1 ABSTRACT LARI, POONEH. Understanding Teaching Experiences: Faculty Transitions from Traditional to Online Classrooms. (Under the direction of Dr. Colleen Aalsburg Wiessner.) The purpose of this study was to describe the transition of faculty members from traditional to online environments and to examine their assumptions about their teaching and learning in face to face and online environments. In that it describes the transition experiences of faculty members from traditional to online environments, their teaching and learning assumptions and possible changes and transformations, this study may assist those faculty members who have been resistant to transitioning from traditional to online classrooms. The questions guiding this research were (a) How do faculty members describe their transition from teaching face to face to teaching in an online environment? (b) What personal, professional, pedagogical or other assumptions do faculty members hold about the teaching and learning in traditional and online environments before starting their transition and how do those assumptions change after their transition? And (c) How are the changes the faculty members experience as they transition from traditional to online environments defined along a continuum in relation to change theories? This qualitative study research was conducted as a heuristic multiple case study, meaning participants at various locations were interviewed. The results of this study contribute to creating a body of knowledge useful to institutions, faculty members, and others transitioning from traditional to online classrooms. It expands the online teaching literature regarding what teaching and learning means to the faculty members and allows them to bridge technology with pedagogy. It also contributes to the literature that discusses the role
2 of emotional intelligence as faculty members transition from traditional to online environment and how emotions affect the decision making process in this transition. This research also adds to the different types of presence the faculty members can have online that enable the faculty members to be more effective in the way the faculty members teach, learn, and interact within their community of practice.
3 Understanding Teaching Experiences: Faculty Transitions From Traditional To Online Classrooms by Pooneh Lari A dissertation submitted to the Graduate Faculty of North Carolina State University In partial fulfillment of the Requirements for the degree of Doctor of Education Adult and Community College Education Raleigh, NC 2008 APPROVED BY: Colleen A. Wiessner, Ed.D. Chair of Advisory Committee Julia Storberg Walker, Ph.D. Committee Member Diane Chapman, Ed.D. Committee Member Duane Akroyd, Ph.D. Committee Member
4 ii DEDICATION I dedicate this dissertation to Mom and Dad for their guidance, encouragement, and unconditional love throughout every day of my life; for all the times they talked me through the rough patches or simply listened to me vent, and for all the times they celebrated my successes as if they were greater than their own. And here s to my beautiful sister for her funny, fun spirited, and loving ways. It was wonderful being in school with you once more, experiencing the good, the bad, and the ugly together. Also, I would like to dedicate this work that has been one of my closest companions over the past couple of years, to my other, more charming and loving companion, my husband Aaron. I dedicate this to you for all your love, support, and counsel.
5 iii BIOGRAPHY Pooneh Lari began her higher education studies at Bloomsburg University of Pennsylvania and attained an M.S. in Instructional Technology in After working for three years, she returned for the doctorate in Adult and Community College Education from North Carolina State University. She is currently teaching as an adjunct instructor at NC State.
6 iv AKNOWLEDGEMENTS I would not be here today, writing this acknowledgement, without the presence of so many other individuals who have touched my life for the better over the years. Allow me to start from the beginning with my best friend and partner in crime for so many years, Mahnoosh. I thank you for this beautiful friendship and all the memories we share, the good and the bad. I express my gratitude to Dr. Mojgan Rashtchi, with whom I began my undergraduate career at Azad University, for her support and encouragement when everything was, well, strange. As four years of college proved somehow insufficient for me, I started up once more for a master s degree at Bloomsburg University under the guidance and generous assistance of Dr. Mehdi Razzaghi, for which I will be eternally grateful. My journey at North Carolina State University began with Dr. Paula Berardinelli. She found me my first job at NCSU and encouraged me to apply to the graduate program. What would I have done without her? Thank you for every word of advice. And what would I have done without Mr. Harlan Hammack and his recommendation letters? Harlan, I thank you for your support and friendship. I thank my committee members, Drs. Duane Akroyd, Diane Chapman, and Julia Storberg Walker, for their feedback and suggestions, which have made me a better researcher. I thank the department head, Dr. Carol Kasworm, for the remarkable teaching experience she provided for me. I would like to extend my gratitude to Ms. Stacy Smith and Mr. David Howard for teaching me so much while I worked with them at DELTA.
