[Case Studies] [Faculty Development] [Faculty Roles] [Non-instructional] [Pedagogy] [Policies] [Tools]

The Eighth Sloan-C International Conference

Andrew Holmes, Eastern Michigan University
Dawn Malone, Eastern Michigan University
Many Continuing Education units have struggled with the issue of quality in e-Learning. Eastern Michigan University has composed a system for assuring quality in its online courses. By implementing a continuous systematic approach through the administrative and design processes, quality can become the featured component of your e-Learning program.

Blake Haggerty, New Jersey Institute of Technology
Bill Reynolds, New Jersey Institute of Technology
Ken Ronkowitz, New Jersey Institute of Technology
As universities offer more courses online, it becomes difficult to rely exclusively on the "early adapters". This presentation outlines how NJIT's small Instructional Technology department has established a number of programs that teach a variety of faculty the skills necessary to move their courses online.

Boria Sax, Mercy College
Online learning now requires that we reconsider the structures of a traditional classroom, and the role of tutor may assume a new importance. While faculty remain the most important providers of information, tutors may serve as mentors, collaborators, and role models for the students.

Brent Guinn, Texas Tech University
Amy Hanson, Texas Tech University
"Just-in-time" pedagogy is a more unusual form of asynchronous learning that requires extensive faculty and student support services to maintain the quality of the course materials and to respond to the individual make-up of each class. In this presentation, we will provide a model of support programs for providing just-in-time learning.

Darlene Williams, Ed.S., Northwestern State University
Tammy Adams, Ed.S., Louisiana State University A&M
Kathleen Gay, M.Ed., Bossier Parish Community College
Donna Austin, DBA, Louisiana State University of Shreveport
As more campuses are using electronic delivery, the need for collaboration and sharing of resources becomes eminent. State team members from Louisiana will identify ways in which large and small universities as well as community colleges can engage in meaningful partnerships to provide more effective faculty training and degree programs.

David White, Troy State University
Presentation of a successful faculty/instructor training and development strategy to support rapid growth of online programs, featuring lessons learned, oversight procedures, instructor certification, and system discipline.

Debra Babineau , WPI
Lisa Isleb, WPI
Programs for assisting faculty to better utilize technology in their teaching may be viewed as time consuming, costly, and dull. We have developed an innovative and fun program that provides self-selected or ` la carte training at the departmental level. Come join us for a taste of this new program!

Donald F. Dement, Ph.D., Florida Institute of Technology/SCT
Dee Dee Pannell, Florida Institute of Technology / SCT
Mary Bonhomme, Ph.D., Florida Institute of Technology
Designed as a Best Practices environment for faculty and students, the Blackboard Essentials course offers detailed information, examples, and explanations of specific online learning components. Best Practice issues, guidelines, and factors related to faculty training and support will be discussed. Participants will receive a Best Practices checklist.

Dr. David Sachs, Pace University
Dr. Barbara Farrell, Pace University
Dr. Patricia Giurgescu, Pace University
Professor Nancy Hale, Pace University
Pace University faculty members have been actively involved in teaching ALN courses to many hundreds of individuals in the telecommunications industry since 1999 in the NACTEL program (see http://csis.pace.edu/nactel). This presentation will focus on the many ways that faculty development opportunities and course development support have been provided. In addition, the NACTEL program, a recipient of a FIPSE/LAAP grant in 1999, has paid enormous attention to the program support services (technical support, student services, assessment, etc.) that are required if one is to effectively teach many hundreds of students who live in 41 different states and five different time zones.

Dr. Frank McCluskey, Mercy College
Professor Karen White, Mercy College
The transition from classroom to ALN involves a transformation of our understanding of both teaching and learning. To facilitate this transition, institutions must create learning communities for their faculty. We will discuss how this can best be done.

Dr. Kimberly B. Kelley, University of Maryland, University College
Dr. Merrily Stover, University of Maryland University College
This presentation discusses one institution's approach to fostering academic integrity and addressing plagiarism in both online and face-to-face classes including official policy, approaches to assisting faculty to address issues of academic integrity, and an introduction of the university Online Writing Center and Virtual Academic Integrity Laboratory where faculty can find supportive materials including information about the latest detection devices. Participants will be given an opportunity to apply what they have learned to scenarios based on actual instances of academic dishonesty.

