Digital Age Professional Development for College Faculty from the Ends of
the Earth!
Michael Searson
Kean University
USA
msearson@kean.edu
Leila Sadeghi
Kean University
USA
lsadeghi@kean.edu
Robert Cirasa
Wenzhou-Kean University
China
rcirasa@comcast.net
Tiffany Ya Tang
Wenzhou-Kean University
China
tiffanyatwork@gmail.com
Abstract: A team of university faculty is working across two campuses to provide
professional development for international colleagues teaching at a newly established US
campus on Chinese soil. An innovative Sino-American collaboration, which includes the
building of a state of the art US-based facility on Chinese soil, now features a commitment to
prepare a largely Western based faculty to engage with their digital age Chinese students,
using cutting edge learning technologies and pedagogies. Learn about the challenges and
opportunities that this small professional development team faces as it engages in this
innovative initiative.
For one of the first US universities to establish a physical campus on Chinese, the challenges and
opportunities are numerous. However, recognizing the pioneering nature of this initiative, project leaders (both from
the US and China) are also committed to providing students with the cutting edge learning technologies enhanced
with innovative pedagogies whenever possible. The challenges to successful professional development includes the
great physical distance between the two campuses; policy issues that challenge the use of certain tools; language
barriers; cultural differences; among other factors. Yet, numerous strategies are being employed to ensure an
optimum outcome: these include using a combination of virtual, face-to-face, and hybrid training modalities;
working with key hardware/software partners to provide the most appropriate technical environment; and, balancing
the duties of usual faculty chores (such as teaching, research, and course preparation) with the additional burden of
learning about and adopting new teaching and ICT methods.
This workshop will provide information on this challenging, yet rewarding, professional develop project,
specifically, addressing the following areas:
 Building the professional development plan;
 Identifying the appropriate learning technologies and ICT support to ensure reasonable success;
 Addressing the policy, governmental, logistic parameters of a US campus based in China
 Balancing faculty enthusiasm and commitment with concomitant professional responsibilities;
 Dealing with student concerns and issues;
 Facing the “unknown”
Additionally, an emerging research model to assess the efficacy of professional development and ultimate
integration of innovative learning technologies is being developed. While various researchers have examined the
efficacy of professional development practices designed to impact the ICT skills, values and beliefs of faculty
(Campbell, Cook, Kusch and Moulton, 2009; Kyei-Blankson, 2012; Coggshall, Rasmussen, Colton, Milton, &
Jacques, 2012; Smith, 2009), few have offered guidance on successful models within international contexts. In cases
where change-focused professional development programs are designed for faculty in international settings, the
tensions between local and global conditions are often present (Mennin, Kalishman, Eklund, Friedman, Morahan,
and Burdick, 2012; Burdick, Friedman, and Diserens, 2012). In some cases, the “opportunities” for teaching in host
countries is viewed as a positive condition for faculty transformation (Smith, 2012). There is some evidence of that
dynamic in this project. In general, as increased numbers of faculty are called upon to teach within international
settings, the call for appropriate professional development becomes louder (Blaess, Hollywood, and Grant, 2012;
Gopal, 2011).
As professional development to better prepare faculty for digital age learners become more commonplace, demands
them to reconsider the leaning and teaching “spaces” become more widespread (Long, and Ehrmann, 2005; Milne,
2007; Wilson, Randall, 2012; Riddle, & Souter, 2012.) However, little has been done in this area regarding the
positioning of new learning and teaching spaces within international contexts, especially, under the constraints of
considerable policy and logistical factors. Despite the numerous challenges described above, all those involved in
this international Sino-US digital age professional development initiative are excited about the opportunities offered
by the experience. In particular, the prospects to develop a long-term research agenda are under investigation.
Blaess, D. A., Hollywood, K. G., & Grant, C. (2012). Preparing the professoriate to prepare globally competent
leaders. Journal of Leadership Studies, 6(2), 88-94.
Burdick, W. P., Friedman, S. R., & Diserens, D. (2012) and Burdick, W. P., Friedman, S. R., & Diserens, D. (2012).
Burdick, W. P., Friedman, S. R., & Diserens, D. (2012). Faculty development projects for international health
professions educators: Vehicles for institutional change?. Medical teacher, 34(1), 38-44.
Campbell, D., Cook, K.J., Kusch, B. & Moulton, S. (2009). Inspiring Learning and Teaching: Using e-tools to
Facilitate Change. In T. Bastiaens et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate,
Government, Healthcare, and Higher Education 2009 (pp. 172-181). Chesapeake, VA: AACE.
Retrieved from
http://www.editlib.org/p/32454.
Coggshall, J. G., Rasmussen, C., Colton, A., Milton, J., & Jacques, C. (2012). Generating Teaching Effectiveness:
The Role of Job-Embedded Professional Learning in Teacher Evaluation. Research & Policy Brief. National
Comprehensive Center for Teacher Quality.
Gopal, A. (2011). Internationalization of Higher Education: Preparing Faculty to Teach Cross-culturally.
International Journal of Teaching and Learning in Higher Education, 23(3), 373-381.
Kyei-Blankson, L. (2012). The Effect of a Faculty Professional Development Model on Pedagogical and
Philosophical Approaches to Teaching Online. In T. Bastiaens & G. Marks (Eds.), Proceedings of World
Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (pp. 681-684).
Chesapeake, VA: AACE.
Long, P. D., & Ehrmann, S. C. (2005). The future of the learning space: Breaking out of the box. EDUCAUSE
review, 40(4), 42-58.
Mennin, S., Kalishman, S., Eklund, M. A., Friedman, S., Morahan, P. S., & Burdick, W. (2012). Project-based
faculty development by international health professions educators: Practical strategies. Medical Teacher, (0), e1-e7.
Milne, A. J. (2007). Entering the interaction age: Implementing a future vision for campus learning spaces.
Educause review, 42(1), 12-31.
Riddle, M. D., & Souter, K. (2012). Designing informal learning spaces using student perspectives. Journal of
Learning Spaces, 1(2).
Smith, Karen. "Overseas flying faculty teaching as a trigger for transformative professional development." (2012).
Smith, K. (2009). Transnational teaching experiences: an under‐ explored territory for transformative professional
development. International Journal for Academic Development, 14(2), 111-122.
Wilson, G., & Randall, M. (2012). The implementation and evaluation of a new learning space: a pilot study.
Research in Learning Technology, 20.