The Ninth Sloan-C International Conference

Implications for Faculty and Faculty Support

Faculty Experience in Teaching Online: Reflections Represented by Survey Data Collected Over Three Years at Four Institutions
Session 1, Salon 11, 8:15a.m. - 9:30a.m.
Caroline Weddell Landrum, University of Detroit Mercy
Abstract: Funding for a four-university partnership for graduate professionals required online courses. Funding also requires reports of program effectiveness. A Faculty Survey has been used as one indicator. Elements of satisfaction and concern with developing and teaching online courses will be discussed along with presentation of survey results for three years.

Implications of Social Presence in Very Large Asynchronous Learning Environments
Session 1, Salon 11, 8:15a.m. - 9:30a.m.
Steven Hornik, University of Central Florida
Robert J. Szymanski, University of Central Florida
Cynthia Gundy, University of Central Florida
Abstract: University of Central Florida's college of business offers two core business classes, enrolling 1,000+ students per semester. The management techniques necessary for delivering instruction in a very large asynchronous environment (VLAE) will be explored, as will survey results examining the implications of the perceived social presence of these large classes.

Unbundling of Faculty Roles in the On-line and Face to Face Environment
Session 1, Salon 12, 8:15a.m. - 9:30a.m.
Tony Emanuel, Franklin University
Jacqueline Hagerott, Franklin University
Abstract: Franklin faculty are unbundled within two categories, program faculty and design faculty. The role of program faculty include course development, course management, and course design. The role of the design faculty include curriculum design integration, outcomes and assessments alignment, and alternative learning strategies awareness.

The Changing Roles of Israeli On-Class Faculty to Online Teaching
Session 1, Salon 12, 8:15a.m. - 9:30a.m.
Gila Kurtz, Bar-Ilan University
Sagee Rachel, Bar Ilan University
Abstract: A study of nineteen Israeli faculty currently integrating online teaching within campus-based teaching, provides valuable information and insights regarding their perceptions of their new role and its rewards, their students and their colleagues perceptions about online teaching and how their institutions facilitate this process.

Creating Online Collaborative Student Learning Networks: Lessons Learned from the Trenches
Session 2, Salon 5, 9:45a.m. - 11:00a.m.
Richard G. Fuller, Drexel University
Abstract: This research-based presentation focuses on successful creation of online collaborative learning networks in graduate and undergraduate studies defining why the development of a system to promote transactional dialogue is important. Discussion will focus on the different types of courses that are offered and as an instructor, how best to facilitate this interaction through discussion boards.

Faculty Influenced Online Design: One Size Doesn't Fit All
Session 2, Salon 11, 9:45a.m. - 11:00a.m.
Marie-Pierre Huguet, Rensselaer Polytechnic Institute
Frank X. Wright, Rensselaer Polytechnic Institute
Sehnaz Baltaci, SUNY Albany
Abstract: Most online courses are designed for a specific audience, to teach a well-defined subject, within the limitations of a given technology (or course support system). This presentation demonstrates that, by adding a fourth dimension, the instructor's teaching style, it is possible to design customized, effective online instruction.

Building a Virtual Faculty Community
Session 2, Salon 11, 9:45a.m. - 11:00a.m.
Sara Sander, Kaplan College - School of Arts & Sciences
Catherine Flynn, Kaplan College - School of Arts & Sciences
Abstract: Being part of a faculty learning community is more difficult as time and space restrictions are removed. Kaplan College School of Arts and Sciences has implemented a number of strategies to encourage faculty to build virtual communities that inspire scholarship, research and pedagogy.

Pedagogy, Andragogy, & Cybergogy: Exploring Best-Practice Paradigms for Online Teaching & Learning
Session 2, Salon 12, 9:45a.m. - 11:00a.m.
Larry D. Moulds, Electronic Learning Institute
Stuart I. Carrier, National-Louis University
Abstract: This presentation explores learning assumptions embedded in pedagogy and andragogy as paradigms, then proposes cybergogy as a blended paradigm that gives particular consideration to the psycho-social needs of the online learner and the special responsibilities of the online teacher. Audience interaction will help prioritize cybergogical assumptions.

Emerging Faculty Support Strategies for Professional and Continuing Education Programs
Session 3, Salon 11, 1:15p.m. - 2:30p.m.
Kate C. Pravera, Great Cities Institute
Renee Welch, Great Cities Institute
Abstract: Online professional and continuing education programs play an increasingly important role in higher education today. Many institutions look to noncredit or non-degree courses as a means to generate new revenues and expand their presence in the online marketplace. In so doing, the issue of faculty development and support stands front and center as a key challenge. Individuals who teach these courses are often adjuncts, with little or no access to institutional resources, or paid time to take advantage of them. The presentation will discuss how the UIC Great Cities Institute's approach to faculty support and development has evolved over the past three years, resulting in the definition of new best practices that promise to be useful for the virtual campus at large.

E-Teaching@University: ICT Staff Development In Higher Education
Session 3, Salon 11, 1:15p.m. - 2:30p.m.
Stefanie Panke, M.A., Institut für Wissensmedien
Abstract: The intention of the project e-teaching@university is structural change in higher education institutions by offering university staff low threshold access to innovative and effective applications of digital media in teaching and course administration. The project e-teaching@university develops a qualification and training concept for university teachers that combine face-to-face consultation at the individual institution with online content, suitable for self-navigated learning as well as for blended learning concepts. The online content will be freely accessible under the URL www.e-teaching.org.