Dr. Larry G. Tentinger, University of South Dakota
Gary Girard, University of South Dakota
Dr. Marcia Reisetter, University of South Dakota
Pat Hubert, University of South Dakota
This presentation describes a successful system for coordinating on-line teaching, which is based on state-wide standards for quality assurance in distance education. Presenters will describe administrative components that facilitate course delivery and student registration, and a faculty training and support organization that offers a variety of learning opportunities, including participation in a series of workshops designed by faculty who teach on-line. The presentation will conclude with experiences of a participating faculty member.

Dr. Thomas S. Ingebritsen, Iowa State University
Faculty access to technological and pedagogical support services is a major need for on-line instruction. This session will describe and evaluate the new LAS Center for On-Line Learning (COLL) at Iowa State University. The center integrates scholarship with support for the development, use and evaluation of on-line instructional materials.

Dr.Pamela Lowry, Lawrence Technological University
Dr. Jacqueline Stavros, Lawrence Technological University
Mr. Frank Marcum, Lawrence Technological University
Dr. Lee Johnson, Lawrence Technological University
This presentation will tell the tale on how two faculty members started a journey of creating an effective interactive e-learning environment at their institution. There is a "happy ending" to this story to be shared, plus an update on the university's new Instructional Technology Resource Center that offers faculty support services to develop the best e-learning courses.

Ellen Rice, Barry University - School of Education
Carmeta Tate-Blake, Barry University - School of Education
Donna Lenaghan, Barry University - School of Education
This visual presentation will include an overview of the theoretical framework supporting our experience of ongoing faculty development regarding the incorporation of asynchronous learning networks. The ADSOE Practitioner Model, which connects theory to practice, will be explained. Results, including enrollment growth and qualitative feedback from faculty and students, will be shared.

Enid Bank, University of Maryland University College
Inez Giles, University of Maryland University College
In the presentation, the development and implementation of the online faculty certification program at the University of Maryland University College (UMUC) will be discussed. The presenters will delve into the background of the certification program, the major issues to consider for successful implementation and the technical and logistical support required. Lessons learned over the years of development and implementation will be shared.

Eric F. Luce, The University of Southern Mississippi
With support from a sabbatical leave, this presenter had the opportunity to focus on how it feels to be a Teacher Educator on the other side of the looking glass by taking on the role of a student online. One objective for doing this was to help him to understand what his students might be going through when he teaches online. This presentation will focus on how it feels when a Teacher Educator "trades places" by assuming the role of student online.

Gary Moore, Oakland University
A description of the development of the core courses (5) in a Master of Science in Nursing Program MSN program. Emphasis is on the building of strong faculty-faculty relationships to facilitate changes in teaching style.

Jane A. Kappel, CalState TEACH
Naomi Williams, CalState TEACH
The purpose of the presentation is to share key online mentoring techniques and allow participants to see the powerful strategies available online for building relationships and peer support within the online community. The focus of the demonstration will be the institutional applications within CalState TEACH, an eighteen-month California Statewide Teacher Credential program.

Jane Zahner, Valdosta State University
Ellen Wiley, Valdosta State University
Institutions have tried many incentives to encourage faculty to develop web-enhanced and online courses ranging from technology training to mentoring to summer stipends to mandates. Come discuss your experience with these types of programs and hear about a new model offering both carrots and a stick.

Jeanne M. McQuillan, Georgia State University
Karen R. Sanderfur, Georgia State University
Faculty are often given inadequate direction about on-line course design. Performing a needs assessment and creating a storyboard can move an instructor into the online environment without stress, guesswork or anxiety. Our presentation and handouts will give faculty a simple set of guidelines to help design their on-line course

Jody Conway, Saint Leo University
Where to start? This presentation will focus on different methods institutions can use to assist students adjust to the world of online learning, helping administrators and faculty members who are looking at starting or improving their institution's online learning orientation programs.

Karen Vignare, Rochester Institute of Technology
Dr. Anthony Trippe, Rochester Institute of Technology
Successful online programs continue to grow and improve their faculty development and support. The Rochester Institute of Technology will give an overview of its faculty development and a new online faculty-training course developed jointly developed by faculty and staff.

