Notes from the group of administrators and faculty talking about professional development. Lack of tangential thinking completely my own. Thoughts may settle during shipping:<\/p>\n
Birds of a Feather<\/b><\/p>\n
Anna Sholz We discussed faculty professional development. Shannon Riggs is experimenting already with the unconference model for professional development. George Fox runs a survey to gather the strengths and weaknesses of the faculty and have them present. <\/span><\/p>\n There is an online QA course at Portland Community College. <\/span><\/p>\n Kathryn: Keep events in multiple modalities.<\/span><\/p>\n Debby: We should be sharing these and giving professional credit or badges. <\/span><\/p>\n Consortium of professional developers – colleges in Boston coordinated their PD and monetized it. Crowdsourcing the events. <\/span><\/p>\n Debby: How do we get faculty to attend things? Each university is getting together people who do this well – but we need to create a hub of PD.<\/span><\/p>\n Linda would like a subscription based website that gives regular updates. <\/span><\/p>\n Kathryn: We need a champion, a board, an organization. <\/span><\/p>\n Coordination was the key. There were campus reps in Boston. They chose relevant topics – \u201cHow to engage in social media\u201d etc. <\/span><\/p>\n Annual breakfast to talk about academic leadership.<\/span><\/p>\n Saturday morning breakfast seems to work. Cook bacon and they will come. <\/span><\/p>\n Regional speaker network. Virtual speakers bureau. <\/span><\/p>\n Master Minds Group – everyone who is an X comes together to share resources. <\/span><\/p>\n Cohort based model – the group decides their own priorities. How do you build your network?<\/span><\/p>\n Nina: University of Oregon has a learning group on Active Teaching and Learning – collaboration between academic affairs and depts. <\/span><\/p>\n Linda: Students speak to faculty – video sessions by students who talk about what helps them learn and what are the barriers. Paul Andersen teaches religious studies and Twitter and Facebook changed the way he teaches. <\/span><\/p>\n They also had students talk about how race impacted their learning in the classroom. <\/span> Each semester they will open classrooms for faculty to sit in and see how other classes are run.<\/p>\n Nina: Created a faculty panel to talk about what they are doing with their online and hybrid courses in Canvas.<\/p>\n Peter Felten: Engaging Student Partners<\/p>\n https:\/\/www.uwgb.edu\/catl\/files\/conference\/PartnershipHandoutUWGB2015.pdf<\/p>\n","protected":false},"excerpt":{"rendered":" Notes from the group of administrators and faculty talking about professional development. Lack of tangential thinking completely my own. Thoughts may settle during shipping: Birds of a Feather Anna Sholz Shannon Riggs Tuba Kayaarasi-Rodriguez Linda Samek Debby Espinor Kathryn Linder … Continue reading
\nShannon Riggs
\nTuba Kayaarasi-Rodriguez
\n<\/span>Linda Samek
\n<\/span>Debby Espinor
\n<\/span>Kathryn Linder
\n<\/span>Nina Fox<\/span><\/p>\n
\nNina: Her campus does a pre-course survey and mid-term assessment. Pre-course is a needs assessment that asks what support they need to get through their course.<\/span><\/p>\n