7 v Finally, I would like to express my wholehearted thankfulness and indebtedness to Dr. Colleen Aalsburg Wiessner, my mentor, friend, teacher, and chair for helping me get to this page today.
8 vi TABLE OF CONTENTS LIST OF TABLES... xii LIST OF FIGURES... xiii CHAPTER 1: INTRODUCTION...1 Research Questions...1 Background and Statement of Problem...2 Students and Enrollment...3 Faculty Members and Academics...4 Technology...5 Purpose of the Study...11 Significance of Study...11 Limitations...13 About the Role of the Researcher...14 Summary...16 CHAPTER 2: REVIEW OF LITERATURE...17 Part I. Comparison of Faculty Members Teaching Methods in Face to Face and Online Environments...17 Changes of Faculty Members in Transition from Face to Face to Online Environments...18
9 vii Difference between Face to Face and Online Environments...20 Instructional Design Role...21 Faculty Member Roles...28 Characteristics of an Online Instructor...30 Summary...33 Part II. Situated Learning and Communities of Practice...34 Situated Learning...35 Communities of Practice...43 Summary...48 Part III. Transformative Learning Theory...49 Overview of Transformative Learning Theory...50 Understanding Transformative Learning Theory...51 Influence of Paulo Freire...51 Influence of Roger Gould...53 Influence of Habermas...53 Influence of Illeris...56 Influence of O Sullivan...56 Role of Critical Reflection...57 Role of Meaning Perspective...58 Other Influences...61 Critique of Transformative Learning Theory...62 Perspectives on Transformative Learning...66
10 viii Emancipatory...68 Cognition...68 Constructivist Development Theory...69 Spirituality and Learning...71 Jungian Perspective...72 Ideological Perspective...75 Affective and Holistic Perspective...75 Cosmological Perspective...76 Emotional and Social Perspective...77 Social Action Perspective...79 Dialogical (Discourse) Perspective...80 Cultural and Social Perspectives...81 Ecological Perspective of Power...82 Mytho poetic Perspective...83 Relationship Between Transformative Learning Theory and Other Adult learning Theories, and the Difference between Transformation and Change...89 Relationship Between Transformative Learning Theory and Other Adult learning Theories...89 Differences between Transformation and Change Summary CHAPTER 3: METHODOLOGY Research Design...109
11 ix Qualitative approach Case study approach Conceptual Framework Data Collection Methods Participants Interviews Documents Data Analysis Methods Transcription Coding Themes Ethical Issues Strategies for Validating Findings Triangulation Member Checking Summary CHAPTER 4 FINDINGS Transition of faculty members from face to face to online environments Advantages and Disadvantages of Online and Face to Face Teaching Advantages of Face to Face Teaching...132
12 x Disadvantages of Face to Face Teaching Advantages of Online Teaching Disadvantages of Online Teaching Assumptions of Faculty Members about Teaching and Learning Environments Impetus for transitioning to online environment Online Experiences Strengths and Weaknesses Summary CHAPTER 5: DISCUSSION Change Types of Presence in Online Environments Images or Metaphors Emotions and Emotional Intelligence Summary CHAPTER 6: IMPLICATIONS, RECOMMENDATIONS AND CONCLUSIONS Overview Implications for Practice Professional Preparation Course Development...181
13 xi A New Element in Communities of Practice Recommendations for Future Research Conclusion REFERENCES APPENDICES Appendix A Research Questions Faculty Interview questions Colleague Interview questions Student Interview questions Appendix B Informed Consent Form for Research (Colleague) Appendix C Informed Consent Form for Research (Faculty) Appendix D Informed Consent Form for Research (Student) Appendix E Institutional Review Board for the Use of Human Subjects in Research...237
