Faculty Support as
Part of Learner
Support ~ Some
Best Practices
Christine Walti, M.D.E.
Beijing, China
May 12 -14, 2008
Faculty Support as Part of Learner Support ~ Some Best Practices
Overview
Faculty Support @ UMUC

Faculty Development

Expectations and Requirements

Promoting Faculty Excellence

Services and Resources

Information

myUMUC

Other Important Points
SLIDE 1 / 26
Faculty Support as Part of Learner Support ~ Some Best Practices
Faculty Development
The Center for Teaching and Learning (CTL) provides UMUC faculty with the
teaching and training resources they need to succeed.
The mission of the Center for Teaching and Learning (CTL) is to promote
teaching excellence and enhance teaching effectiveness in order to maximize
the quality of teaching and learning at University of Maryland University
College (UMUC)
SLIDE 2 / 26
Faculty Support as Part of Learner Support ~ Some Best Practices
CTL‘s Objectives
• Create a positive environment for collegial and collaborative interaction on
teaching-related issues for all UMUC faculty and administrators
• Provide opportunities for faculty recognition and rewards
• Promote student-centered pedagogy that results in consistently positive
student learning outcomes
• Foster the development of a multiskilled group of faculty members capable
of teaching effectively in both real and virtual learning environments
SLIDE 3 / 26
Faculty Support as Part of Learner Support ~ Some Best Practices
CTL‘s Services
• Offering a wide variety of professional development programs and training
for UMUC faculty and academic administrators worldwide
• Providing structured programs and individual mentoring to provide guidance
on basic teaching techniques, specific strategies for enhancing both
classroom and distance-delivered courses, and appropriate tools for
assessing student learning
• Fostering collegial discussion and idea sharing through its peer mentoring
program, online symposia and discussion groups, and publications
• Supporting and recognizing teaching innovation and teaching excellence
through its faculty grant and recognition and award programs
SLIDE 4 / 26
Faculty Support as Part of Learner Support ~ Some Best Practices
Preparing New Faculty to Teach
• New Faculty Orientation
• Faculty Training and Certification for Teaching with WebTycho (CTLA 201)
- Teaching with WebTycho: Intensive 5-week training to prepare to teach
using the WebTycho course management system
- Participate in the role of students, learning how to use the various features
of the system, such as submitting assignments and working in study groups
- Then in the role of teachers, with other trainees assigned to their "class." For
this portion of the training, trainees learn how to create assignments, manage
online conferences, and provide student feedback. At the end of the training,
trainees are evaluated on their attainment of a pre-established set of
objectives and are certified upon successful fulfillment of these objectives.
- Faculty considering enrolling in CTLA 201 should first be familiar with:
- Expectations of Teaching with WebTycho Participants
- Understand the technical requirements
- Complete the Basic Computer Skills Tutorial
· Requirement to complete sexual harassment prevention training online
SLIDE 5 / 26
Faculty Support as Part of Learner Support ~ Some Best Practices
SLIDE 6 / 26
Faculty Support as Part of Learner Support ~ Some Best Practices
SLIDE 7 / 26
Faculty Support as Part of Learner Support ~ Some Best Practices
Peer Mentoring Program
• Draw together two professionals in the spirit of constructive dialogue to
exchange ideas about good teaching styles, strategies, and general teaching
philosophies
• Orient subject-area experts to UMUC's policies and practices as they relate to
teaching students worldwide.
• Mentors and mentees receive the Peer Mentoring Program manual and
relevant supplements that explain expectations and process. Mentors and
mentees are required to submit separate summary reports of their mentoring
experiences t and are encouraged to share their reports with each other.
SLIDE 8 / 26
Faculty Support as Part of Learner Support ~ Some Best Practices
Expectations for Faculty Teaching at UMUC
• Base-line Set of Standards for Teaching
• Promote Consistent Quality Standards
Expectations are grounded in the UMUC research studies into best instructional practices of the
Fleming-Carswell study of the Graduate School and in the Best Online Instructional Practices Study
produced by the Office of Evaluation, Research, and Grants (formerly IRAHE). They also draw on the
combined experience and expertise of those at UMUC who work closely with online … teaching
faculty and reflect extensive input from the Center for Teaching and Learning, the Graduate School,
