IUPUI Academic Affairs Faculty FellowsLearn more about our Faculty Fellow projects

Local Global Learning – Part II

Posted on by lz36

In this blog post, I will share information about my faculty fellow work to accomplish the objective of the faculty fellow to disseminate information about local global learning at IUPUI. The goal was to document and distribute information on global learning efforts undertaken by schools, departments, and individual faculty and staff. In addition, the sharing will stimulate faculty’s interests and offer them resources as they develop strategies to incorporate global learning in curriculum or courses.

Since I began my fellowship appointment with the Office of International Affairs (OIA) in February 2017, I have met many wonderful people around the campus who are dedicated to global and intercultural learning. In the past few months, I have worked with the Kelley School of Business to summarize their school-wide international activities. Interviews were conducted with Kelley faculty, staff, students, and alumni with the goal of describing and highlighting global learning and its impact on existing and past Kelley students. I am looking forward to the publication of the interview data in an OIA e-magazine titled “Global Spotlight” soon.

Inspired by a webinar focusing on global learning across three U.S. universities, in December 2017, I coordinated and moderated a faculty panel discussion titled “Global Learning at IUPUI.” At this event, three IUPUI faculty shared strategies for “Internationalization-at-home.” This was a professional development opportunity for faculty and staff to learn about innovative ways of incorporating global/intercultural learning without students going abroad. Each panelist shared tips on how to design and evaluate global and intercultural learning outcomes. The OIA staff shared curriculum internationalization resources on campus. The panel discussion was taped with the goal of being edited into a recording as an online resource for professional development.

As the year-long fellowship with the OIA is ending this month, I am proud of my work and accomplishments toward the objectives of the fellowship. In collaboration with entities and individuals inside and external to IUPUI, I have created efficient processes to collect information on local global learning opportunities and publish global learning activities at each school. Efforts on curriculum internationalization have continued when an advisory committee was formed last month. I am fortunate to join this committee to help further IUPUI’s strategic goals of strengthening internationalization efforts, promoting undergraduate student learning and success, increasing capacity for graduate education, deepening its commitment to community engagement, and developing faculty and staff.

A rewarding part of the fellowship was meeting and talking with people who share the same passion as me in student learning. In the future, I will continue connecting with these people to develop learning strategies for IUPUI students to collaborate online with students abroad. I hope I will have the opportunity to share my work with the community in the near future.

Local Global Learning for IUPUI Students

Posted on by lz36

In this blog post, I will describe my role as a Faculty Fellow and summarize my accomplishments toward achieving the overall goal of the position, which was to facilitate local global learning for IUPUI students.

In February 2017, I was selected as a Faculty Fellow for the Office of International Affairs (OIA). This position was created as a collaborative work by the Office of Academic Affairs (OAA), the OIA, and the Kelley School of Business. The faculty fellow appointment is an indicator of continuing efforts by IUPUI toward achieving its strategic initiatives of strengthening internationalization efforts, developing faculty and staff, and promoting undergraduate student learning and success.

Over the past year, I have worked closely with OIA leadership, particularly Gil Latz, the associate vice chancellor for international affairs, and Leslie Bozeman, the director of curriculum internationalization, to accomplish the following three objectives of the fellowship position:

  1. Identify local entities that will yield international and local global learning opportunities for undergraduate and graduate students.
  2. Document and inform the campus and higher education community of curriculum internationalization and global learning efforts impacting undergraduate and graduate students at IUPUI, especially local global learning opportunities, undertaken by schools, departments, and individual faculty and staff.
  3. Enhance integration of global learning and global learning outcomes in the Kelley School of Business’ domestic and international programs, providing a model that can be adapted by other schools on campus.

According to the IUPUI First Destination Survey 2016, 65% of graduates would remain in Indianapolis and 91.6% will remain in Indiana. However, while on campus, many IUPUI students do not immediately see the value of global and intercultural learning to their academic or career development. The learning opportunities identified, curriculum internationalization efforts shared, and global learning outcomes created through my work can help students make the connection.