14 xii LIST OF TABLES Table 1 Organizing framework of varied theoretical views of transformative learning...67 Table 2 Comparison of critical and postmodern worldviews...94 Table 3 Community of inquiry coding scheme Table 4 Reminders for planning and Teaching in an Online Environment...181
15 xiii LIST OF FIGURES Figure 1. The ADDIE model (Briggs, 1970)...23 Figure 2. Dick and Carey design model (Dick & Carey, 1996)...24 Figure 3. Conceptual map of transformative learning theory...88 Figure 4. Community of inquiry: elements of an educational experience (Garrison, Anderson, & Archer, 2000) Figure 5. Community of inquiry: elements of an educational experience (Garrison, Anderson, & Archer, 2000) Figure 6. Lari s online community of practice...162
16 1 CHAPTER 1: INTRODUCTION The purpose of the first chapter of this study is to acquaint the reader with the transition trends in distance education in colleges and universities and correspondingly, with the transition of students and faculty members from traditional to online environments. In a comparative study, Dabbagh and Nanna Ritland (2005) described the differences between traditional learning environments and web based learning environments and argued that traditional learning environments are (a) bound by location and presence of instructor and student, (b) presented in real time, (c) controlled by an instructor and (d) are linear in teaching methods. Using evolving technology, asynchronous communication and real time information, online learning environments are unbound and dynamic. McCombs (2000) states that instructional approaches are becoming more learner centered and are recursive and non linear, engaging, self directed, and meaningful from the learner s perspective (p. 1). The research cited in this introduction describes what the faculty members experience in their transition from traditional to online environments, how the faculty members perceive this transition, and articulates their assumptions about teaching and learning. This chapter also includes the three research questions along with the purpose and significance of the study. Research Questions Three questions guided this research: 1. How do faculty members describe their transition from teaching face to face to teaching in an online environment?
17 2 2. What personal, professional, pedagogical or other assumptions do faculty members hold about teaching and learning in traditional and online environments before starting their transition and how do those assumptions change after their transition? 3. How are the changes the faculty members experience as they transition from traditional to online environments defined along a continuum in relation to change theories? Background and Statement of Problem Much has been written in the literature regarding the development of distance education both in educational institutions and in industry (Dabbagh & Nanna Ritland, 2005). Maguire (2005) states that distance education used as a medium for teaching and learning has grown tremendously in the past 10 years as indicated by the number of higher education institutions that offer courses and/or full degree programs via distance learning. According to the National Center for Education Statistics (NCES, 1999), the number of degree granting higher education institutions offering distance education courses increased from 33 percent in 1995 to 44 percent in Vignare (2006) states that 20 percent of all higher education students now take online courses, a dramatic increase from under one percent in She goes on to say that the Internet and most of the new Internet communications technology have also been added to the higher education environment within the past 10 years. Hence, the shift in student demand and new Internet communications technologies has created real opportunities for new approaches to teaching and learning.
