Faculty Workshop Strategies
David G. Brown, Wake Forest University
Nicholas C. Laudato, University of Pittsburgh
Thomas C. Laughner, University of Notre Dame
John F. Moore, Virginia Tech
The Learning Technology Consortium
Indiana University ● University of Delaware ● University of Florida
● University of Georgia ● University of North Carolina ● University of Notre Dame ● University of Pittsburgh ● Virginia Tech ●
Wake Forest University

Faculty Workshop
Strategies
Wake Forest University
By David G. Brown, Vice
President

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Basic Training provided by Library Professionals, in two-hour segments and groups of 5-15, usually around Course Management System routines
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Discipline-Specific Training provided by Computer
Specialists within Each Discipline, in groups of 1-5.
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Highly sophisticated programs taught by Campuswide computer experts, in three-hour segments to
“the same” highly motivated group of about 15 faculty members
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Other one-on-one training is done by departmentally based specialists, by specially training students, and by the staff of our multimedia center (in the library)

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Use respected faculty as instructors
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Garner the sponsorship of the Teaching-Learning
Center (not the technology center)
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Hold sessions in the library (or a location equally respectable even to reluctant adopters)
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Limit the aspirations of each session, so that faculty leave with a sense of achievement
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Be prepared to take the workshop to a particular department, if asked

Focusing Upon Meaningful Content
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Start from Teaching Strategies, not educational theory & not specific software
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Emphasize first the strategies that are best supported by technology--- i.e. interactive, collaborative, customized learning that is presented in a controversial format with assistance from adjuncts & consultants
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Teach and support the low hanging fruit
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Stress just-in-time sessions centered around the use of a Course Management System
(e.g., Blackboard or WebCT)
K
I
S
S

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Always coffee, soda, and cookies
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Lunch for all day sessions
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Roving support staff who enable the
“podium instructor” to keep moving, even when a particular individual needs special help
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Printed material that accompanies presentation
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Computers that are “identical” to the ones faculty will actually be using
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Note to each faculty member’s department chair and dean regarding his/her participation

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Form learning pairs, so that each person has a “buddy” in the group
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Identify an expert who will be ready to assist workshop participants after workshop day
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Ask each department chair to name a faculty member within the department to serve as liaison to the technology training effort
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Recognize that different disciplines use the computer in very different ways, and therefore require different training and help-desk support

Faculty Workshop
Strategies
Nick Laudato
Center for Instructional Development
& Distance Education
University of Pittsburgh

Titusville
Bradford
Pittsburgh
Johnstown
Greensburg
●
Founded in 1787
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Five campuses
●
Nineteen schools
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Graduate, undergraduate, professional, and continuing education programs
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28,800 Fall-term FTE
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4,100 full- and part-time faculty members

Classroom Engineering
Instructional Design
Faculty Instructional
Development Lab
Instructional Computing
Instructional Media
Services
Academic Testing
Services
Electronic Graphics and Design
Manuscript Production
Interactive
Television Services
Photographic and
Electronic Imaging
Services
Video Production

• Faculty Training
• Ad Hoc Assistance
• User Help
• Course Management
System
• Instructional
Technologies
Process
• Instructional Development
• Faculty Development

Instructional Design Model
Goals &
Objectives
Instructiona l Activities
Learner
Assessment of Learning

1800
1600
1400
1200
1000
800
600
400
200
0
Sections Offered in Blackboard
216
AY 1999
839
AY 2000
1197
AY 2001
1627
AY 2002
• 99-1: 21 sections
• 99-2: 115 sections
• 99-3: 80 sections
• 00-1: 351 sections
• 00-2: 362 sections
• 00-3: 126 sections
• 01-1: 642 sections
• 01-2: 430 sections
• 01-3: 125 sections
• 02-1: 745 sections
• 02-2: 677 sections
• 02-3: 205 sections
• 03-1: >955 sections
Nearly 60% of the University’s students use
Blackboard for at least one course per term
Statistics as of 9/30/2002