To collect information regarding global and intercultural opportunities in the Indianapolis area, I started work by articulating the meaning of the global learning experience. I worked with Leslie Bozeman and we created three dimensions of the experience for use on campus. They are:

  • The student(s) will work with colleagues or team members from other cultures (within or outside of the US);
  • The student(s) will work with clients, patients, students, or other third parties from other cultures (within or outside the US);
  • The student(s) will have the opportunity to learn about other countries, cultures, or global issues.

I collaborated with various offices on campus that have systems to capture internships, volunteering, or other opportunities from recruiters or other entities for our students. IUPUI Talent allows employers to sign up companies and post jobs. The Collaboratory collects information about community engagement activities done in partnership with the community and public service activities providing expertise, resources, or services to or for the community. The IUPUI Center for Service and Learning captures one-time and ongoing service opportunities when agencies post through the Volunteer Request by Service Agencies online form or when they sign up for major service days on campus. The above-mentioned systems have embedded (or will embed) three dimensions of the global learning experience in descriptions of internships, service learning or volunteering opportunities.

I am very excited that the systems make local global learning visible and accessible to students. In addition, such integration enables the campus to collect and analyze data on local employment with global focus and impact.

Meantime, toward the ultimate goal of creating new global learning opportunities for IUPUI students, I have met and held discussions with Indy Chamber and the International Center to identify possible areas of collaboration to yield future opportunities for students. I firmly believe IUPUI students can obtain global and intercultural learning experience locally. I am confident that the results of my work present a variety of opportunities to engage our students in learning about global and intercultural issues while working with communities in Indianapolis.

Academic Analytics

Posted on by gmaupome

Dr. Gerardo Maupome, professor at the Fairbanks School of Public Health, began a faculty fellow project with the Office of the Vice Chancellor for Research in January. This project is an adjunct to the larger effort and vision to enhance the way IUPUI’s leaders strategically benchmark school and department progress, retain faculty, and strategically make decisions using data. This blog details the progress and future work of the project by Dr. Maupome.

In January 2017, I began my fellowship with the Office of the Vice Chancellor for Research. One central task was to help chart a roadmap to implement campuswide evaluation procedures. Our goal was to find a system to help IUPUI leaders, down to the individual faculty member, increase accountability and help IUPUI reach its full potential as a research university. To do this, Academic Analytics, a comprehensive database system primarily focused on United States and United Kingdom universities, was found to fit our needs.

Academic Analytics, as the name implies, provides high-quality, custom intelligence data and solutions for research universities. They compile data into a comprehensive database that includes over 270,000 faculty members associated with more than 9,000 Ph.D. programs and 10,000 departments at more than 385 universities in the United States and abroad.

The data allows comparisons at the university, school, department, and individual levels. Primarily, the Academic Analytics Database gathers data from pertinent research institutions, including:

  • Publication of scholarly work as books and journal articles
  • Citations to published journal articles
  • Research funding by federal agencies
  • Number of journal articles, citations, books, grants by faculty members
  • Dollar amount awarded from grants
  • Honorific awards

In addition to the comprehensive database, Academic Analytics employs a team of analysts to help provide a tailored reports from the school level down to each individual faculty member. As we understood that each department is different, with a varying number of faculty and different focuses, these reports allow each department to pick out the most important information for them and easily integrate them into their strategic discussions.

It is also encouraging to see the successes of other large research universities implementing Academic Analytic reports throughout various aspects of their review, planning, and recognition procedures. Several of these universities, including the University of Utah and the University of Missouri-Columbia have effectively integrated data into their annual program reviews, faculty retention practices, academic planning, budget discussions, and recognition programs.

