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15th Annual Teaching and Learning Workshops
Portland, Oregon
April 6-7, 2001
Raleigh, North Carolina
May 22-24, 2001
Des Moines, Iowa
May 30-June 1, 2001
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Nashville, Tennessee
June 5-7, 2001
Albany, New York
June 5-7, 2001
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Theme
Technology and Learning Mentors: Building Faculty Capacity.
Many independent colleges and universities face the same challenge: preparing
faculty members to become experts in the use of technology. Such training
is a valuable enterprise for many reasons. The use of technology in the
classroom is expected to enhance student learning. Moreover, colleges
must provide professional development opportunities and do so in cost-effective
ways. CIC has structured its 15th Annual Teaching and Learning Workshops
to address these challenges.
During the workshops, participants will gain skills and resources that
will prepare them to serve as mentors who can assist their colleagues
in using technology to improve student learning. Because collaboration
with the institution’s information technology staff will be key to
the professional development of faculty members, CIC encourages each institution
to include an information technology staff member on the team.
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Workshop Goals
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To develop faculty members’ skills in the effective use of technology
in teaching and learning. These faculty members would be designated
campus “technology and learning mentors” (TLMs) and would
help train their colleagues (the “train-the-trainer” concept).
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To formulate strategies to involve additional faculty members, TLMs,
and information technology staff in
the use of technology to foster student learning.
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To provide campus teams with information about resources they may
use to develop additional expertise and to support the implementation
of the faculty development strategies.
Workshop Topics
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Defining goals for a learner-centered faculty development program.
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Assessing institutional resources available to support your faculty
development program.
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Determining the goals that are achievable with existing resources
in the context of institutional priorities.
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Developing a plan with concrete objectives and strategies to achieve
these realistic goals – who does what, when, with which tools
and resources, with which faculty?
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Creating ownership of and leadership for this plan on your campus.
Developing indicators of faculty and student progress toward the achievement
of your goals.
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Developing strategies for assessing your campus’ resources for
faculty development against a set of reasonable benchmarks for small,
independent colleges and universities.
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Speakers
(Des Moines and Albany)
J. Wesley Baker, Professor of Communication Arts, Cedarville University,
teaches classes in electronic media. He developed the multimedia major
at Cedarville which, when launched in 1992, was one of the first majors
in that field. For the past five years, Dr. Baker has been on the planning
committee for the Ohio Foundation of Independent Colleges’ Ameritech
Faculty Development Program, and in 1991 was named the “Outstanding
College Teacher” of the year by the Speech Communication Association
of Ohio for his early work with interactive video and multimedia.
(Raleigh and Nashville)
Edward J. Barboni, CIC Senior Advisor, heads up CIC’s information
technologies projects. Dr. Barboni has been using innovative digital
technologies in a variety of work settings in education since 1966. For
over a decade, he has worked with independent colleges to help them improve
learning, teaching, management, and decision making through the cost-effective
use of digital technologies.
(Raleigh and Nashville)
Debra L. Fleming, Assistant Provost for Institutional Effectiveness
and Professor of Accounting, Palm Beach Atlantic College, is a frequent
conference presenter, consultant, and workshop leader on topics related
to the use of technology to improve student learning. She formerly served
as Associate Professor of Accounting at Ohio Dominican College, and was
a faculty pioneer in the innovative use of digital technologies to support
student learning and in the adoption of project-based, collaborative learning.
(Des Moines and Albany)
Mace Mentch, Manager of Educational Technology Services, Baldwin-Wallace
College, is responsible for academic computing, including faculty
support, faculty and student multimedia centers, and the college website.
He provides training to faculty and staff members each semester on an
array of computer applications such as Blackboard CourseInfo, instructional
design, and multimedia. He also serves as an adjunct faculty member teaching
undergraduate and graduate courses in both communication disorders and
educational technology.
What Teams Will Take Home
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The plan described above.
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URLs for useful sites to support faculty and your faculty development
program.
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A set of tools to support your planning and implementation of a learner-centered
faculty development program.
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Access to a faculty development curriculum and associated resources
you may use to support your faculty development program.
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Access to a growing online community of people engaged in faculty
development.
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Workshop Outcomes
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Identification of up to five learner-centered faculty development
goals that can be achieved this coming year.
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A draft plan for using existing human, information, and computer
resources to achieve these goals.
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A concrete understanding of the possible gaps between campus resources
for faculty development compared to reasonable benchmarks for small,
independent colleges and universities and some suggestions for filling
the gaps.
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A strategy to create ownership, leadership, and widespread knowledge
of your plan and strategies.
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Who Should Attend
Faculty with strong information technology and teaching skills are the
target audience for the workshop. Campuses are encouraged to send teams
of these faculty members, leaders in faculty development activities, and
information technology staff members responsible for supporting faculty
members. Deans and chief academic officers also are welcome.
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Pre-workshop Expectations
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CIC encourages workshop participants to meet as a team before attending
the workshop, if possible, to address questions such as the following:
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What knowledge and skills should faculty members have about digital
tools in order to enhance student
learning?
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What should the institution be doing to enable faculty members to
develop and utilize such skills and knowledge?
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What are the impediments to greater success?
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How might these impediments be overcome to improve the institutional
faculty development program?
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What are the main challenges faculty members must address (independent
of technology) in order to help students learn more effectively?
If time permits, it would be helpful (but not necessary) for the team
to explore some of the web resources listed in this brochure prior to
the workshop.
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Workshop Resources
To help faculty members serve as technology mentors for their colleagues,
the 2001 Teaching and Learning Workshops will familiarize participants
with a number of appropriate resources, including the following:
www.imowa.org, a growing library of
web-based faculty development curricular materials, materials to support
the delivery of these curricula, and other reusable resources that mentors
may use to strengthen faculty development on their campuses. These resources
were created under the auspices
of the Ameritech Faculty Development Technology Program.
www.merlot.org, an initiative to
establish an electronic library of peer-reviewed teaching materials that
will be available to the faculty in all higher education institutions.
CIC joined several national organizations as a partner in the initiative,
dubbed Project MERLOT.
CIC’s Traveling Workshops, which provide faculty professional
development on such topics as technology writing and using the Internet
to address pedagogical challenges. A single campus or several colleges
in close proximity could use the Traveling Workshop to “train-the-trainer”—send
faculty members who return to their campuses and teach their colleagues
what they learned.
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