Kathleen M. Rose, UC Berkeley Extension Online
Claudia Morgan, UC Berkeley Extension Online
Mary Beth Almeda, UC Berkeley Extension Online
Students in an ALN environment require a different kind of interactivity within their courses to promote active learning. Student success may depend on the instructors' recognition of their role in establishing a learning environment at the outset and maintaining the student-instructor relationship throughout the course.

Laura C. Brewer, Arizona State University
Samuel DiGangi, Arizona State University
Angel Jannasch-Pennell, Arizona State University
This presentation highlights the importance of combining scholarly research findings from an institutional assessment of online learning environments to the development of faculty training on online pedagogy.

Laurie Hodell, Partnerships for Training
Emily Egerton, Partnerships for Training
Jennifer Korjus, Partnerships for Training
Is your on-line course learner-centered? Are you maximizing the educational potential of an on-line environment? Partnerships for Training (PFT), an initiative of the Robert Wood Johnson Foundation, has developed two tools to help faculty answer these questions and increase learner involvement on-line. PFT's web-based evaluation instrument includes criteria for assessing 6 characteristics of on-line education: Instruction, Facilitation, Interactivity, Communication, Motivation, and Self-Direction. A complementary on-line toolkit provides guidelines, templates, examples, and resource links. This presentation will review both products along with tips for creating and facilitating learner-centered on-line courses.

Laurie P. Dringus, Nova Southeastern University
The problems and opportunities of "24/7" online course management will be addressed. A dynamic time management approach will be presented to help online stakeholders to recognize the patterns of their own time management strategies and to improve the efficiency of their online work.

Linda Ettinger, University of Oregon
Jane Maitland-Gholson, University of Oregon
An examination of the online course development process, based on the case of two graduate level courses (Learning in a Virtual Environment and Research Methods) in the Applied Information Management Masters Degree Program at the University of Oregon. A team planning process, designed to increase faculty satisfaction, is defined and experiential teaching strategies are demonstrated.

Lisa A. Washington, Ph.D., Rockman Et Al
Terrie Gray. Ed.D., Classroom Connect
Francine Millman, American Museum of Natural History
Kristi Ransick, American Museum of Natural History
Kathleen P. King. Ed.D, Fordham University
The presenters will share multiple perspectives on factors that contribute to the success of online teacher professional development. Specifically, they will discuss findings from their respective research and implementation efforts related to the Connected University professional development model.

Marci Goldstein, St. Leo University Center for Online Learning
Tony Cuciniello, Same as Above
This roundtable discussion will focus on the differences between Andragogy, Pedagogy and New Pedagogy as approaches to teaching and learning. A discussion of the differences will encourage participants to conceptualize their approaches to online students with regard to: learning environment, readiness to learn, assessment of students experience and its application, issues related to power and control, the importance of self direction, the needs of online learners and the achievement of learning outcomes, should online instructor training should be based on andragogy, what is the best framework for nontraditional learners, active vs. passive teaching in an online environment and more.

Marci Goldstein, St. Leo University
Tony Cuciniello, St. Leo University
Kelly Montalto, St. Leo University
Abstract for inclusion in the Conference Program: Our presentation, "Things You Can Do for New and Continuing Faculty Even When You Don't Have To" will be open lecturette/open discussion format. Topics covered will include: faculty recruitment, training and orientation; ongoing faculty development; technological training and improvement, maintaining access, faculty meetings and chats, quality assurance of syllabi and curriculum, faculty acknowledgement and recognition, and the observance of policies and procedures. This presentation is particularly geared toward administrators and faculty who have been looking for new avenues of support and satisfaction for their online faculty.

Marilyn D. Moore, Morehead State University
An online course resource site supports instruction in a multi-section undergraduate course. Created by the course director, the foundation site is copied for each instructor to use and modify. Demonstration of the course site and faculty workshop illustrates how this enhancement supports faculty and is a model for multi-section courses.

Mary Anne Owen, M.H.E., RT(N), Medical College of Georgia
Grassroots in the SE: Advocacy with Substance Helping Healthcare Professionals Support Resource Requests with Online Data Healthcare professional generally operate in a vacuum, and are frequently in the dark regarding how to make national professional initiatives work within an individual work setting. This presentation demonstrates how to deliver online data and research resources to clinical professionals designed to provide support to address staffing, salary, and expansion issues within volatile healthcare setting.

