About the Book
Developing faculty to use technology is a continuing art. This book chronicles how a wide range of universities successfully implemented faculty development programs to help faculty better use technology in their teaching. It offers an abundance of practical, proven information on how to integrate technology into teaching and learning activities. Readers interested in implementing or improving their own faculty development program will be guided by detailed descriptions of successful faculty development programs, their effectiveness, lessons learned, and possible variations of the programs that may be useful in other settings.
Featured topics include* The ethics of teaching in an online environment* Communication across institutional boundaries* Tips on communicating effectively with faculty* Supporting faculty in the use of technology* Creating a faculty instructional technology support facility* Learning spaces* Funding instructional technologies projects* An agenda for a successful faculty workshop* Using assessment to improve teacher education* Measuring the impact of technology-based teaching on learning Written for the architects of faculty development programs-directors of teaching and learning centers, chief information officers, information technology personnel, department chairs, deans, provosts, pedagogical consultants and course designers, members of faculty committees, and individual faculty members-this book will help readers become better able to craft a customized faculty development program that will enhance faculty potential to use technology in the classroom.
Table of Contents:
About the Editor. About the Contributors. Preface. Part I: Philosophy. 1. Philosophy: Faculty as Eager Adopters (David G. Brown, Wake Forest University). 2. Philosophy of Faculty Development at Virginia Tech (Anne H. Moore and J. Thomas Head, Virginia Polytechnic Institue and State University). 3. Program Philosophy: Keeping Sight of What's Important (Thomas C. Laughner, University of Notre Dame). 4. Toward a Philosophy of Online Education (Dougals F. Johnson, University of Florida). 5. Fitting Workshops to Faculty Mores (David G. Brown, Wake Forest University). 6. Faculty Development in the Large Research University (Joanne M. Nicoll and Diane J. Davis, University of Pittsburgh). 7. Philosophy: Agile technology Support (Jay Harriman and Michele Estes, University of Georgia). 8. The Ethics of Teaching in an Online Environment (Douglas F. Johnson, University of Florida). 9. Motivating Faculty: Five Five Strategies (William Frawley, University of Delaware). 10. Communication Across Institutionsl Boundaries (Diane J. Davis and Robert F. Pack, University of Pittsburgh). 11. Cross-Campus Collaboration:Everybody Wins (Elizabeth A. Evans and Kathleen Thomas, University of North Carolina at Chapel Hill). 12. Tips on Communicating Effectively With Faculty (Sara J. Exum, University of Notre Dame). 13. Building a Community Across Campus: The Distance Education Interest Group (Sherry Clouser Clark, University of Georgia). 14. Participatory Communication Planning and Implementation (Christine Y. Fitzpatrick, Indiana University). 15. Communication Tools to Support Faculty Use of WebCT (Douglas F. Johnson, University of Florida). 16. The Listserv as a Communication Tool: Keeping Blackboard Users Talking (Rosalind Tedford, Wake Forest University). 17. Showcasing Faculty Work: A Joint Effort (Janet R. de Vry, University of Delaware). 18. When Popular Software Goes Away: Helping Faculty Transition to New Products (Jennifer Meta Robinson, Indiana University). 19. Coordination and Collaboration in Faculty Support (Terry M. Wildman, Virginia Polytechnic Institute and State University). 20. The Virginia Tech Cyberschool and the Online Master of Arts in Political Science (Timothey W. Luke, Virginia Polytechnic Institute and State University). PART III: STAFFING AND SUPPORT STRATEGIES. 21. Support of Technology-Enhanced Classrooms at the University of Georgia (Steven A. Gamble, University of Georgia). 22. Supporting Faculty With a Web-Development Team (Anne L. Allen, University of Florida). 23. Instructional Design for Courses That Use Web-Based Components (Carol DeArment, University of Pittsburgh). 24. Support From Students (Nancy Crouch, Wake Forest University). 