Faculty Roles, Responsibilities, and LoadFaculty Development Model - Competency-Based Education

Faculty Role, Responsibili2es and Load

Mary Kohls, Aus.n Community College Steve Gance, WA State Board for Community and Technical Colleges Nancy Thibeault, Sinclair Community College

Thursday, June 4, 2015

CBE4CC

Agenda

1.  Ins.tu.onal Overview 2.  Faculty Buy-‐In 3.  Faculty Role 4.  Faculty / Coach Collabora.on 5.  Policies 6.  Payload

Overview of WA State Board for Community and Technical Colleges

CBE4CC

Overview SBCTC • WA State Community and Technical Colleges (CTC’s) •  34 Colleges •  Operate as a system coordinated through State Board for Community and Technical Colleges (SBCTC)

•  180,000 student FTE’s annually •  SBCTC Educa.on Division •  Coordinates service to the CTC’s in all maYers related to instruc.on and student services.

•  Helps CTC’s meet the workforce training needs of business and industry.

•  Provides research and analysis to support statewide policy development for CTC’s.

CBE4CC

Overview eLearning & Open Ed

•  SBCTC eLearning and Open Educa.on Department •  Supports system-‐wide eLearning tools and educa.on technology ini.a.ves.

•  Provides professional development opportuni.es related to statewide educa.on technology.

•  Manages eLearning and open educa.on grants and faculty learning communi.es.

•  Provides services, consulta.on and strategic guidance to colleges on eLearning and open educa.on ini.a.ves and technology.

CBE4CC

Overview CBE Business Transfer Degree •  Columbia Basin College (lead college) •  Eight Pilot Colleges (incl. CBC): Bellevue, Centralia, EvereY, Olympic, Pierce College-‐Ft. Steilacoom & Puyallup, Tacoma

CBE4CC

Overview CBE Business Transfer Degree • Western Governors University supported several WA colleges in developing CBE cer.ficate programs: Bellevue, Columbia Basin, Edmonds, Spokane Falls • Goal: 18-‐course Business Transfer degree •  Competency-‐based •  Completely online •  Self-‐paced •  Content is openly-‐licensed (OER) •  Six-‐month term •  Mul.ple start dates •  Available July 1, 2015

CBE4CC

Overview -‐ Sinclair

• Location: Dayton, OH •  Urban institution •  Transitional economy

• Enrollment •  College: 22,000 per semester •  Online: 7,000 / semester

• Centralized oversight of online learning •  Instructional Design •  Media development •  Faculty training •  Online student support

CBE4CC

Overview -‐ Sinclair

• Developed and implemented CBE Model framework •  Workforce relationships •  Program/Course Development •  Program Delivery •  Student Support

• Course-based CBE • CBE Programs •  3 AAS degrees •  4 embedded certificates •  5 Industry certifications

Overview Aus2n Community College

District •  Loca.on: Aus.n, Texas •  11 Campuses-‐-‐-‐ One College •  Offers Associates Degrees in Career/technical Fields or leading to

a Bachelor’s degree •  Cer.ficates in Career/Technical Fields •  Adult Educa.on and CE •  44,000 students per semester

Aus2n Community College Online Courses: •  12,695 enrollments : 8.47 % increase over 5

years •  On-‐line faculty hired and scheduled by the

department •  Course content and design evaluated by the

department •  Distance Learning Office-‐-‐-‐Support Role •  Implemen.ng tools to evaluate the on-‐line

courses—Quality MaYers •  Faculty and Staff Development office—Faculty

Training

Aus2n Community College Competency Based Educa.on (CBE) •  Seeded by Department of Labor Grant 2012 •  Researched CBE and trained by WGU •  Re-‐engineered exis.ng curriculum and added

new, working with Industry experts •  Converted 4 Associate IT Degrees and 6 IT

Cer.ficates •  Focused on Programming, Soiware Tes.ng,

Web Programming and Computer Support •  Developed 32 CBE courses

Aus2n Community College CBE Courses: •  First offerings Fall 2013-‐-‐-‐50 students •  615 unique students •  40 Graduates-‐-‐-‐85% Employed in Field •  Extended CBE courses to Visual

Communica.ons •  Offer CBE courses to High School Students in

Emporium Style-‐-‐-‐Fall 2015 •  Developing Career Pathways program for Low-‐

Income adults-‐-‐-‐Fall 2015 •  130 Business and Industry Partners

Faculty Buy-‐In

CBE4CC

Faculty Buy-‐In

• Aus.n • Presented as an opportunity and challenge to re-‐engineer Curriculum •  S.pend to develop and revise curriculum •  Training provided by Western Governor’s University • College Administra.on support and commitment •  Faculty could choose to be part of the team •  Faculty had exper.se in content area and on-‐line learning