Mary Kay Bacallao, St. Thomas University
Aldo Bacallao, Lloyd Estates Elementary
Candace Lacey, Barry University
A three-year virtual teaming project that connected professors from several universities with in-service teachers from diverse schools has led to some interesting discoveries about the nature of on-line work groups. These teams focused on the process of virtual teaming and produced an outstanding collaborative product for future use.

Michael Kolitsky, Ph.D., Atlantic Cape Community College
Maryann Carol, Atlantic Cape Community College
The transition from first generation online courses to next level courses which integrate multimedia learning objects deliverable in multiple learning strategies involves a campus-wide partnership of faculty, staff and student teams. Examples of course learning objects used in multiple learning strategies produced by teams from several disciplines will be demonstrated.

Nancy Knowles, Eastern Oregon University
Anna G. Cavinato, Eastern Oregon University
In this presentation, we will detail the development and implementation of the faculty specialist role as an effective liaison between distance education administration and faculty in specific disciplines.

Norberto Cruz, Florida Community College at Jakcsonville
Brenda Boccard, Florida Community College at Jakcsonville
The Online Professor and Adjunct Professor Training and Certificate Program: Florida Community College at Jacksonville, has developed an "Online Professor and Adjunct Professor Training and Certificate Program" to provide faculty and professional staff, development opportunities which facilitate optimum student learning in fully online courses. The program is sponsored by the Center for the Advancement of Teaching and Learning, Florida Community College University (FCCU), the Applied Center for Instructional Design (ACID) and the Office of the Executive Vice President. The Online Training Program has included over 50 candidates and has proven to be extremely beneficial for the overall FCCJ Distance Learning Program.

Olaf Zawacki, University of Oldenburg
Dr. Jane Brindley, University of Windsor
This session will consider how best to meet the challenges inherent in offering faculty support in an international online program with both resident and geographically remote faculty. Both the institutional (provider) and the faculty (user) perspectives will be offered by the presenters.

Pam Youngs-Maher, Continuing Education
Pay no attention to Frank Baum - we WANT you to learn about the "wizards behind the curtain" at SUNY Oswego (Oz)! Examine the team/tools/techniques used to develop online courses, to learn SUNY Learning Network's Lotus Notes template, the course review process, the "Tip of the Week" emails, luncheons, etc.

Pamela K. S. Patrick, Ph.D., Capella University
Faculty development to design competency-based online curriculum/course work is provided in this dynamic workshop. The Learning Outcomes Model (LOM) is presented, application illustrations are provided, and opportunity to consider how to integrate competencies into existing online course work is considered.

Patricia A. McNiel, Michigan State University National Food Safety and Toxicology Center
Edward C. Mather, DVM, PhD, National Food Safety and Toxicology Center
In response to a 2000 marketing research study, the National Food Safety and Toxicology Center at Michigan State University developed an online Professional Master of Science (proMS) in Food Safety Program. The presentation will focus on the development of faculty representing eight colleges and 16 departments at MSU.

Patricia M. Sparks, MGH Institute of Health Professions
Denis Stratford, MGH Institute of Health Professions
Mary Watkins, MGH Institute of Health Professions
Veronica Kane, MGH Institute of Health Professions
The MGH Institute of Health Professions grassroots efforts in online instruction required a comprehensive faculty development approach. This presentation will feature the Institute faculty-learner-program aimed to infuse the use of its courseware learning platform as a resource for onsite and online courses.

Philip A. Pecorino, CUNY, Queensborough Community College
A presentation of a faculty member extensive web site and the variety of ways in which it can support teaching and learning activities for web assisted, hybrid and asynchronous classes.

Phylise Banner, University Without Walls, Skidmore College
Cornel Reinhart, University Without Walls, Skidmore College
This session highlights the methodology of, and culmination of work from, the Summer Faculty Institute, an intensive one-week seminar focused on creating asynchronous online learning experiences for the University Without Walls' online distance program.