18 3 Allen and Seaman (2006) state that the overall percent of schools identifying online education as a critical long term strategy grew from 49 percent in 2003 to 56 percent in Interestingly, sixty five percent of higher education institutions report that they are using primarily core faculty members to teach their online courses compared to 62 percent that report they are using primarily core faculty members to teach their face to face courses. Howell, Williams, and Lindsay (2003) attempted to identify the current state and future directions of distance education. Through this study, several themes emerged; these themes pertained to students and enrollment, faculty members and academics, technology, and distance learning. Howell et al. (2003) concluded that the current higher education infrastructure cannot accommodate the growing college aged population and enrollments, a fact that makes distance education programs necessary. Students and Enrollment At the 88 th University Continuing Education Association (UCEA) conference, Callahan (2003) noted that the largest high school class in United States history will graduate in Based on a survey conducted by the U.S. Department of Education in collaboration with the UCEA conference, the National Center for Education Statistics predicted that college enrollment will grow 16% over the next ten years (Jones, 2003). Reeve and Perlich (2002) argue that since enrollment is not limited to traditional students, many colleges and universities acknowledge that there will be more students than their campus facilities can accommodate. Howell et al. (2003) believe that distance education may provide a solution to this growing problem for higher education institutions. Allen and Seaman (2006) stated that
19 4 the overall online enrollment increased from 1.98 million in 2003 to 2.35 million in 2004, 19% increase in just a year. Faculty Members and Academics An emerging theme from the Howell et al. (2003) study is shifting roles of traditional faculty members. Paulson (2002), Miller (2001), and Williams (2003) state that rather than delegating all technology and competency based functions to individual faculty members, these roles are now being distributed among distance education teams made up of instructional designers, technologists, and faculty members themselves. In addition to the traditional role, faculty members now play the role of facilitator, teacher, organizer, assessor, mentor, role model, counselor, coach, supervisor, problem solver, and liaison (Riffee, 2003; Roberson & Klotz, 2002; Scagnoli, 2001). Research has shown that faculty members regard teaching online as more difficult than teaching traditional face to face classes (Hartman, Dziuban, & Moskal, 2000). Results of a survey of 32 online faculty members revealed that 90 percent of faculty members believed online courses to be more difficult to teach because of workload increases due to more interaction with students (Hartman et al., 2000). Similarly, Sellani and Harrington (2002) found that faculty members complained that the online delivery was more labor intensive because of the amount of time required to grade papers and respond to questions. Dasher Alston and Patton (1998) claim that while many studies have shown no significant difference in learning outcomes between online and traditional courses, initially the faculty members try to use their traditional classroom methods to teach an online course and become frustrated when their efforts are unsuccessful in applying traditional teaching
20 5 strategies to online courses. In a survey conducted by Green (2002) regarding the role of computing and information technology (IT) in higher education, chief academic and information technology officials rated helping faculty integrate technology into their instruction as the single most important IT issue confronting their campuses over the next few years (p. 7). Brogden & Couros (2002) suggest that the labor intensive and timeconsuming demands required to develop online courses are also a cause for faculty member s frustration. Technology In 2003, the annual market for distance learning was approximately $4.5 billion (Kariya, 2003; Howell et al., 2002; Pond, 2003). Gallagher (2002) argues that not only is online learning more common now but it increases 40% annually. Distance learning students include both traditional continuing education students and younger on campus students (Anderson, 2001). Roach (2002) estimates that As many as half the students in online courses are from the traditional 18 to 25 year old students, who normally take campus based courses (p. 24). Hickman (2003) states that the Internet is being used more than any other distance education delivery method. Carr (2000) reported that 72% of those who had taught online courses were in favor of this method compared with 51% who had not taught at a distance. A similar study conducted by Linder in 2002 showed that Most teachers (85%) were not philosophically opposed to distance education (p.5). This study also found that teaching at a distance improves perceptions of distance education: Faculty members who had not taught distance education courses perceived the level of support as lower than those who had (p.5). The