The Vice Chancellor for Research office and I are excited by the variety of possibilities that this data can be used for, from the uses in departmental and individual review, to recognizing faculty excellence and retaining invaluable faculty members. Over the past months, meetings have commenced with school administrators to discuss the benefits Academic Analytics has, and how they can be best implemented throughout campus. Stayed tuned for more exciting updates to this exciting project!

Faculty Forum: Faculty Professional Development

Posted on by dssasso

As I complete my one-year fellowship with the Office of Academic Affairs, I am proud of the work I have accomplished in collaboration with the CTL implementation team in turning the recommendations of the CTL task force into a workable plan. In this final blog post, I summarize some of the current literature on faculty professional development and make recommendations to the future Faculty Forum.

The current literature on faculty professional development stresses the importance of community and collaboration on increasing scholarly productivity, job satisfaction, and professional fulfillment.

Centers for teaching and learning commonly offer workshops, institutes, and course consultations, however research suggests that extended interactions are more likely to lead to improvement in teaching behaviors (Nasmith & Steinert, 2001). While most professional development is in the form of workshops and seminars, research shows that individuals attribute less than 10% of their personal development to formal learning activities like these (Flynn, Eddy, & Tannenbaum, 2006; Tannenbaum, 1997).

Learning evolves over time. It is unstructured and happens spontaneously. Studies find that a lot of learning that happens, occurs in an informal environment. Gerken, Beausaert, and Segers (2016) find that formal learning activities are not significantly related to factors associated with employability. In contrast, informal, social learning activities were more directly related to factors like knowledge, being proactive in reflecting on current developments in a field, and adapting to changes.

This is where the future Faculty Forum can really have a unique impact at IUPUI. The mission of the Forum will be to support learning, instruction, leadership, and innovation by fostering faculty collaboration across units, cultivating community, and advancing a scholarly approach to teaching and learning.

In order to fulfill this mission, I encourage programming that mirrors the facilitated peer exchange common to communities of practice through book clubs, teaching circles, and faculty learning communities. Research also demonstrates the challenges that faculty at all levels face in managing multiple roles and new responsibilities (Austin & Sorcinelli, 2013).  To address this, the Forum can help facilitate ongoing faculty peer mentoring and peer consultation.

There is great potential for the Forum to have a broad-reaching impact on faculty and in serving as a model facility for professional development at the university. I wish the CTL, Office of Academic Affairs, and inaugural cohort of Forum Fellows all the best in taking the next steps.

 

References

Austin, A. E. & Sorcinelli, M. D. (2013). The Future of faculty development: Where are we going? New Directions for Teaching and Learning, 133, 85-96.

Flynn, D., Eddy, E. R., and Tannenbaum, S. I. (2006). The Impact of national culture on the continuous learning environment. Journal of East-West Business, 12, 85–107.

Gerken, M., Beausaert, S., and Segers, M. (2016). Working on professional development of faculty staff in higher education: investigating the relationship between social informal learning activities and employability. Human Resource Development International, 19, 135-151.

Nasmith, L. & Steinert, Y. (2001). The evaluation of a workshop to promote interactive lecturing. Teaching and Learning in Medicine, 13(1), 43-48.

Tannenbaum, S. I. (1997). Enhancing continuous learning: Diagnostic findings from multiple companies. Human Resource Management, 36, 437-452.

 

Increasing Faculty Well-being

Posted on by sbigatti

What does it mean to be well? We all seem to know what it is but have difficulty defining. Well-being is a multidimensional construct often mentioned in relation to health, but it goes beyond that. The definition below seems to suggest that well-being entails reaching higher order goals:

. . . As well as feeling satisfied and happy, well-being means developing as a person, being fulfilled, and making a contribution to the community.”1

Notably missing from the definition above are economic/financial factors. Does the ability to ‘make a comfortable living,’ (i.e. income) relate at all to well-being? The United States government publishes annual reports on the financial well-being of the country. In 2016, 40% of adults with less than a college degree reported poor financial well-being2.