CBE4CC

Faculty Buy-‐In

• Columbia Basin •  Not an issue since faculty were hired specifically for CBE

•  Sinclair •  Change in CIS Department leadership between grant proposal and grant award

•  CIS faculty experienced with online •  Presented to faculty as an opportunity to lead the college and the state

•  Faculty could opt out •  Not a good fit for all faculty

Faculty Roles

CBE4CC

Unbundling Faculty Roles 1.  Course Development 2.  Assessment Development 3.  Facilita.on 4.  Grading 5.  Student Performance Monitoring

Faculty Role-‐Course Development

CBE4CC


•  Aus.n •  Review curriculum with Industry Advisory CommiYee •  Collaborate with Industry Experts to update knowledge and skills

•  Develop competencies with industry experts and industry standards required on cer.fica.on exams

•  Develop Competencies using Bloom’s taxonomy •  Develop the course working with Instruc.onal Designer and Mul.-‐Media person

•  Computer Studies Chair coordinated the process •  Evalua.on by Peers and designer throughout the process •  Measure the Course using standards of Quality MaYers •  Fine tune and update the course during the first semester offering

CBE4CC


• Columbia Basin •  Develop Competencies: System Faculty early in the project; many competencies had to be reworked.

•  Select and adapt open content: Instruc.onal faculty (as SME) and Lumen Learning.

•  Build course content: Lumen Learning. •  Build course in Canvas: Instruc.onal faculty. •  Content focus may have weakened competency development.

CBE4CC


•  Sinclair •  Development team

•  2 or more faculty •  Led by Instruc.onal Designer •  Supported by Instruc.onal Designer, Instruc.onal Technologists, Media developers, and Technical Assistants

•  6-‐month development cycle with scheduled milestones and deadlines

•  Faculty serve as SME •  Faculty map competencies to content and assessments •  Faculty develop content and assessments

•  Faculty determine how to divide up the work •  Required to adhere to template and .meline •  Required to meet QM standards (QM review prior to go live)

Faculty Role-‐Assessment Development

CBE4CC

Faculty Role-‐Assessment Development • Aus.n •  Faculty developed the pre and post assessment tools including exam ques.ons and projects

•  Student achieves 90% or greater on pre-‐assessment skip directly to the assessment exam

•  All assessments map to competency •  Faculty allow students 2 to 3 .mes to pass the assessment exam

•  Can’t move on to next competency un.l passing previous one

CBE4CC

Faculty Role-‐-‐Assessment Development

• Columbia Basin •  Develop prac.ce and forma.ve assessments: Instruc.onal faculty.

•  Develop summa.ve performance assessments: Instruc.onal faculty.

•  Quiz items associated with each competency as an ini.al check.

•  Performance assessments can include mul.ple competencies.

CBE4CC

Faculty Role-‐Assessment Development •  Sinclair •  Faculty develop the assessments or select ques.ons from publisher pool

•  May or may not be same faculty member who develops course content

•  Objec.ve and performance assessments •  Assessment items must be mapped to competencies •  All course competencies must be associated with assessment items

Faculty Role-‐Facilita2on

CBE4CC


• Aus.n •  Full-‐.me or Adjunct Faculty may be assigned to courses •  Grade exams and projects •  Responsible for students in course •  Communicate progress to students and Student Support Coach

•  Update course with changes in technology

CBE4CC

Faculty Role-‐-‐Facilita2on

• Columbia Basin •  Feedback on assessment provided by instruc.onal faculty.

•  Students can seek help at any point from instructor or success coach.

•  No fixed deadlines. • Weekly check-‐in with students •  Coach iden.fies struggling students, perhaps with alert from faculty.

CBE4CC


•  Sinclair •  Course facilitated by approved CIS faculty member—Full-‐.me or adjunct

•  May or may not be the same faculty who were involved in course development

•  Respond to student ques.ons •  Grade •  Reach out to students who may be struggling •  Reach out to students who may not be ac.vely engaged •  Collaborate with coach on performance monitoring

Faculty Role-‐Grading

CBE4CC

Faculty Role-‐Grading

• All •  Faculty of record does all the student grading

Faculty Role-‐Student Performance Monitoring

CBE4CC

Faculty Role-‐Student Performance Monitoring • Aus.n •  Faculty monitors the Student Performance •  Faculty alerts the student of their progress •  Faculty has 20-‐24 students per course sec.on

CBE4CC

Faculty Role-‐-‐Student Performance Monitoring

• Columbia Basin •  Student progress monitored by faculty and success coach.

•  Success coach primarily responsible for reaching out to students who are not ac.vely engaged and involves faculty as needed.

•  No current limit on retake of assessments or extent of feedback for each aYempt.