21 6 results of a four year study conducted by Chick et al. (2003) show that there has been a dramatic increase in overall faculty member support for technology in their distance education endeavors, with 22% of the faculty members viewing it as important in 1999 and 57% in The study also shows that instructors feel that technology is helping them achieve their teaching objectives. The result of a survey by the National Educational Association (NEA, 2000) indicates that despite the growth of online education, faculty members are hesitant to teach online. In this survey, 50% of faculty members conveyed negative or uncertain feelings towards distance learning. The faculty members were not comfortable with online teaching environments, expressing a form of disconnectedness and dissatisfaction along with feelings of ineffectiveness in this instructional environment (Dillon & Walsh, 1992; Bower, 2001; Williams, 2003). Faculty members stated that lack of time, institutional support, and scholarly respect in the areas of promotion, tenure and training added to their frustration in teaching online classes (Baldwin, 1998; Bonk, 2001; Lee, 2001; Northrup, 1997; O'Quinn & Corry, 2002; Parisot, 1997). They were also concerned with the lack of standards for creating an online course, the threat of fewer jobs, and a decline in usage of full time faculty members, which faculty members believe results in a decline in quality of faculty members (IHEP, 2000; NEA, 2000). This resistance to online or distance education suggests that in order for faculty members to adopt online instruction as a norm, they are likely to require adjustment strategies, either from their institutions or developed among their peers. For example, these faculty members are faced with new situations when developing an online course versus a
22 7 traditional one (Levy, 2003), which includes additional planning in order to make traditional face to face assignments work effectively in online environments. Converting a traditional, one credit hour course to an online format requires a 75 percent increase in design and development time, and a 125 percent increase in the time to maintain the online course (Carroll Barefield & Murdoch, 2004). The advancements in technology have caused faculty members to ask if new technologies such as wireless, mobile laptop computing, personal digital assistants (PDAs), videoconferencing, video streaming, virtual reality, and gaming environments enhance learning (Crawford et al., 2003, p. 24). That is, will these technologies assist the online learning process? And for many faculty members, how is the question. Carroll Barefield (2004) suggests that in transitioning from traditional classrooms to online environments, faculty members should be knowledgeable not only in their content areas but also in the instructional design process. Nevertheless, due to development of such information and communication technologies, and their implications for education, online education is gaining importance (Bernard et al., 2004). Although most faculty members continue to teach in traditional formats, using classrooms as their primary sites, the transition to virtual environments is inevitable (Glenn, 2001). In fact, most distance learning faculty members have had teaching and learning experience in a traditional classroom. With universities embracing distance education (Baldwin, 1998; Cornell, 1999; Gandolfo, 1998), the faculty members have been obligated to teach these classes online (Wilson, 1998). Yet, as mentioned earlier, most faculty members do not have prior
23 8 experience in teaching online and are struggling with the new technology and new methodologies (Dillon & Walsh, 1992; Bower, 2001). A National Center for Education Statistics ([NCES], 1998) report indicates that about 60 percent of higher education institutions provided training opportunities for distance learning faculty members, whereas the other 40 percent of the universities asked faculty members to teach distance education courses without providing any special preparation for teaching online. Of the 60 percent of the universities who provide training to faculty members, about one quarter required faculty to have training in distance learning technology, 13 percent required training in curriculum development, and 17 percent in teaching methods for distance learning. The NCES survey did not address the depth or extent of the training that was provided to the faculty members at these universities (NCES, 1998). Expanding on the preceding literature review, chapter 2 of this studyincludes a literature review that indicates that there are numerous factors that affect faculty members teaching and learning, such as technological changes. In transitioning from traditional to online classrooms, faculty members may experience many changes or transformations. Richardson and Placier (2001) state that faculty members change in terms of their learning, development, socialization, growth, improvement, and cognition. The researchers frame these changes in three categories. The first are voluntary and naturalistic changes that are related to the person s background, personality, experience and their different approaches to change. The second category of change looks at the teacher s stages of development. Richardson and Placier (2001) refer to the term development as a concept of learning and moving towards becoming an experienced, expert teacher. In the final category of change,
