Enhancing Faculty Capacity Presentation April 2016- Final Revised 3.31.16- WASC ARC 2016

ENHANCING FACULTY CAPACITY TO PROMOTE STUDENT SUCCESS

Tony Farrell, PhD

Carmen “Lizy” Lamboy-Naughton, EdD

Denise Maxwell, EdD

OUTCOMES

After participating in this session, participants will be able to:

Identify the elements of Ashford University’s faculty engagement culture

Share onboarding, faculty development and engagement in curriculum development and assessment of learning

Discuss elements presented and possible applicability at their institution

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AGENDAConceptual Framework

Serving a Diverse Faculty Community

Faculty Development and Review

Faculty Mentoring

Collaboration

Developing Common Standards

Professional Development & Scholarship

Summary

Q & A

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FACULTY ENGAGEMENT MODEL

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On-Boarding & NFE

Mentoring

SUPPORTING A DIVERSE FACULTY COMMUNITY

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New Faculty Experience

NFE

Onboarding: Welcome; 1st

& 2nd Course Support

Introduction to Support Team and Resources

IQR and One-on-One

Conference

Professional Development

Ongoing Opportunities for Virtual and Face-to-Face Engagement

NEW FACULTY EXPERIENCEThe New Faculty Experience (NFE) is an orientation for our faculty. NFE is designed to provide faculty with the information necessary to run a productive and effective learning environment in the online setting.

3 week orientation, includes a training course where engagement with a facilitator and other new faculty members occur. New faculty also complete tasks in a simulated course.

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Onboarding Experience

Welcome to the College: FTF• Welcome Letter• Onboarding Packet• New Faculty Experience• Ashford Remote Faculty Training• College Orientation Webinars• Faculty Responsibilities• Boyer Goal Setting Webinars• 1st & 2nd Course Support

Image from Solutions IQ. (2013). Collaboration, not compromise, not control. Retrieved November 4, 2013, from http://www.solutionsiq.com/resources/agileiq-blog/bid/91922/Collaboration-not-Compromise-or-Control

• Faculty Support and Development Associate (FSDA) Support

• Full Time Faculty support

• Provide support for additional resources

• FSDA Support

• Resources for Best Practices

• College Specific Faculty Forums

• IQR / Instructional Support

• Faculty Resource Center

• Peer Review Resource Center

• Center Excellence Teaching Learning (CETL)

• Ashford Teaching and Learning Conference

• Guide Faculty through their first and second course

• Monitor Ashford course requirements are met

• Coach and support faculty

• Ashford Course Requirements

• Announcement

• Faculty Profile

• Faculty Expectations

• Guidance

• Instructor Discussions

• Peer Discussions

• Grading New Faculty Experience

3 Week Course

FSDA Support

First Course5/6 Weeks

FSDA Support & Full Time

Faculty Support

Second Course5/6 Weeks

AshfordFull Time Faculty Support

Ongoing Ashford

Instructional/Faculty

Development

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FACULTY SUPPORT

ResearchFULL TIME FACULTY

Curriculum Development

Full-time faculty and

college leadership

Center for Excellence in Teaching &

Learning

ResearchASSOCIATE

FACULTY

Standardized Curriculum

Full-time faculty and

college leadership

Center for Excellence in Teaching &

Learning

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WHAT IS THE FACULTY SUPPORT AND DEVELOPMENT ROLE?

Provide faculty with technical and policy-

related assistance

Observe instructor activities in the

online classrooms

Coach faculty on instructional best

practices

Report on observations and

coaching outcomes

FSDA Role

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INSTRUCTIONAL QUALITY REVIEWIQR

Ashford University’s Instructional Quality Review (IQR) process provides a support structure to foster continuous improvement of Faculty through means of self-reflection, targeted feedback from peers, data-driven professional development, highlighting and recognizing best practices while engaging the faculty member in goal setting and action planning.

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FIVE KEY CRITERIA: IQR RUBRIC

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IQR Rubric

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2015 University-Wide Instructional Quality Review Results Categories Assessed2016 Goals represent a 0.1 increase over 2015

INSTRUCTIONAL QUALITY REVIEW SCORE

1. Fostering critical thinking 4. Establishing positive relationships

2. Providing instructive feedback 5. Sharing instructor expertise

3. Demonstrating high expectations

2.94 2.932.70

2.97 3.05 2.99

1.00

2.00

3.00

4.00

Overall Fostering CriticalThinking

Providing InstructiveFeedback

Demonstrating HighExpectations

Establishing PositiveRelationships

Sharing InstructorExpertise

2.862015Goal

2.822015Goal 2.64

2015Goal

2.872015Goal

3.002015Goal

2.972015Goal

2.962016Goal

2.932016Goal

2.762016Goal

2.972016Goal

3.052016Goal

3.012016Goal

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FACULTY

COLLABORATION

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Collaboration

• At all levels• Fostered by Faculty Structure and Leadership (e.g.