The Organization for Economic Cooperation and Development (OECD) measured well-being more comprehensively. Their assessment included “both material well-being (such as income, jobs, and housing) and the broader quality of people’s lives (such as their health, education, work-life balance, environment, social connections, civic engagement, subjective well-being and safety).”3 Here again, across many countries, higher education was associated with better well-being.

It seems that the work we do at IUPUI educating students contributes significantly to the well-being of individuals and communities.

But what about our own well-being as faculty? This is what I am working on for my faculty fellowship. For faculty, in addition to the many factors mentioned above, well-being includes:

  • goals
  • faculty development
  • autonomy
  • career acceptance
  • support from other faculty
  • generativity (having an impact on students)
  • individual and group pedagogy
  • recognition and rewards

I found these aspects specific to faculty work across many resources focused on faculty well-being including the Inventory on Faculty Well-Being, References on Faculty Vitality and Well-Being, the Optimal Places to Work in Higher Education report, and the Inventory of Elements of Your Institutional Well-Being Plan document.

Why would we care about faculty well-being? Well, for many reasons. First of all, well-being is associated with faculty satisfaction. In 2015, IUPUI sent out a climate survey to all faculty. I examined general satisfaction by school and correlated it with satisfaction with various aspects of faculty life. Across all schools, general satisfaction with IUPUI was associated with autonomy at r = .31 or higher, as well as with an item assessing opportunities to provide input to one’s unit. Salary was associated with most, but not all, units’ satisfaction scores.

Faculty that experience well-being are more likely to have, among other things, “a broader scope of attention….increased creativity….an increased capacity to adapt, change and grow….satisfaction with work life…..”4 all states that support faculty development and quality teaching. In addition to increased productivity5, there is more commitment to the institution6 among faculty that scores their institutions high on factors that promote well-being.

These findings support the focus on faculty well-being as an area of study and development. For my fellowship project, I will expand an existing instrument to measure well-being, based on the results of interviews with faculty from various units and at various stages of their professional life. The instrument will be sent out to all faculty in the spring, and based on the results, I will make recommendations for improving well-being at IUPUI.

So stay tuned, and if you get an email from me asking you to meet with me, or to fill out a survey…..please do!

References

  1. Kazi, Joshua. ‘Is Well-Being an Individual Matter?’ Well-being and higher education: a strategy for change and the realization of education’s greater purposes. Eds. Donald Harward. Washington, DC, 2016. 73. Print.
  2. https://www.federalreserve.gov/publications/files/2016-report-economic-well-being-us-households-201705.pdf
  3. http://www.oecd.org/statistics/how-s-life-23089679.htm
  4. Keyes, C. (2007). Promoting and protecting mental health as flourishing: A complementary strategy for improving national mental health. American Psychologist, 62, 95-108
  5. https://www.insidehighered.com/news/survey/going-through-motions-2015-survey-faculty-workplace-engagement
  6. http://www.chronicle.com/article/Want-Happer-Professors-Try/239952

Mapping Online Education to IUPUI Mission

Posted on by cgentleg

Carolyn Gentle-Genitty, Ph.D.

Report

Many of us are aware, whether slightly or extensively, of the various entities a university campus must partner. Participation in such entities fosters current knowledge sharing and assurance of agreed-upon benchmarks to adequately progress while maintaining compliance.

This month, I’ll share with you an entity called the C-RAC. The Council of Regional Accrediting Commissions stipulates nine guideposts for distance education to demonstrate integration and support in all aspects of teaching and learning.