24 9 the researchers take into consideration those changes taking place in faculty members who are engaged in formal preparation for improvement of their teaching skills. Mezirow (1991) suggests that individuals can be transformed through a process of critical reflection and perspective transformation. Transformative learning can be initiated by a disorienting dilemma; a situation that does not fit one's preconceived notions; in this case, how teaching and learning take place. These dilemmas can lead to critical reflection and development of new ways of interpreting experiences. Our meaning schemes are comprised of beliefs, attitudes, opinions, and emotions that guide action (Mezirow & Associates, 2000). As described by Mezirow (1991), transformative learning occurs when individuals change their frames of reference by reflecting critically on their assumptions and beliefs and make plans that bring about new ways of defining their worlds, thereby, transforming their perspectives. By understanding the nature of transition the faculty members go through, I was able to better comprehend how this transition affects their learning and teaching assumptions from traditional to online classroom. For those individuals following these faculty members paths, this study will be an eye opening and revealing experience into the world of online learning and teaching, an experience that has not been addressed adequately thus far in other related literature. Bateson (1994) uses several metaphors to describe the ways in which we learn from experience. The first and most central is what she calls peripheral vision, explaining that Sometimes change is directly visible, but sometimes it is apparent only to peripheral vision, altering the meaning of the foreground (p. 243). Bateson (1994) argues that while the
25 10 society focuses on gaining specialization in one thing at a time, such a focus limits our learning and impedes our ability to make meaningful connections between our different life experiences. As a foundation for this dissertation, I conducted a pilot study in which four adult education graduate faculty members participated. The purpose of the pilot study was to examine the nature of transition that faculty members go through when transitioning from traditional to distance classrooms. Results of the pilot study showed that, in all incidences that occurred in their transition from face to face to online classrooms, the faculty members needed to be able to connect what they experienced in face to face teaching to their online teaching in order to be able to understand the incident and to figure out the next best steps for themselves. It is through this process of meaning making and connecting the experiences that I believe that faculty members will be able to succeed as online teachers. Thus this pilot study helped to shape my methodology for this research. Bateson (2005) writes, We are not what we know but what we are willing to learn. This quote seems to exemplify the faculty members. In their transition, the importance is on what they are willing to learn, not only to help themselves develop professionally, but also to help the learners reach new heights. Bateson (2005) explains that willingness to learn demands respect. She argues that even ideas and beliefs that are unlike our own are invitations to curiosity and that in fact the greater the differences, the more there may be to be learned. Bateson (2005) says that the willingness to learn is a form of spirituality in that it is a stance of humility, because there is so much to be learned.
26 11 Purpose of the Study The purpose of this study was to describe the transition of faculty members from traditional to online environments and to examine their assumptions about their teaching and learning in face to face and online environments. Three questions guided this research: 1. How do faculty members describe their transition from teaching face to face to teaching in an online environment? 2. What personal, professional, pedagogical or other assumptions do faculty members hold about teaching and learning in traditional and online environments before starting their transition and how do those assumptions change after their transition? 3. How are the changes the faculty members experience as they transition from traditional to online environments defined along a continuum in relation to change theories? Significance of Study By describing the transition experiences of faculty members from traditional to online environments, their teaching and learning assumptions and possible changes and transformations, this study may assist those faculty members who have been frustrated and resistant to transitioning from traditional to online classrooms. This study will enable them to understand how they can transfer their teaching skills into another area so that they will not fear that they are losing their teaching abilities and effectiveness in the classroom. In addition to its appeal to faculty members, this study contributes to creating a body of knowledge useful to educational institutions, faculty members and others transitioning from traditional to