Innovative Faculty Peer Mentoring at the University of Maryland University College
Session 3, Salon 12, 1:15p.m. - 2:30p.m.
Pamela M. Witcher, University of Maryland University College
Abstract: The Peer Mentoring Program is open to faculty new to online teaching or to UMUC. The program goal is for participants to engage in constructive dialogue about teaching styles, strategies, and philosophies. This dialogue can also orient faculty to UMUC's policies and practices as they relate to teaching students worldwide.

The Impact of Distance Education on Academic Freedom
Session 4, Salon 11, 2:45p.m. - 4:00p.m.
robert colley, syracuse university
Abstract: Many faculty argue that distance education is eroding academic freedom in higher education. This presentation summarizes their arguments, in particular those offered by the AAUP, then offers a constructive response, based upon an analysis of the evolving history of academic freedom in the U.S.

Synchronicity in Distance Learning
Session 4, Salon 11, 2:45p.m. - 4:00p.m.
Catherine Flynn, Kaplan College
Abstract: Distance learning leverages asynchronous course design to permit faculty and students to access materials and participate with flexibility. It would seem synchronous components would not be advantageous to the success of distance programs, and yet organizations find that "real time" dialog is a significant retention tool for faculty and students.

A Snapshot of Faculty Attitudes and DL Issues in Kentucky
Session 4, Salon 12, 2:45p.m. - 4:00p.m.
Carol Wilson, Western Kentucky University
Abstract: A case study was conducted to investigate four phenomena regarding distance learning in Kentucky's higher education system: (a) the policy context for DL; (b) attitudes about faculty DL issues; (c) faculty proficiency in instructional technology skills; and (d) institutional barriers and support for DL.

Team Teaching Online: A Perspective from the Trenches
Session 4, Salon 12, 2:45p.m. - 4:00p.m.
Maxine S. Cohen, Nova Southeastern University
Richard Manning, Nova Southeastern University
Abstract: This presentation will chronicle two different team teaching online experiences including pitfalls, successes, and lessons learned. A case study presentation format will be used including the reason for the partnering, the expectations and then the reality, and the interactions that existed in the team environment.

Peer Coaching for Online Instruction: An Emerging Model for Faculty Development
Session 5, Salon 11, 8:30a.m. - 9:45a.m.
Jason D. Baker, Regent University
Shauna Tonkin, Regent University
Abstract: This paper will introduce an emerging model of peer coaching that can be used to improve faculty effectiveness in online instruction. Components of the model are presented in the context of an on-going project to implement peer coaching within and across schools in a graduate university setting.

Implementing Quality in Online Learning: Building a Successful Faculty Training and Support Infrastructure
Session 5, Salon 11, 8:30a.m. - 9:45a.m.
Andrew Holmes, Eastern Michigan University
Usenime Akpanudo, Eastern Michigan University
Abstract: As a follow-up to last years presentation on Implementing Quality in Online Learning, Eastern Michigan University presents an in-depth analysis of its faculty training and support processes. We will discuss the evolution of the faculty training and support infrastructure, which has evolved based on data acquired through surveys and proven teaching effectiveness. The presentation will focus on the models that have demonstrated success as well as those that were not as viable.

Faculty Mentoring and Compensation on a Shoestring
Session 5, Salon 12, 8:30a.m. - 9:45a.m.
Dolores Henchy, Felician College
Abstract: The focus of this presentation is the success of a just in time faculty mentoring program and a sliding scale faculty compensation package that transformed a declining on-campus degree program to a very successful online degree program. This was accomplished at a small Liberal Arts College, (1,600 students) with minimal technological resources, untrained faculty, and an administration and governing board that were dubious about e-learning.

Faculty Peer Review Rubric for Online Courses: A Delphi Study
Session 5, Salon 12, 8:30a.m. - 9:45a.m.
Steven G. Lesh, Southwest Baptist University
Joan D. McMahon, Towson University
M. H. N. Tabrizi, East Carolina University
Marj Ashcraft, Towson University
Abstract: Online courses demand unique pedagogy and communication strategies, however, faculty who lead online courses are being evaluated using more traditional promotion and tenure guidelines. The purpose of this presentation is to report the results of a four round Delphi study which produced a rubric for use as a peer review faculty assessment tool.

Promoting Faculty Engagement in an Online Distance Learning Program
Session 6, Salon 10, 10:00a.m. - 10:45a.m.
Carol Carnevale, Empire State College
Evelyn Ting, Empire State College
Craig Tunwall, Empire State College at Johnstown
Carol Zajac, Empire State College
Abstract: This presentation examines critical areas in developing a successful online distance learning program at Empire State College. We will discuss our scaleable model of faculty support and engagement for continuous improvement. With over 500 course sections and 200 instructors, we use a combination of workshops, online supports, review processes and learning resources to allow us to continue our growth.

Resourcing Development of the Accelerated Evening College in the Hybrid Format at IU Kokomo
Session 6, Salon 12, 10:00a.m. - 10:45a.m.
Stuart Green, Indiana University Kokomo
Sharon K. Calhoon, Indiana University Kokomo
Fred Hakes, Indiana University Kokomo
Abstract: Experiencing declining enrollments in the evening college, IU Kokomo began resourcing development of an Accelerated Evening College to address the identified scheduling needs of students and established the goal of delivering the Accelerated Evening College wholly in the hybrid format by the 2005-06 school year to increase convenience for students.

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