Michael Clay & Rich Ranker

East Tennessee State University

Faculty Technology Leadership

of Professional DevelopmentCopyright Clay/Ranker, 2002. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.

Michael Clay & Rich Ranker

East Tennessee State University

Faculty Technology Leadership

of Professional Development

Presentation Overview

• Background Environment, History and Research

• Theory into Practice• Transformational Aspects of the

FTL Model• Results

ETSU Environment

•Carnegie Doctoral-Research institution… Carnegie Doctoral-Research institution… with 12,000 students and 800+ faculty with 12,000 students and 800+ faculty •Blue Ridge Mountains of East Blue Ridge Mountains of East TennesseeTennessee•IT Strategic Plan, supported major IT Strategic Plan, supported major investments in infrastructure and investments in infrastructure and integrationintegration•Collegis partnership for IT infrastructure Collegis partnership for IT infrastructure and ATS integrationand ATS integration•Lone rangers, Early adopters, Late Lone rangers, Early adopters, Late adoptersadopters

Challenges

How to…How to…• create a learning community with a create a learning community with a

“critical mass” of faculty using “critical mass” of faculty using technology?technology?

• evoke systemic change without evoke systemic change without faculty alienation?faculty alienation?

• respond to needs of mainstream respond to needs of mainstream faculty? faculty?

• accelerate technology integration by accelerate technology integration by all faculty?all faculty?

Requires a Changed Perspective

In terms of technology things (hw/sw)

One time events

External change

Past view

People using technology

Continuous

Internal transformation

Expanded view

ATM

Academic Culture,(Social/Psychological) Diffusion rate

Economic, Political, TechnologyHistorical, Accreditation

Present Future

Socio-technological Driven Prediction

Technology Driven Prediction of the past

FutureTechnologyPresent

Changed Decision-Making Considerations

Advancements in technologyLower costs

Staying competitiveOverstated & underestimated

Thomas Hughes

Two Staff Development Approaches

Broadcast

Core/Plug

Build it..They will come

Technology focus, skill based

Walk-in, lower response by mainstreamers

More staff than faculty

Short term

Professional development focus

Recruited faculty

Cross campus

Main-Stream, Opinion leaders

Promote mentoring & leadership, Transformation hopes

Long term, continuous

++

ETSU takes a Transformational

Approach

“Change”… to make different in some particular manner…

“Transform”… to change from one form to another..

Bailey & Pownell on Technology

Adoption and Implementation

Highest Needs

Self-Actualization

Recognition

Belongingness

Security & Safety

Most Basic Needs

Physiological Needs

Educators are empowered Learning becomes constructivist, “Transformational”Recognize and reward innovations “Technology Pioneers”

Establish a risk-free environment

Dependable Technology

Acquisition of Technology

Maslow Bailey & Pownell

MentoringModelingLeadership

Buckley’s Institutional Transformation Model

FTL

Lavish, 1:1, TLC

FTL

Lavish, 1:1, TLC

Based on Buckley

Approach

Scalability

Diffusion

Interest

Lone Rangers

Random Acts

Entrepreneurs

Innovation

Boutique

Transformation (PreML)

Early Adopters/ Main Streamers

Effectiveness and efficiency

Systemic

Critical Mass

Late Adopters

Career

Theory into Practice• Design• Strategies• Administration• Instruction• Curriculum

No silver bulletNo silver bullet Faculty awarenessFaculty awareness Culture and Culture and

attitudes first, attitudes first, technology secondtechnology second

Design Considerations

◊Tailored for Tailored for “mainstream” faculty “mainstream” faculty needsneeds◊Formal structure Formal structure delivery with informal delivery with informal cohort buildingcohort building◊Model changes in Model changes in instruction and instruction and technology usetechnology use

Two Strategies

1. Prepare opinion leaders to use and model technology in their instruction

2. Prepare opinion leaders to serve as mentors and leaders in their colleges

Administrative SetupAdministrative Setup• FTL CommitteeFTL Committee• 2, 3-credit Graduate 2, 3-credit Graduate