25. Supporting Faculty Adoption of Technology With an Academically Focused Technology Resource (Robert Vidrine, Wake Forest University). 26. Supporting Faculty in the Use of Technology (Ed Schwartz and Shannon C. Phillips, Virginia Polytechnic Institute and State University). 27. Responding to the Individual, Reaching the Mainstream: A Hybrid Approach to Faculty Support (Janet R. de Vry, University of Delaware). 28. Successful Strategies for Faculty Sessions (Cordah Robinson Pearce, Indiana University-Bloomington). 29. Untangling the Web of Services: The Resources Web Site (Chris Clark, University of Notre Dame). 30. The Who, What, When, Where, Why, and How of Providing Quality College-Level Support for Faculty (Rick Peterson, University of North Carolina at Chapel Hill). 31. Building Online Support for Blackboard (Suzanne Cadwell and Lori A. Mathis, University of North Carolina at Chapel Hill). 32. Creating a Faculty Instructional Technology Support Facility (Nick Laudato and Restiani Andriati, University of Pittsburgh). 33. Preserving and Promoting the Scholarship of Teaching: The Teaching Academy Web Site Project (Shannon O. Wilder, University of Georgia). 34. Faculty Development Incentive at the University of Florida (Terry Morrow, University of Florida). PART IV: TEACHING ENVIRONMENTS. 35. Classroom Technology: Becoming a "Common Utility" for Teaching (Dennis Williams, University of Delaware). 36. Learning Spaces at the University of Notre Dame (Thomas C. Laughner, University of Notre Dame). 37. Environment: Evolving Toward Simplicity (Mark McCallister, University of Florida). 38. Wireless Laptop Computers in a Problem-Based Learning Classroom (Araya Debessay and Paul Hyde, University of Delaware). 39. Changing the Way We Teach With Classroom Annotations (Nick Laudato and Michael Arenth, University of Pittsburgh). 40. Creative High-Tech/Low-Tech Teaching in an Integrated Teaching Environment (Carol Burch-Brown and Ann Kilkelly, Virginia Polytechnic Institute and State University). PART V: MODEL PROGRAMS. 41. The Faculty Development Institute (John F. Moore and J. Thomas Head, Virginia Polytechnic Institute and State University). 42. Special Programs: Grants for Course Redesign (Leila Lyons and James R. de Vry, University of Delaware). 43. Better, Cheaper, Slower: Evolution of an Instructional Technology Development Program (Bob Henshaw and Lori A. Mathis, University of North Carolina at Chapel Hill). 44. Funding Instructional Technologies Projects (Kathryn B. Propst and Cordah Robinson Pearce, Indiana University-Bloomington). 45. The Learning Technologies Grant Program (William K. Jackson, University of Georgia). 46. Development Grant Program: Advanced and Emerging Technologies in Instructional Contexts (William Frawley, University of Delaware). 47. Supporting Faculty Development With WebCT Workshops, Seminars, Consultation, and Online Materials (Margaret S. Anderson, University of Georgia). 48. The WebCT Seminar (Chris Clark, University of Notre Dame). 49. Agenda for a Successful Faculty Workshop (David G. Brown, Wake Forest University). 50. Innovative Faculty Development Programs at IUPUI's Center for Teaching and Learning (Elizabeth Rubens, Indiana University-Purdue University Indianapolis). 51. Teachnig Assistants: Teaching Competencies of Future Faculty Through Technology (Kathleen S. Smith, University of Georgia). 52. The Governor's Teaching Fellows Program Serving Faculty in the State of Georgia (Patricia Kalivoda and William K. Jackson, University of Georgia). 53. Report From the Trenches: Faculty Development Through a Successful Grassroots Campaign (George H. Watson, University of Delaware). 54. Training and Support for Web-Enhanced Instruction (Nick Laudato, Restiana Andriati, and Daniel Wilson, University of Pittsburgh). 55. Using PBL in a WebCT Faculty Development Session (Erin F. Sicuranza, Valerie P. Hans, Karen M. Kral, and George H. Watson, University of Delaware). 56. Creating Time and Desire in an Annual Program of Faculty Fellowships (George H. Watson, University of Delaware). 57. Faculty Development Strategies for a Multidisciplinary Faculty in Health and Rehabilitation (Ellen R. Cohen, Diane J. Davis, Joanne M. Nicoll, and Carol Baker, University of Pittsburgh). 58. Flying Without Wires: How a Political Science Class Used a Set of Technologies (Andrew Lang, University of North Carolina at Chapel Hill). 