Best Practices: Professional Development for Adjunct Faculty in Educational Technology
Listen and learn : Research paper
Saturday, December 5, 10:15–11:00 am PST (Pacific Standard Time)
Presentation 3 of 3
Merging InTASC, ISTE Educator Standards and Tenure/Promotion Criteria: Increasing Faculty Accountability
Unveiling the Truth: Doctoral Students’ Awareness of their Online Information-Seeking Behaviors
Jessica Bradt Dr. Manisha Javeri
This session will focus on design, development and implementation of an online professional development program for adjunct faculty in educational technology. The presentation will also showcase online training modules on aligning/integrating ISTE Standards for Students and Educators and the Computational Thinking into the graduate courses in educational technology program.
|Audience:||Teacher education/higher ed faculty, Professional developers, Technology coordinators/facilitators|
|Attendee devices:||Devices useful|
|Attendee device specification:||Smartphone: Windows, Android, iOS
|Participant accounts, software and other materials:||Nearpod, Flipgrid|
|Topic:||Coaching & mentoring|
|Grade level:||Community college/university|
|ISTE Standards:||For Educators:
The Purpose of this presentation is
1) to share best practices in online professional development for adjunct faculty in Educational Technology.
2) to engage in discussion and feedback from the audience on the design and development of the online modules and other best practices.
1) The participants will be able to learn application of a systemic and systematic instructional design process to design an online training program.
2) The participants will be able to critically engage/discuss with the presenters about successful integration of ISTE standards for students and educators within the online modules.
3) The participants will be able to learn about the different technology tools integrated within canvas Learning Management System to design and develop the online modules.
4) The participants will learn about the assessment tools and data collected to evaluate the effectiveness of the online training program.
5) The participants will be able to provide feedback about other best practices that could be integrated into the online modules.
Educational Challenge: This proposal deals directly with one of the most important educational challenges faced by many Universities where more than 50% of faculty are hired as adjuncts or non-tenure track positions. This trend certainly impacts the quality and integrity of the programs offered at the University as most of non-tenure track and adjunct faculty do not go through the same rigorous hiring process as tenure-track faculty. Second the low financial remuneration for the adjunct faculty makes them less inclined to be invested into the University. The value that adjunct faculty members add to an institution is something that needs to be acknowledged by 1) actively including them in the campus community and culture 2) investing in training and retaining adjunct faculty by providing them with professional development and orientation that they can access at their own time and pace (as many have other employment commitments to make ends meet).
Technology Intervention: Online (self-paced) training and professional development program on Canvas
Models Employed: ADDIE Instructional Design Process and Quality Matters Rubric
Instructional Tools: Nearpod, Flipgrid, Studio and Adobe
Evidence of Success: Formative and Summative Evaluation through surveys and interviews
Content and Activities: The presenters will showcase the online professional development training and the different technology tools used to develop the training program. The presentation will be interactive with the audience using mobile apps like Nearpod to interact with the content and provide feedback.
Time: 20 minutes in the presentation and interactive activity and 10 minutes questions and answers.
Process: Device-based activities using mobile phone app like Nearpod
Benton, Steve, and Dan Li. "Professional Development for Online Adjunct Faculty: The Chair's Role." Department Chair 26.1 (2015): 1-3. https://doi.org/10.1002/dch.30027
Webb, Andrea S, Tracy J Wong, and Harry T Hubball. "Professional Development for Adjunct Teaching Faculty in a Research-Intensive University: Engagement in Scholarly Approaches to Teaching and Learning." International Journal of Teaching and Learning in Higher Education 25.2 (2013): 231-238
Mohr, Sandra Coswatte, and Kaye Shelton. "Best Practices Framework for Online Faculty Professional Development: A Delphi Study." Online Learning Journal (OLJ) 21.4 (2017): 123.
Chitanana, Lockias. "A Constructivist Approach to the Design and Delivery of an Online Professional Development Course: A Case of the IEARN Online Course." 5.1 (2012): 23-48.
Manisha Javeri is a Professor of Educational Technology at California State University, Los Angeles. She has earned her Ph.D in Educational Technology and a Minor in Applied Research and Statistics. Her Master’s is in Physical Chemistry and she has extensive experience in teaching and research in STEM disciplines. She has taught a wide variety of courses, related to technology integration in K-12 setting, research methods, physical sciences pedagogy, e-learning, human performance technology, graphic design, critical thinking, evaluation and data assessment. Her current research is in the area of Environmental Sustainability, Technology for Peace and Blockchain Technology.