the Faculty Advisory Council, UMUC Asia and Europe, the School of Undergraduate Studies, the
Office of Evaluation, Research, and Grants, as well as the Provost's Office.
As a base-line set of expectations, the documents are meant to promote consistent quality standards
throughout UMUC. A faculty member's school or discipline may require additional practices or
stipulations for teaching, based on unique characteristics of a particular program.
SLIDE 9 / 26
Faculty Support as Part of Learner Support ~ Some Best Practices
Major Points
•
All faculty members are expected to be familiar with and to adhere to
established UMUC and GSMT policies and procedures (Policy Manual)
•
Faculty with students who have been granted an accommodation by the office
of Disabled Student Services must comply with the agreement. Further
information is available at umuc.edu/studserv/dss
•
Faculty must accommodate students who have legitimate reasons to miss
assignment and/or examination deadlines in their classes
•
At the end of the semester, faculty must submit final grades online according
to the UMUC grade submission policies and schedules within 72 hours of the
last day of class
SLIDE 10 / 26
Faculty Support as Part of Learner Support ~ Some Best Practices
Major Points (2)
All faculty members are expected to provide the following
In their WebTycho classorrm(s):
- Accurate email address
- A welcoming announcement
- A complete syllabus, including grading information and
course schedule.
- How and when they may be contacted and guidelines for
individual consultation
- Complete Gradebook setup including all assignment
titles, due dates and weights, totaling 100%
- GSMT's "Read Me First" document
SLIDE 11 / 26
Faculty Support as Part of Learner Support ~ Some Best Practices
Major Points (3)
Online faculty have additional requirements for classroom setup by one week
before the semester starts:
• An up-to-date biography
• Classroom management/"housekeeping" information about the class, including
such information as the instructor's preferred file formats, naming conventions
for assignment files, location(s) for assignment submission, introductory
information about the course, and any required departmental information
• An introductions conference where students are able to post and interact with
each other informally
• A clear location where students can ask administrative questions throughout the
term about the course and the instructor's expectations. This can be in a
dedicated conference or part of another conference
SLIDE 12 / 26
Faculty Support as Part of Learner Support ~ Some Best Practices
Major Points (4)
Throughout the semester, all faculty are expected to:
• Respond to student inquiries within two business days
• Provide for student diversity (learning styles, culture, physical ability) in planning
and managing the class
– Present key content in more than one format such as by providing lectures,
written discussion summaries and/or media-based content along with actively
managing the weekly discussions
– Provide an appropriate variety and number of assessments (exams and
assignments) to ensure that students can adequately demonstrate knowledge
and skill in the subject
– Consider students’ range of visual capabilities when choosing font colors and
sizes, layout, etc.
– Provide transcripts for audio/video materials. (Not always necessary, but good
practice.)
SLIDE 13 / 26
Faculty Support as Part of Learner Support ~ Some Best Practices
Major Points (4 cont.)
• Clearly state the criteria or create rubrics to manage student expectations
regarding grading of all course requirements, including assignments, projects,
and class participation
• Build use of library resources into class assignments, in terms of reserved
readings and/or research assignments, and promote student use of UMUC’s
Information and Library Services
• Provide timely and adequate feedback on all exams and assignments that
acknowledges strengths and offers recommendations for improvement and
growth
• Post all grades promptly in the Gradebook
• Contact the Assistant Director, Student Relations if they suspect academic
dishonesty or plagiarism in student work
SLIDE 14 / 26
Faculty Support as Part of Learner Support ~ Some Best Practices
Major Points (5)
• Online faculty have additional requirements throughout the semester:
• Be “visible” and active in the classroom several times a week to let students
know they are involved and "listening." Activities should include the following:
− Post dated class announcements at least weekly.
− Post content materials (e.g., text-based and/or media-based lectures) and
conference topic threads on a pre-announced and consistent schedule.
− Contribute to classroom conferences
• Manage conferences actively to promote critical thinking, community-building,