Nine Guideposts (C-RAC, 2011) for the evaluation of successful distance education programs namely:

  1. Online learning is appropriate to the institutions’ mission and purposes
  2. The institution’s plans for developing, sustaining, and, if appropriate, expanding online learning offerings are integrated into its regular planning and evaluation
  3. Online learning is incorporated into the institution’s systems of governance and academic oversight.
  4. Curricula for the institution’s online learning offerings are coherent, cohesive, and comparable in academic rigor to programs offered in traditional instructional formats.
  5. The institution evaluates the effectiveness of its online learning offerings, including the extent to which the online learning goals are achieved, and uses the results of its evaluations to enhance the attainment of the goals.
  6. Faculty responsible for delivering the online learning curricula and evaluating the students’ success in achieving the online learning goals are appropriately qualified and effectively supported.
  7. The institution provides effective student and academic services to support students enrolled in online learning
  8. The institution provides sufficient resources to support and, if appropriate, expand its online learning offerings.
  9. The institution assures the integrity of its online offerings.

I partnered with the Center for Teaching and Learning, ELearning Design and Services, Undergraduate Affairs Committee, IU Online, and Senior Associate Vice Chancellor for Academic Affairs, Dr. Margie Ferguson to map these nine guideposts to units and expound on identified tasks to offer the campus a seamless, cohesive, and integrated response to online education. The mapping moves the nine items into two camps: Administration and Curricular (often falling within schools and governed by faculty).

Administration:

Institution Responsibility…ensures online offering is…

  • Mapped to mission
  • Integrated into regular planning and evaluation
  • Incorporated into systems of governance and academic oversight
  • Provided sufficient resources to support and expand offerings
  • Delivered by appropriately qualified faculty
  • Evaluated for effectiveness and results used to attain goals
  • Integrity assured

Curricular:

Curricular …units ensure online learning offering is…

  • Coherent ,
  • Cohesive, and
  • Comparable in academic rigor to traditional offerings

Look out for the unveiling in the months to come.

The New Faculty Forum and the Future of the Center for Teaching and Learning

Posted on by dssasso

Debora Sasso Herold, Ph.D., IUPUI Faculty Fellow, Office of Academic Affairs

I began my fellowship with the Office of Academic Affairs in January 2017 and have found it to be an incredibly valuable professional development experience.  My one-year charge was to collaborate with the Center for Teaching and Learning (CTL) to review and implement suggestions made by the Faculty Development and Center for Teaching and Learning Task Force.  The Task Force conducted a detailed review of the CTL in fall 2016 and provided a list of recommendations on how the campus should rethink faculty professional development in the areas of teaching and learning and how the CTL might refine their role in as a resource for faculty.

In collaboration with other members of the CTL Implementation Team (Terri Tarr, Etta Ward, Silvia Bigatti, Margie Ferguson, John Gosney, Douglas Jerolimov, and Randy Newbrough), I have spent the past nine months determining how best to enact the recommendations made by the Task Force. In this blog post, I will share information regarding the space redesign in the CTL and the establishment of the Forum Fellow and CTL liaison positions.

Space Redesign in the CTL and the Forum

The space subcommittee of the implementation team developed a vision for a new space to be known as the Forum.  The mission of the Forum will be to support learning, instruction, leadership, and innovation at IUPUI by fostering faculty collaboration across units, cultivating community, and advancing a scholarly approach to teaching and learning. The Forum will occupy a space adjacent to the CTL and be open to faculty for access during library hours through card swipe access. Glass walls, pendant lighting, and a comfortable coffeehouse ambiance will create a warm, welcoming environment to encourage informal interaction and collaboration.

In addition to space dedicated to the Forum, the team also created a plan for how the CTL might be reconfigured to better meet the needs of faculty. The new space will consist of multiple areas for collaboration as well as individual consultations.  The goal was to design an innovative space that encourages creative thinking.  We have met with the architect’s office and designers who are in the process of turning these visions into a workable design with the goal of beginning construction before the end of the year.