Faculty Instructional Development Lab

Blackboard-Related Training
●
Core (Required)
● Summer Institute (3-4 days)
● Novice (12 hours; extensive hands-on)
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Standard (8 hours; some hands-on)
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Expert (1-2 hours; no hands-on)
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On-line (1-hour intro; self-instructional)
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Instructional Design Workshop
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Copyright and Legal Issues
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Supporting Technologies
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MS Word, MS PowerPoint, graphics and images, video clips, HTML

Faculty Taking Core Blackboard Training
Academic
Year
1997-1998
1998-1999
1999-2000
2000-2001
2001-2002
Total
Faculty
Trained
24
325
404
244
330
1,327

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Summer Instructional
Development Institute
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Teaching Excellence Fair
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Innovation in Education Grants
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School Liaisons
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Publication
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Starting Off Right
● New Faculty Orientation
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New TA/TF Orientation

• Faculty Training
• Ad Hoc Assistance
• User Help
• Course Management
System
• Instructional
Technologies
Process
• Instructional Development
• Faculty Development

Faculty Workshop
Strategies
Thomas C. Laughner
University of Notre Dame

University of Notre Dame Workshops
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Most hands-on training provided by computer center staff.
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WebCT training sponsored by computer center, but mostly provided by teaching and learning center staff.
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Other workshops sponsored by Teaching and
Learning Center focus on effective uses of technology.
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Workshops given in context of “Teaching
Well Using Technology” workshop.

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Workshops are kept short (WebCT courses are no longer than two hours)
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Workshops are developed around a pedagogical principle (Increasing faculty-student interaction with
WebCT)
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Allow faculty to focus on their own course, so the time is well spent
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Offer discipline-specific workshops

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Refreshments for Teaching and
Learning Center events, not for handson workshops
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No all day sessions held
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Hands-on workshops are kept small
(maximum of ten)
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Detailed handouts so participants can replicate exercises in their offices

John F. Moore
Director, Educational Technologies

Virginia Tech
●
Year-round program reaching >25% of faculty each year
● 400 faculty allocated a 3-day summer workshop and a computer
• 24 workshops across 12 Tracks
● 40 mini-workshops each semester
● ElementK on-line tutorials available 24x7
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Computer replacement tied to participation in a 3-day summer workshop, on a 4-year cycle
● Summer participants select computer: 12 choices
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Combined instructor-led and web-based training for improved access
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New Media Center’s Open Lab offers 1:1 help; production ‘coupons’

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New computer and software every 4 years
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Variety of Summer Tracks helps faculty choose suitable content
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Clearly stated objectives and outcomes for all workshops are available during registration
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Targeted communications through direct e-mail and through department heads
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Advanced topics open to faculty & GTA teams
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ElementK on-line tutorials help address just-intime needs and extend “FDI brand” beyond workshops

Focusing Upon Meaningful Content
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Broad content spectrum, project oriented
● Basic Skills
● Digital Content Creation & Web Page Development
● Web-based Pedagogy, Interaction, and Blackboard
● Emerging Technologies
● Research-related special topics
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Multiple levels to serve a variety of needs, interests, and skill levels
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Practical applications and case studies
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Connect new workshops to curricular initiatives
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Help faculty understand how to leverage online ElementK tutorials, to extend student learning

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On-line registration database helps profile attendees
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Evaluation every 90 minutes; results online
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Lunch often includes short presentation by faculty
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Graduate student tutors coach participants.
Also help synthesize during project times
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Handouts remain available on-line. Manuals and software subsidized as needed

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‘Blitz Week’ before semester starts: 90 minute sessions all day long; drop-in
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Many workshops taught by same people who will provide assistance afterwards
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Expand workshop enrollment to include staff and graduate students, to broaden value and strengthen support for your program

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Questions and Comments Related to the
Presentations
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On an index card, write one word to identify the category of your “effective practice” (i.e. getting vs running vs focusing vs other). Then, describe your faculty workshop practice that you believe others might wish to consider (give your card to one of us at the end of the session)
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Put your email address on the sheet that is being passed around if you would like to receive a copy of the ideas that you and others have put on the cards.