CoursesCourses• Resources, laptopsResources, laptops• Deans and ChairsDeans and Chairs• Faculty Technology Faculty Technology

Professional Professional Development PlanDevelopment Plan

• Candidate selection Candidate selection criteriacriteria

Instructional ApproachInstructional Approach

• Strategies, methods, toolsStrategies, methods, tools• Team teachersTeam teachers• Guest presenters, specialistsGuest presenters, specialists• Model technologiesModel technologies• Model instructional Model instructional

strategiesstrategies• Course management, web Course management, web

course site, lead instructorcourse site, lead instructor• Weekly FTL planning Weekly FTL planning

meetingmeeting

FTL CurriculumFTL Curriculum

11stst Semester Focus Semester Focus• Breadth of possibilitiesBreadth of possibilities• Core technology skillsCore technology skills• Leadership/mentoring Leadership/mentoring

projectsprojects• Cohort buildingCohort building • ETSU IT resourcesETSU IT resources

22ndnd Semester Focus Semester Focus• DepthDepth• Technology integration Technology integration

projectsprojects• Shift to learner centeredShift to learner centered• Follow through mentor-Follow through mentor-

ing and leadershiping and leadership

Transformational Aspects of Faculty Technology

Leadership

•Leadership•Peer evaluation•Attitude toward technology use•Visibility•Follow-up

•Selection process•Cohort building•Confidence building•Skill acquisition process•Constructive, relevant projects

Selection Process• Self-nominationSelf-nomination• Endorsement by chair Endorsement by chair • Ranking by deanRanking by dean• Criteria:Criteria:

– Not an early adopter/ mainstream Not an early adopter/ mainstream facultyfaculty

– Peer leader in departmentPeer leader in department– Available for classAvailable for class– Willing to serve as technology mentorWilling to serve as technology mentor– Quotas for collegesQuotas for colleges

Cohort Building

• Challenge course

• In class every Friday

• Group projects early on

• Collaborative projects

• Sophisticated Otter socials

• Class shirts

Confidence Building• Workshops over the Workshops over the

summersummer• Surveys of confidence in Surveys of confidence in

Core SkillsCore Skills• Lots of support early onLots of support early on• Projects require skill Projects require skill

applicationapplication• Class presentationsClass presentations• EncouragementEncouragement and respectand respect• Success orientedSuccess oriented• Report survey resultsReport survey results

Skill Acquisition Process• Not the same as confidence• Model – Teach – Apply• Breadth then depth• Surveys as formative tool• Hands-on• Lab time

Constructive, Relevant Projects

• Constructivism• Useful to them in their faculty and mentor

roles• Examples:

– FTL-1 Project 1 at http://ats.etsu.edu/ftl/fallProject.htm– FTL-1 Project 2 at http://ats.etsu.edu/ftl/springProject.htm– FTL-2 Project 1 at http://ats.etsu.edu/ftl/ftl2/ftl2link/index.htm– FTL-2 Project 3 at http://ats.etsu.edu/ftl/ftl2/project3/– FTL-3 ePortfolios

Leadership

• In Class– Small group leadership– Informal peer project

leadership

• In Department/College project dissemination

• In University “Best Practices” Presentations

Peer Evaluation

• Grades • Present projects to classmates• Chairs and deans invited to

class projects• Previous cohort projects posted

Attitude Toward Technology Use

• Tool for their purposes• Exploration• Risk-taking encouraged• Freedom to fail• Don’t have to be an expert; “I

don’t know”• Lifelong learning

Visibility

• Recruiting announcement to deans, councils

• Project presentations announced• Chairs and deans invited• Web page• Included in chair visits• Follow-up survey results posted• Graduates included in technology-

related committees

Follow-through

• Graduate surveys• FTL Association

– Social– Attend classes– Mentor or teach

current class workshops

• Demonstration• “Best Practices”

presentations

Results

• Core Competency Survey at http://ats.etsu.edu/ftl/outcomesAssessment-9-3-02.htm