27 12 online classrooms. Armed with this study s findings, faculty members will be able to relate to a generation of new learners, to expand the online teaching literature regarding what teaching and learning means to the faculty members, and to bridge technology with pedagogy. By looking at the faculty members transition experiences detailed in this study, other faculty members can view the distorted or incomplete aspects of their assumptions that need further investigation. As a result of this study, fundamental deep beliefs of faculty members may change: The implication will be less resistance of faculty members to teaching online. Rather, faculty members will be able to teach in an online environment that is more compatible as well as in alignment with their beliefs. In the context of faculty members in transition from traditional to online environments, this study also illuminated an area of transformative learning that had been largely unexamined in previous studies. Furthermore, in addition to existing faculty members, this study may benefit a whole host of others, such as new online faculty members, online support staff, department chairs, curriculum developers, directors of faculty development, and those involved in planning and developing distance education efforts. Three expressions recur often in this document: situated learning, communities of practice, and transformative learning theory. Lave and Wenger (1991) state that situated learning means to place thought and action in a specific place and time and to involve other learners and the environment to create meaning. In the same study, Lave and Wenger explain that communities of practice are everywhere such as work, home and school and that over time, collective learning in these communities result in practices that cause social relations (Wenger, 1998). Mezirow (1996) explains transformative learning theory as a
GaPSC Teacher Leadership Program Standards Purpose: Georgia has identified a need to improve P-12 students academic performance as measured by various assessments. One method to ensure improved student
Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data
Arkansas Teaching Standards The Arkansas Department of Education has adopted the 2011 Model Core Teaching Standards developed by Interstate Teacher Assessment and Support Consortium (InTASC) to replace
Council for Standards in Human Service Education National Standards ASSOCIATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional
CTL 2009 ADVANCED PROGRAM REPORT 1 Because the Office of Undergraduate Studies is now requiring program assessment reports that are similar to CTL program assessment reports; The Office of Research, Evaluation,
SALT LAKE CITY SCHOOL DISTRICT MENTOR SUPPORTED COLLABORATIVE ASSESSMENT/REFLECTION LOG 2 nd and 3 rd Year Provisional Teachers Mentor Signature: Mentee Signatures: MONTH: What s Working: Current Focus
12 Section Two: Ohio Standards for the Teaching Profession 1 Teachers understand student learning and development and respect the diversity of the students they teach. Teachers display knowledge of how
Campus: Indiana University-Bloomington Proposed Title of Certificate Program: Certificate in Instructional Systems Technology Projected Date of Implementation: Fall 2003 I. TYPE OF CERTIFICATE: REGULAR
Council for Standards in Human Service Education National Standards BACCALAUREATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional
IB position paper Holistic education: An interpretation for teachers in the IB programmes John Hare International International Baccalaureate Baccalaureate Organization Organization 2010 2010 1 Language
1 Educational Leadership & Policy Studies Masters Comprehensive Exam and Rubric (Rev. July 17, 2014) The comprehensive exam is intended as a final assessment of a student s ability to integrate important
Albemarle County Schools Teacher Performance Appraisal (TPA) Rubrics The Teacher Performance Appraisal includes performance rubrics designed to guide self-assessment and reflection based on professional
UW Colleges Student Motivations and Perceptions About Accelerated Blended Learning Leanne Doyle Abstract: Nationwide, both online and blended learning enrollments are causing a paradigm shift in higher
How Accelerated Nursing Students Learn A Comparative Case Study of the Facilitators, Barriers, Learning Strategies, Challenges and Obstacles of students in an Accelerated Nursing Program Background and
Course Guide Masters of Education Program Note: 1 course = (3) credits Students need 12 credits (4 courses) to obtain Graduate Diploma Students need 30 credits (10 courses) to obtain M.Ed. or M.A Graduate
North Carolina Professional Teaching Standards For every student in North Carolina, a knowledgeable, skilled compassionate teacher...a star in every classroom. As Approved by the State Board of Education
Running Head: QUALITY MATTERS RUBRICS 1 Quality Matters Rubrics: Ensuring Quality for Online Course Development Team LARJ: Tiffany Linc, Adriana Greenlief, Roxanne Witherspoon and Julia Cutler The University
1 Doctor of Education - Higher Education The University of Liverpool s Doctor of Education - Higher Education (EdD) is a professional doctoral programme focused on the latest practice, research, and leadership
Colorado Professional Teaching Standards Standard I: Teachers demonstrate knowledge of the content they teach a. Teachers provide instruction that is aligned with the Colorado Academic Standards and their
DOCTOR IN EDUCATION COURSE DESCRIPTIONS A. CORE COURSES NEDD 800 Professionalism, Ethics, and the Self This introductory core course will explore and interrogate ideas surrounding professionalism and professionalization.
Internet and Higher Education 9 (2006) 107 115 Assessing the quality of online courses from the students' perspective Andria Young, Chari Norgard 1 University of Houston-Victoria, 3007 N. Ben Wilson, Victoria,
Approved by Academic Affairs May 2010 DEPARTMENT OF MARKETING COLLEGE OF BUSINESS ADMINSTRATION POLICY ON REAPPOINTMENT, TENURE, AND PROMOTION (RTP) I. DEPARTMENT OF MARKETING RTP POLICY A. Preamble B.