59. Information Technology in Agricultural Extension Programs (Fedro S. Zazueta, Howard W. Beck, and Jiannong Xin, University of Florida). 60. The Development of E-Teachers for E-Learning (Judy L. Robinson, University of Florida). PART VI: ASSESSMENT OF STUDENT PROGRAMS. 61. Meeting Online Assessment Needs Through Electronic Portfolios (Barbara B. Lockee, D. Michael Moore, and John K. Burton, Virginia Polytechnic Institute and State University). 62. Assessing Instructional Use of Online Synchronous Messaging in a Hybrid Course (Carol DeArment, University of Pittsburgh). 63. The Math Emporium: The Changing Academy or Changing the Academy? (Michael Williams, Virginia Polytechnic Institute and State University). 64. Using Assessment to Improve Teacher Education (Susan P. Giancola, University of Delaware). 65. The Joy of Distance Learning: Recipes for Success (With Apologies to Irma S. Rombauer et al.) (David Potenziani, University of North Carolina at Chapel Hill). PART VII: ASSESSING THE EFFECT OF TECHNOLOGY ON LEARNING. 66. Using Benchmarking to Measure the Impact of Web-Based Courses in Nursing (Diane Billings, Indiana University). 67. A Case for Authentic Assessment: Nutrition and Dietetics Internship Program (Erin F. Sicuranza and Ann Rucinski, University of Delaware). 68. Assessment: Measuring the Impact of Technology-Based Teaching on Learning (Ross A. Griffith, Wake Forest University). 69. Formative Evaluation Through Online Focus Groups (Barbara A. Frey and Susan W. Alman, University of Pittsburgh). 70. Assessment as the Lever (Kevin Barry, University of Notre Dame). 71. Student Perceptions on the Value of PowerPoint (Barbara A. Frey and Daria C. Kirby, University of Pittsburgh). Index.
About the Author :
David G. Brown, a vice president at Wake Forest University, is a professor of economics and the dean of the International Center for Computer-Enhanced learning. He has served as president of Transylvania University, chancellor of the University of North Carolina at Asheville, provost at three universities (Wake Forest, Miami of Ohio, and Drake), and chaired several national groups including the American Association for Higher Education, Higher Education Colloquium, the American Council on Education's Council of Chief Academic Officers, and the national Association of State Universities and Land-Grant College's Academic Council. He is editor-in-chief of the gallery of Courses Taught With Technology and a member of EDUCAUSE's teaching and learning committee. He founded the North Carolina Center for Creative Retirement, the Annual Conference on Ubiquitous Computing, and the Council of Public Liberal Arts Colleges. A Wake Forest provost, Dr. brown chaired the committee that bought ubiquitous laptop computing to the university. He has keynoted several conferences in the United States and at the EDUCAUSE Australasia, 2001 in Brisbane, the International Conference on Improving Learning and teaching in Johannesburg, and the NACU Conference in San Juan. In addition to several hundred presentations and papers, his books include Ubiquitous Computer (2003), Using Technology in Learner-Centered Education (2002), Teaching with Technology (2000), Interactive Learning (2000), Always in Touch (1999), Electronically Enhanced Education (1999), Leadership Roles of Chief Academic Officers (1984) Leadership Vitality (1979), and The Mobile Professor (1967). An active use of technology in his own classroom, he has been recognized as an "inspirational teacher of undergraduates" by the University of North Carolina at Chapel Hill. His classes have been featured on the front page of the New York Times, as a special on British Broadcasting Worldwide Network, as well as in The Chronicle of Higher Education, USA Today, and Business Week. Trained at Denison and Princeton Universities, his most recent course has focused upon "The Economist' Way of thinking About College Basketball." Dr. Brown has consulted with more than 300 colleges and university regarding their use of technology in the classroom and administratively. Dr. Brown's wife if 45 years, Lin Brown, is a gerontologist and community volunteer. Both children are married. Alison lives in Chicago (River Forest) and Dirk lives in Bone, North Carolina.
Review :
"This book would not be of appreciable use to a practicing clinician unless he or she was considering transferring into academia." (Occupational Therapy in Health Care)