Program Chairs, Course Leads)• Critical in program review, professional

development, scholarship, mentoring, instructional review, academic committees, governance, and student learning communities

University

College

Department

Program

Course

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Faculty Community

CollaborationProfessional

Development

Governance Scholarship

Support

FACULTY GOVERNANCE MODEL

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FACULTY GOVERNANCE & OVERSIGHT

STUDENT LEARNING

CURRICULUM

INSTRUCTION

ASSESSMENT & IMPROVEMENT

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DEVELOPING

COMMON

STANDARDS

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DEVELOPING COMMON FACULTY STANDARDS

Course Health Dashboard

Instructor Quality Review (IQR)

Faculty Support and Development Associates

End of Course Surveys (Faculty assessment portion only)

Faculty Mentoring

Results

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COURSE HEALTH DASHBOARD

Final Scores to be reviewed include:

Quality of Faculty Score

Instructor Quality Review (Peer Review)

Faculty Support and Development Associate Score

End of Course Survey (Faculty Assessment portion only)

Student Success Score

Grades

End of Course Survey (Course Assessment portion only)

Course Completion

Course to Course Progression

Learning Outcomes

Course Failure Rate

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COURSE HEALTH DASHBOARD –QUALITY OF FACULTY FINAL SCORE

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COURSE REQUIREMENTS

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2015 FSDA SCORE

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2015 Goal was to maintain score at 2.8 or above while 2016 will have a goal to maintain a 2.9 and above

2.94 2.99 2.96 2.98 2.97 2.89 2.97 2.93

1.00

2.00

3.00

4.00

2015 data exclude courses taught by 25% highest performing faculty

2015 Goal 2.82016 Goal 2.9

EFFECTIVE FACULTY MENTORING

During Faculty Mentoring, a full time faculty member mentors a low-performing instructor for the duration of a course.

Average improvement score pre-post mentoring is 25%, or one full level of proficiency, on the Instructional Quality Review Rubric.

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End of Course Survey Students evaluate each course –

Quality of the educational experiences Quality of the instructor Instructor was knowledgeable about

the topics Instructor was enthusiastic about teaching

the course Instructor provided timely feedback and

guidance to help students improve Quality of the course Quality of the course materials Opportunity to improve critical thinking and

problem solving Real-world applicability of the course

Image Teacher Collaboration. Retrieved from wccoyotehowl.blogspot.com

Ashford University Proprietary & Confidential - For Internal Use Only

3.35 3.33 3.32 3.363.38 3.39 3.38 3.39

1.00

2.00

3.00

4.00

Q1 Q2 Q3 Q4

2014

(FACULTY PORTION ONLY)

Quarter Date Range Sent Received Response Rate # Sections Faculty PortionQ1 2014 1/7/14-3/29/14 132,328 19,265 14.90% 7,546 3.35Q2 2014 4/3/14-6/27/14 123,640 19,473 16.20% 6,533 3.33Q3 2014 7/2/14-9/30/14 129,109 21,388 17.30% 6,845 3.32Q4 2014 10/4/14-12/29/14 104,673 27,888 27.30% 5,603 3.36Q1 2015 1/2/15-3/29/15 113,909 34,509 30.60% 6,019 3.38Q2 2015 4/2/15-6/27/15 103,730 30,903 30.30% 5,695 3.39Q3 2015 7/3/15-9/29/15 110,451 42,708 38.10% 6,382 3.38Q4 2015 10/5/15-12/21/15 92,389 34,655 36.80% 5,297 3.39

Goal: 3.42 by end of 2016

END OF COURSE SURVEY (AGGREGATE SCORES – 0 TO 4 SCALE)

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PROFESSIONAL DEVELOPMENT AND SCHOLARSHIP

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Center for Excellence in Teaching and Learning

University Fellows Programs

College of Education

Icons made with IconMaker https://iconsflow.com

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High Impact OnlineTeaching & Learning

Practices

Online Teaching &Learning Research

Understanding OurStudents

PROPOSALS BY CONFERENCE TRACK

ASHFORD

NOV. 4th

and 5th

TLC

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SUMMARY

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On-Boarding & NFE

Mentoring

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ENHANCING FACULTY

CAPACITY TO PROMOTE

STUDENT SUCCESS

Tony.Farrell@ashford.edu

Lizy.Lamboy@ashford.edu

Denise.Maxwell@ashford.edu

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