Prasanthi Pallapu, Auburn University
Bradley Morgan, Auburn University
This presentation considers the difficulties novice faculty face in converting a traditional course to an online format. We will discuss our mapping techniques four steps for developing a quality online course: the gathering of content materials, the classification of the materials, a graphical depiction of the course, and the analysis of the current design and development of the route of conversion.

Rick Alekna, Auburn University
Campus cultures and administrative structures are more diverse than ever before; consequently, approaches to the provision of faculty development and support for online and distance education instruction are plentiful. This program will allow participants an opportunity to share their development and support activities with their colleagues and learn how organizational structure and campus culture affect these efforts.

Robert F. Brooks, School of Information Studies
This presentation provides results of a study of the relationship between Information Interaction Styles and participation in online courses. The model proposes that individuals encounter three informational boundaries and engage those boundaries to varying degrees in learning. A significant difference between styles was found, providing preliminary support for the model.

Rodney Allen, Ph.D., University of Connecticut
Judy Buffolino, Ed.D., University of Connecticut
The University of Connecticut's Humanitarian Studies graduate program provides adult learners with the theoretical and professional knowledge in the area of humanitarian response. This workshop will demonstrate how collaboration between faculty and a professional distance education team supports the faculty members in creating an engaging asynchronous learning experience for students around the globe.

Rosemary Hartigan, University of Maryland University College
Kathleen Puckett, Graduate School, University of Maryland University College
This demonstration presents an overview of the University of Maryland University College's MBA Faculty Support Initiative -- a proactive and systematic continuous improvement program that provides guidelines, support, and resources for 50+ geographically dispersed faculty members teaching in an integrated, asynchronous, cohort-model MBA program.

Sara L. Terheggen, Pennsylvania State University World Campus
Professional development is a key component to the success of any online distance education program. An understanding of the barriers distance educators experience and how to overcome these barriers through a successful professional development program will be provided. Various strategies will be shared that fit the needs of different institutions.

Sharon Tettegah, University of Illinois, Urbana Champaign
This portal provides a space and place in all times for educators who are engaged in intercultural and cross-cultural classroom teaching. It seeks to provide activities and a place to critically think, pair and share, while moving beyond workshops and classroom courses.

Starr Roxanne Hiltz, Information Systems
Murray Turoff, Information Systems
This session will describe, demonstrate, and discuss with participants, the use of ALN to support the coordination of instructors teaching the same course in various modes of delivery. Such coordination mechanisms are helpful for accreditation of online degree programs.

Terrie, Classroom Connect
Take a peak behind the scenes to see how a national provider of teacher professional development uses new technologies to ensure high quality instruction, build a sense of unity among faculty, and provide just-in-time support.

Tim Green, Ph.D., California State University Fullerton
Learn how to empower faculty new to teaching online by providing them with a process to organize their courses. Allow them to focus on the content rather than the technology.

Timothy Byers, University of Wisconsin-Stevens Point
Dr Mai Morshidi Phillips, University of Wisconsin-Stevens Point
As on-line coursework has grown at UW-Stevens Point, particularly in Environmental Education, faculty and support staff have had to adjust to new ways of thinking about course delivery, management, student progress, and compensation. This has led to new relationships between faculty, continuing education support staff, the material, and students.

Tracy Chapman, OITLR - School of Pharmacy & Health Professions
Brigid Bidrowski, Office of Academic & Student Affairs
Colette Hanson, Creighton University
Jackie Hoeft, OITLR - School of Pharmacy & Health Professions
Session participants will gain valuable advice for planning and implementing faculty and student preparation for online teaching and learning. Representatives from Student and Academic Affairs, University Media Services, and the Office of Information Technology and Learning Resources will discuss the evolution of faculty and student preparation including the online course development process used in the School.

Wm. Francis Herlehy, III, Embry-Riddle Aeronautical University
James T. Gallogly, Embry-Riddle Aeronautical University
A presentation/demonstration of the preparation provided to faculty at ERAU to enable them to quickly and effectively engage the University's distance-learning students in this unique approach to the educational process. The presentation will address the instructors course used, the collegial interaction of faculty in a private forum, and the results of a survey of active DL faculty.

[Case Studies] [Faculty Development] [Faculty Roles] [Non-instructional] [Pedagogy] [Policies] [Tools]