
1 Art
5 Technologies
Natural Science / Public Service
Phys. Science / Horticulture
Biological Sciences
Public Service
Soc. Science / Health Profession
7 Nursing
3 Dental
7 Social Sciences
CT/B: 19 T/E: 21 NS/PS: 20 SS/HP: 17
Source: SP ’02 data
distance learning enrollment
798 enrollments in 33 sections = avg. class size of 24.18
Interactive Videoconferencing (ITV)
341 enrollments in 16 sections = avg. class size of 21.31
Online Courses
1532 enrollments in 74 sections = avg. class size of 20.7
Youngwood (Central) Campus
11,502 enrollments in 691 sections = avg. class size of 16.64
Greene County: 159 online course credits
+ 84 telecourse credits
243 (28.5%) of 853 total site credits
Indiana County: 180 online course credits
+ 75 telecourse credits
255 (16.4%) of 1551 total site credits
Source: SP ’02 data
Spring 2002
Fall 2001
Summer 2001
Spring 2001
Fall 2000
Summer 2000
Spring 2000
Fall 1999
Summer 1999
Spring 2002
Fall 2001
Summer 2001
Spring 2001
Fall 2000
Summer 2000
Spring 2000
Fall 1999
Summer 1999
wccc online enrollment and faculty
participation by semester
PT Faculty
FT Faculty
wccc distance learning timeline
1987: Videotape telecourses. Current enrollment
800 (SP ‘02)
1996-1997: Interactive video-conferencing at 5
sites. 18-20 multi-site courses offered each
semester. Expands course offerings at
education centers, maximizes enrollments.
1998: First online courses offered in summer
term. Mini-grants offered as incentive for
faculty to transition courses to online
1998: Instructional Technologist position created.
1999: Instructional Technologist hired on
February 1.
1999: First online courses using Blackboard CMS,
summer term.
2002: Instructional Support Technician hired to
assist with technical support for online
online-faculty training case study
The training program was at first
optional, because some faculty
appeared to have the requisite skills.
However, it became evident from
instructor and student feedback that
successful completion of the faculty
training program must become a
prerequisite to online teaching, in
order consistently to deliver and
maintain a quality program of online
All online faculty now must complete
the training and demonstrate
competence in core skills before they
may teach online courses.
nuts and bolts vs. pedagogy
What do we think of when we talk
about online-faculty training?
— computer skills
— communication problems
— lots and lots of writing
What do we expect faculty to be able
to do in their courses?
— set a good example for students
— quantify student progress
— challenge students
How can we make technology as
‘transparent’ as possible?
— teach outcomes, not tools
— listen to faculty
— set a good example
essential elements
The success of the online program can be
attributed to faculty training and support.
Faculty learn not only how to use the
software, but learn pedagogical techniques
designed for online teaching and learning.
Instructors who have completed the
training often serve as mentors for new
online teachers, creating a support
Openness and willingness to share
problems and successes have resulted in
consistently high quality instructional
WICHE principles of good practice
Quality faculty provide oversight of the
program electronically offered.
The program provides faculty support
services specifically related to
teaching via an electronic system.
The program provides training for
faculty who teach via the use of
Policies for faculty evaluation include
appropriate consideration of
teaching and scholarly activities
related to electronically offered
The institution evaluates the
program’s educational effectiveness,
including assessments of student
retention and student and faculty
six steps to mastery
1. Learn the parts of the software
and strategies for introducing
students to new technologies.
2. Create lecture documents for a
reading (not a listening)
3. Make fair and accurate online
tests, quizzes, and surveys.
4. Use email and a discussion
board to communicate.
5. Set up an online grade book;
transfer and share files
electronically with students.
6. Hold real-time chat-room
step 1: parts and pedagogy
Overheard at the faculty training sessions:
“What tools are available?”
“How can students learn without me in front of them?”
“Why did we adopt this Blackboard thing?”
“Do I have to know all that computer stuff?”
“I’m no computer whiz. Why should I teach online?”
“No, really, why? This way seems like more work!”
step 2: reading vs. listening
Be yourself.
Explain yourself.
Repeat yourself.
Repeat yourself.
step 3: testing, testing
Apply this knowledge.
Choose the best solution.
What step is missing?
Which is not correct?
Use your notes and your text!
step 4: communication
Don’t throw out the phone.
Email everybody with the news.
Take personal time to talk.
Praise students “out loud.”
Find answers instead of giving them.
Control the impulse to control.
Model higher-order questions & answers.
step 5: grades and other feedback
I am not chained to my desk (yet).
I am not on vacation, either.
The iron-clad three-day rule.
Keenan Roulette.
step 6: more than just chat
Set basic guidelines on topics, time, and etiquette.
Study sessions: more than one time per session
Exam prep: stay focused
Virtual office hours: ask me (almost) anything
Guest experts: not just for famous people anymore
Students-only chat time: venting and support
advanced topics
• Minimize the chances of cheating
• Give practice quizzes
• Do students know how they're
• Increase student discussion online
• Foster interaction among students
• Create “must-learn” topics
• When to speak up & when to listen
• Chat rooms: uses other than chats
• Add pictures, audio, and video
• Enhance lectures by chunking them
• Insert textbook-publisher content
• Point students to web sites
“Community colleges must train online
faculty in order to be successful.”
The key to quick and successful
responses is a well-trained, responsive,
adaptable, and enthusiastic faculty.
Successful distance-education programs
are seen as “high-tech and high-touch.”
90% of our online faculty report utilizing
new teaching methods online.
95% report that they are looking forward
to teaching online again.
90% say that they receive excellent
technical support.
75% of our new online instructors come
to us because of recommendations
from colleagues or former students.
The student retention rate in WCCC’s
distance-education courses is 90%.
Source: SP ’02 data
looking ahead
For online non-credit courses,
WCCC has modified faculty
training to focus on self-pacing
and student feedback looping.
The training program online gives
faculty just-in-time learning, creating
motivated, enthusiastic, dedicated
21st-century trendsetters.
© 2002 Westmoreland County Community College