Forum Fellows and CTL Liaisons

In September 2017, a call was put out to faculty for the inaugural cohort of Forum Fellows.  The purpose of the Forum Fellow position is to generate a greater sense of community among faculty on campus, to support professional development in areas that intersect with teaching (e.g., mentoring, multicultural competency) and to encourage innovation in teaching and SOTL scholarship.  Some examples of potential Fellow projects include:

  • identifying emerging questions in teaching and learning and proposing, developing, and initiating workable solutions
  • supporting faculty development and SOTL research related to the planned Institute for Engaged Learning (e.g., capstone experiences, course-based undergraduate research experiences, experiences with diversity, and the use of e-portfolios to promote integrative learning and to support structured reflection)
  • supporting the design and implementation of signature assignments
  • supporting adoption and research on transparent assignments
  • creating opportunities for faculty interaction in the Forum
  • supporting the improvement of courses and curricula through authentic forms of assessing student learning
  • aligning research, teaching, and learning with community engagement in support of IUPUI institutional values

To help create a bridge between the CTL and departments across campus, the CTL is seeking a cohort of CTL Liaisons.  These individuals will help communicate relevant announcements regarding CTL events to their home school/department and keep CTL apprised of specific teaching and learning needs of the school/department.  They will also help update the CTL on faculty teaching accomplishments that the CTL can showcase for the benefit of faculty throughout the university.

I am looking forward to continuing my work with the Office of Academic Affairs and the Center for Teaching and Learning through the end of 2017.  Look for another blog post toward the end of the year with an update on these projects.

Filed under: CTL

IUPUI Creates User-Friendly Resources for Online Teaching Quality and Compliance

Posted on by cgentleg

Faculty fellow, Carolyn Gentle-Genitty, continues to move the dial on how cohesively IUPUI faculty receive information to aid effective teaching. She has also been examining aspects of compliance and adequate training. I continue my discussion in this blog post.

I have completed the Applying the Quality Matters rubric training and became a certified Quality Matters Peer Reviewer, one of three on the IUPUI campus. I know, first-hand, the knowledge the training offers to novice and expert teachers. Alongside my colleagues from eLearning and Design Services (eDS), we recognize that due to the length of the initial quality matters training (8 hours) and the subsequent peer reviewer training (3 weeks), many faculty shy away from the training. Together the IUPUI QM Lite version was created taking the QM standards and categories and creating eight sets of questions in a one-page document for ease of access and evaluation.  (https://iu.box.com/v/QMlite )

QM is an international non-profit organization providing tools and professional development for quality assurance in online and blended learning. A review according to QM, conducted from the student perspective, “is a collegial review process in which reviewers provide feedback on course design in two ways 1) through substantive, constructive, measurable, and specific recommendations with regard to both course strengths and areas for improvement, and 2) by evaluating the extent to which course design meets Specific Review standards” (QM Standards, 2014, p.1). The reviewer examines 43 general standards of which 21 are noted as essential. The rubric evaluates eight factors for alignment across course:

  1. Course overview and introduction,
  2. Learning objectives (competencies),
  3. Assessment and measurement,
  4. Introduction materials,
  5. Course activities and learner interaction,
  6. Course technology,
  7. Learner support, and
  8. Accessibility and usability.

The internal document offers a quality assurance checklist. It helps faculty ensure quality online course design – the focus of QM. Outside of design is implementation and interaction. With good course design, from the student perspective, efforts are put forth on monitoring interaction. Federal regulations require distance education courses to demonstrate faculty are engaged in regular and substantive interaction with students. Alongside eDS and IU Office of Online Education, a one-page user-friendly document is in development to reflect minimum expectations for faculty to be compliant. More work to be done and as such a document cannot yet be shared but this version by the School of Social Work offers a glimpse into coming expectations.

Elements of Regular and Substantial Interaction include:

  1. Interaction initiated by instructor: Faculty presence (flow, sequence, and deadlines)
  2. Initiation of interaction is regular and frequent: offered where students grow to expect it.
  3. Interaction is meaningful or of an academic nature: offered to increase learning and support
  4. Interaction is initiated by academic person meeting accrediting body standards: faculty

This document serves to articulate this unit’s expectations of the presence of these and other elements in all its courses in general and in all distance education courses specifically. Faculty teaching in this unit must adhere to this articulation in their course delivery or may be asked to discontinue teaching the course as presented. It is also important to note that the very nature of IU’s academic term structure imposes at least one final due date.