and idea and experience sharing, treating the conference area as the heart of the
WebTycho classroom. To this end, faculty should:
− Create at least one content-focused conference for each week or unit of the
course
− Provide deadlines and clear guidelines for conference participation
− Bring their knowledge into class discussions, such as by initiating open-ended
conference topics, interjecting as appropriate during the week, and/or providing
summary comments
SLIDE 15 / 26
Faculty Support as Part of Learner Support ~ Some Best Practices
Major Points (5 cont.)
• Organize class activities to take place mostly in the online classroom, rather
than by email, phone, or mail
• Remain aware of all students’ activity levels and privately contact students who
are not participating actively
•
Report no-show students to the Assistant Director, Student Relations
• Bring their professional expertise and experience into the classroom in terms of
the substance and currency of both course content materials and conference
discussions
• Ensure accuracy in all written materials, i.e., they should be of exemplary quality,
free of grammatical and spelling errors, and include accurate due dates and
content
SLIDE 16 / 26
Faculty Support as Part of Learner Support ~ Some Best Practices
Stateside Faculty Handbook
• Covers issues such as:
- Faculty Rights and Responsibilities
- Faculty Administration
- Classroom Administration and Instruction
- Student, Faculty and Program Assessment
- Teaching and Professional Development Resources
- UMUC Policies
- Communication and Student Resources
SLIDE 17 / 26
Faculty Support as Part of Learner Support ~ Some Best Practices
Continuing Professional Development
•
Faculty Development Workshops
- Workshop Certificate Program (WCP) Faculty can earn Basic and
Advanced Certificates
- Sloan Online Workshops The College Pass Membership entitles UMUC
faculty and academic administrators to participate without charge in online
workshops sponsored by Sloan-C
•
UMUC Faculty Forum Discussion Series
•
SkillSoft Self-Paced Training
2,180 technical and business skills topics with simulations, references, live
mentors, and other resources
•
Professional Development Grant Program
- Grant funding to attend and present at professional conferences
SLIDE 18 / 26
Faculty Support as Part of Learner Support ~ Some Best Practices
Promoting Faculty Excellence
•
Stanley J. Drazek Teaching Excellence and UMUC Teaching
Recognition Awards
- Recognition of notable teaching accomplishments (Nominations
submitted by students)
- Honorariums of $1000 and $500
•
The Faculty Excellence Interview Series
•
Summer Faculty Leadership Institute
- Brings together close to fifty faculty from Europe, Asia, and the US to
Maryland for an intensive workshop experience
- The purpose is to improve instruction at UMUC and those taking part
commit to share what they have learned with their peers
SLIDE 19 / 26
Faculty Support as Part of Learner Support ~ Some Best Practices
Services and Resources
•
Faculty Consultant Service
- Consultants are available to answer questions from faculty
members using WebTycho
•
Online Teaching Resources
- Articles, multimedia self-paced tutorials and podcasts
- Teaching Tips
- DE Oracle
- Self-Paced Tutorials
SLIDE 20 / 26
Faculty Support as Part of Learner Support ~ Some Best Practices
MDE Program Examples
•
MDE Program Blog
•
MDE Faculty Blog
•
MDE Faculty Forum using Google Docs
•
MDE Monthly Meetings using Adobe Connect
SLIDE 21 / 26
Faculty Support as Part of Learner Support ~ Some Best Practices
SLIDE 22 / 26
Faculty Support as Part of Learner Support ~ Some Best Practices
myUMUC
- Functions
- General Information
- Access Class Rosters
- Post Final Grades
- Forms
Incomplete Agreements
Travel Reimbursement Form
- Resources
Audiovisual Equipment
Academic Support Program
Teaching Assistants
- Services
- Copy Requests
- Textbooks
- Exams and Testing (SUS)
SLIDE 23 / 26
Faculty Support as Part of Learner Support ~ Some Best Practices
SLIDE 24 / 26
Faculty Support as Part of Learner Support ~ Some Best Practices
Other Interesting Points
•
Shared Governance-Faculty Advisory Council
- Current council, vote, and run in the next election
•
Faculty Technology Resources
- Technology information resource center for faculty
•
UMUC Stateside Faculty Handbook (Stateside)
•
Faculty Resources
- Information on teaching opportunities, services, computing resources
•
Center for Intellectual Property
- Resources and information in the areas of intellectual property,
copyright, and the emerging digital environment
•
Information and Library Services
- Quality resources, services, and instruction
SLIDE 25 / 26
Faculty Support as Part of Learner Support ~ Some Best Practices
Questions???
Thank You!
SLIDE 26 / 26