• Web-based Course Development Survey at http://ats.etsu.edu/ftl/ftl2/web-based_course_development_skills_survey.htm

• 9-month Survey • Student Attendance and Completion

Rates• Student Comments• Administrator Comments

9- Months After Graduation Survey

ResultsThe nine-month follow-up survey of the FTL-1

participants returned the following information:– conference presentations: 8– papers published: 5– web-enhanced courses: 33– web-based courses: 13– other technology enhanced courses: 4– faculty mentored: 39+–  Details at http://ats.etsu.edu/ftl/FTL-1Survey.htm

Student Comments

• Details at http://ats.etsu.edu/ftl/peopleSpeak.htm and http://ats.etsu.edu/ftl/discussionForum.htm

(After using Blackboard quizzes in his web-assisted class)

“The first exam had an average score of 92! Further, there were no F’s (I usually have 2 or 3). I was shocked. My class in the course my first semester at ETSU (Fall 99) had an average of 61”

Student Comments

• ““FTL broadened FTL broadened my insight into my insight into the connection the connection between: between: Teaching and Teaching and Learning, Learning, Administration Administration and Faculty, as and Faculty, as well as between well as between Money and Money and Innovation.”Innovation.”

Student Comments

“My level of comfort in using technology in my teaching has increased 100 fold. This in turn has boosted my confidence in tackling other technology issues (purchasing and using a PDA)”

Student Comments

• “Personally, I saw the FTL experience as a great tool for uniting ETSU faculty.”

• “This forward-looking concept provides a means of bringing faculty together to share a technology experience.”

• “I am grateful for the opportunity to have participated in the FTL cohort experience.”

Comments from Administrators

“I am very pleased with what the FTL has accomplishedaccomplished to date.”

Dr. Bert Bach, Provost and VP for Academic Affairs

Comments from Administrators

““I believe that the Faculty I believe that the Faculty Technology Leadership Technology Leadership Program is one of the most Program is one of the most powerful models of faculty powerful models of faculty development that I have seen... development that I have seen... I like this model so much that I I like this model so much that I am thinking how to extend it am thinking how to extend it into other areas of faculty into other areas of faculty development.”development.”

Dr. Norma MacRae, Associate Provost

Comments from Administrators

““The FTL course has been an The FTL course has been an exciting and motivating exciting and motivating opportunity for faculty to opportunity for faculty to learn about technology, to learn about technology, to learn to use technology in learn to use technology in their courses, to develop their courses, to develop friendships and grow across friendships and grow across colleges.”colleges.”

Dr. Martha Collins, Dean, College of Education

Useful LinksUseful Links

• http://ats.etsu.edu• http://ats.etsu.edu/ft

pdp/Facdevplan011702.htm

• http://ats.etsu.edu/ftl• http://ats.etsu.edu

/resources/surveys

References• Bailey, Gerald D. and David Pownell, “Technology Staff-

Development and Support Programs: Applying Abraham Maslow’s Hierarchy of Needs.” Learning and Leading with Technology (November 1998). Vol 26, No. 3. pps. 47-51, 64.

• Hughes, Thomas P., “Through a Glass, Darkly:Anticipating the Future of Technology-Enabled Education” The Internet and the University: 2000 Forum (2001). http://www.educause.edu/internetforum/2000/

• Buckley, Donald P., “In Pursuit of the Learning Paradigm”, Educause Review. (Jan/Feb 2002). http://www.educause.edu/pub/er/erm02/erm021w.asp

• Bates, Tony, Managing Technological Change, (2000). Jossey-Bass Inc., San Francisco

Questions?For more information:

– Dr. Mike Clay, claym@mail. etsu.edu

– Dr. Rich Ranker, rankerr@mail.etsu.edu