Articulation

This unit understands regular and substantive interaction to include, at minimum, the following six traits:

  1. Interaction initiated by instructor (verify participation and performance)
  2. Opportunities for frequent questions and answers
  3. Feedback opportunities on submissions, participation, performance
  4. Hours of interaction with students not less than that offered in traditional courses
  5. Interaction in graded discussions, chat rooms, and/or collaboration projects with at least one due date posted
  6. Offer a best way to contact / Q & A Discussion board (chat room) + email options

Begin to broach this conversation in your units and send any questions or queries to cgentleg@iupui.edu.

Stepping Stones to Cohesive Online Education at IUPUI

Posted on by cgentleg

Carolyn Gentle-Genitty, Ph.D., IUPUI Online Faculty Fellow

July 1, 2016, I was appointed as IUPUI’s first faculty fellow for online education. As a fellow, I report directly to Senior Associate Vice Chancellor Margie Ferguson in the Office of the Executive Vice Chancellor and Chief Academic Officer Kathy Johnson (Office of Academic Affairs). My one-year charge was to aid the campus in translating its general education offerings to online and strategically collaborate with all campus and 18 academic units to advance online education at IUPUI. To accomplish this charge, I sought support and collaboration from many units particularly e-Learning and Design Services and the Office of Online Education.

In this blog post, I will share a major highlight of convening a group of faculty, staff, and scholars around online education teaching and learning to create IUPUI’s newest cohesion: The Campus Forum on Online Education.

The Campus Forum on Online Education was established November 2016. It began as a conversation on online over tea. A catchy name but resulted from trying to reach out to units with busy schedules. The re-occurring answer was ‘can we meet briefly over coffee first?’ Rather than hosting singular discussions, it was open to all units. I booked a room, organized informal spaces, put on hot water, bought tea and goodies, and welcomed guests to chat informally and briefly. The goal was to get questions answered quickly and make the needed connection to forward individual agendas in a mutually beneficial and safe space.

In January the group requested a formal name be chosen. The Forum brings together representatives from each school, on the IUPUI campus and related service partners, with interest in online. It is not restricted to faculty. The Forum serves as a convener to discuss and process online education and related activities, on the IUPUI campus. It aids in unpacking processes and offers a portal to facilitate sharing and recommendations. In its convening role, it offers a place and space for related campus bodies and committees such as Indianapolis Faculty Council (IFC) Distance Education Committee, IFC Technology Committee, and Gateway Faculty Committee on online and individual unit partners to discuss and share. The group meets every six weeks, informally for 45 minutes. Other collaborations are held outside of the meeting space to facilitate achievement of specific goals. Membership is at 48 members.

Topics tackled since inception have included:

  1. Disjointed communication when it comes to online education at IUPUI
  2. Quality Matters and whether it’s highly recommended or required and what mechanisms are in place to ensure its implementation and use (or not) by schools
  3. Use of Face-to-face Course Evaluation for Online course evaluation purposes / Continuous Evaluation of Online Courses
  4. Online Writing Support
  5. Process for developing and approving collaborative degrees with particular concerns around
    (Preparation, MOAs and order of constructing them, advising faculty, need for examples to be available to all, enrollment caps for online and collaborative, role of graduate and undergrad, fees and costs, and support) – https://uaa.iu.edu/~evpuaa/academic/program-development/collaborative-programs.shtml
  6. Directory of experts on our campus engaged in online
  7. CTL and location for online innovation with financial incentives for faculty
  8. Training options for faculty to teach online

Stay tuned for another blog on advancements made on faculty interaction in online courses and quality matters.

Resources

 

Skip to toolbar