CBE4CC

Faculty Role-‐Student Performance Monitoring •  Sinclair •  Faculty monitor student performance on graded items •  Allow second aYempt on projects where grade is below 80 aier counseling student

•  Academic coaches monitor student progress and grades •  Bi-‐Weekly coaching sessions; intervene as needed •  Alert faculty of non-‐performance

Coach/Faculty Collabora2on

CBE4CC


• Aus.n •  Faculty alerts Coach that student is missing an exam or assignment

•  Coach reports back to Faculty •  Coach does not have access to student grades •  Coach alerts faculty concerning issues that student is experiencing

•  Coach documents interac.on with student

CBE4CC


• Columbia Basin •  Coach takes lead on communica.ons with students. • Weekly status communica.on between coach and faculty.

•  Coach and faculty have separate, private communica.ons with students but can cc or provide status update to the other on a case-‐by-‐case basis.

•  Coach keeps most documenta.on of communica.ons with students.

•  Instructors keep documenta.on of academic communica.ons with students.

•  Coach intervenes when faculty escalates an issue to coach.

CBE4CC

Coach/Faculty Collabora2on •  Sinclair

•  Case management student support model •  Every student has an assigned Academic Coach •  Coach monitors student progress / behavior

•  Weekly coach reports with login and grade informa.on •  Bi-‐Weekly conversa.on with student •  Escalates problems to faculty as needed

•  Role of coach •  Documented •  Jointly developed by Faculty Senate representa.ves and Academic Coaches

•  Faculty – Coach rela.onship is important •  Faculty member must be comfortable with the coach interac.on with their students

CBE4CC

Coach/Faculty Collabora2on •  Sinclair

•  Faculty •  Intervenes with student when an issue is escalated by coach •  Monthly status report on the course

•  Informal Interac.on •  Faculty members and coaches contact each other to discuss various student issues

Policies—Email Response Time

CBE4CC

Policies-‐Email Response Time

• Aus.n •  Faculty response .me is within 2 days •  Majority respond within 24 hours

• Columbia Basin •  Two business days

•  Sinclair •  Faculty are expected to respond to student emails within 24 hours

•  Faculty typically have their course email forwarded to their Outlook mail

Policies—Grading Response Time

CBE4CC

Policies-‐-‐Grading Response Time

• Aus.n •  No set policy as it depends on the complexity of the assignment

•  Best prac.ce is 2 to 4 business days • Columbia Basin •  Receipt acknowledged within two business days. •  Grading completed within five business days.

•  Sinclair •  48 business hours

Policies—Grading Load

CBE4CC

Policies-‐Grading Load

•  Aus.n •  Faculty grade the work of 20-‐24 students •  Exams may be part Objec.ve and Problem based. Automa.c grading is very limited

•  Students may accelerate but not fall behind so grading is balanced across the term

•  Students may be enrolled in 16 week but transi.on to 12 or 8 weeks upon comple.on to succeeding courses

•  Columbia Basin •  No polices as yet on limi.ng the number of weekly submissions

•  No policies as yet on limi.ng the number of submissions occurring near end-‐of-‐term

•  Pilot enrollment is low so risk of overload is minimal; policies will be developed as we learn more

CBE4CC

Policies-‐Grading Load

•  Sinclair •  CIS courses have heavy grading load due to required projects and labs which must be hand graded

•  Out-‐of-‐sequence grading is a challenge •  End of term grading “meltdown” preven.on

•  Student can only submit 5 graded items the last week of the term

•  Final exam and final project must be submiYed by Tuesday of finals week

Payload

CBE4CC

Payload

• Aus.n •  Course Development

•  13,000 per course includes reviewing curriculum, re-‐engineering exis.ng curriculum, refining and upda.ng 1st semester offered, and training faculty to teach the course

•  Faculty of record •  Regular faculty pay •  Combine sec.ons so the combined sec.on to meet the minimum enrollment requirement

• Columbia Basin •  Four FT faculty teach three courses each, fixed yearly salary

•  Six PT faculty teach 1 course each, salary per course, not enrollment

CBE4CC

Payload

•  Sinclair •  Course Development

•  Faculty serve as SMEs •  All work overseen and supported by Instruc.onal Design team •  5 payload hours or $5,000 divided amongst the faculty developers

•  Course Facilita.on •  .2 payload hours per student/course •  Since students can enroll throughout the term, load cannot be determined un.l the end of term

•  Danger of pusng faculty in an overload situa.on

Ques2ons

Contact Informa2on Aus$n Community College

Mary Kohls, Professor, Computer Studies Chair [email protected]

Columbia Basin College Connie Broughton, SBCTC, CBE Project Director, [email protected]

Cathy Clary, CBC, Student Services Coordinator, [email protected] Steve Gance, SBCTC, CBE Curriculum & Technology, [email protected]

Sinclair Community College

Nancy Thibeault, Dean eLearning, Project Director, Accelerate IT, [email protected]

Date post:	18-Feb-2017
Category:	Education
Upload:	becky-lopanec
View:	71 times
Download:	0 times