Ph.D. Counselor Education and Supervision 2014 2015 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised
A STRATEGY PAPER FROM Realizing the Full Potential of Blended Learning FLICKR/CONCORDIA What higher education institutions say about effective instructional strategies, practices and technologies for student
Hello, thank you for joining me today as I discuss universal instructional design for online learning to increase inclusion of I/DD students in Associate and Bachelor degree programs. I work for the University
Research Basis for Catchup Math Robert S. Ryan, Ph. D. Associate Professor of Cognitive Psychology Kutztown University Preface Kutztown University is a 4 year undergraduate university that is one of 14
Teaching Online at UD Best Practices Guide Version 1.0 April 14, 2009, Updated January 26, 2015 Ryan C. Harris Learning Teaching Center UDit Curriculum Innovation and E Learning Delivering Quality Online
Crosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the Equivalent in the Performance Based Principal Licensure Standards (current principal standards)
A Guide to Curriculum Development: Purposes, Practices, Procedures The purpose of this guide is to provide some general instructions to school districts as staff begin to develop or revise their curriculum
Instructional Delivery Rationale for an On and Off-Campus Graduate Education Program Using Distance Education Technology Kathryne A. Newton, Mathias J. Sutton, and Duane D. Dunlap Purdue University Session
NYSED/NYCDOE JOINT INTERVENTION TEAM REPORT AND RECOMMENDATIONS BEDS Code/DBN: 19K660 School Name: W. H. Maxwell High School 145 Pennsylvania Avenue School Address: Brooklyn, NY 11207 Principal: Jocelyn
2003 Midwest Research to Practice Conference in Adult, Continuing, and Community Education Role of Social Presence, Choice of Online or Face-to-Face Group Format, and Satisfaction with Perceived Knowledge
POWAY UNIFIED SCHOOL DISTRICT CONTINUUM OF TEACHING STANDARDS Poway Unified School District Teaching Standards Domain I Domain II Domain III Domain IV Domain V Planning and Designing Instruction Element
STANDARD I: ELEMENT A: Teachers demonstrate leadership Teachers lead in their classroom Developing Has assessment data available and refers to it to understand the skills and abilities of students Accesses
UNIVERSITY LEADERSHIP COUNCIL The Undergraduate Education Office and First-Year Offerings Custom Research Brief TABLE OF CONTENTS RESEARCH ASSOCIATE Joe LeMaster RESEARCH MANAGER Sarah Moore I. Research
Experiential Education as a Best Practice Pedagogy for Environmental Education in Teacher Education Volume 1 Barry Law B.PE. M.Ed (Distinction) Dip Tchg Submitted in fulfilment of the requirements of the
Elementary MEd I. The Relationship of the Program with the Unit s Conceptual Framework Shaping Tomorrow: Ideas to Action The Early Elementary Education program for prospective elementary education candidates
Talent Management William A Guillory, Ph.D. Innovations International, Inc. Salt Lake City, Utah 84117 Talent management is an initiative designed to source, attract, recruit, develop, advance, and retain
THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES Instructor: David Dietrich, Ph.D. Office: 219 McWherter, Jackson State Community College, Jackson, TN 38301 Phone: 731.267.2949 or
Division of Educational Leadership and Policy Studies Comprehensive Examination Policy and Procedure Statement Ed.D. Program Purpose The purpose of the comprehensive exam is to provide the doctoral candidate
1 Blood, Sweat and Tears: Insights into the Lived Experiences of Graduates of an Accelerated Undergraduate Degree-Completion Program Bonnie Flynn, Ed.D., MPH National-Louis University Abstract: This is
Additional Qualification Course Guideline Special Education, Specialist Schedule D Teachers Qualifications Regulation April 2014 Ce document est disponible en français sous le titre Ligne directrice du
College of Psychology and Humanistic Studies (PHS) Curriculum Learning Goals and PsyD Program Learning Goals, Objectives and Competencies (GOCs) College of PHS Learning Goals PsyD Program Learning Goals
The Truth About Online Learning Communities David S. Stein, Ph.D. Associate Professor The Ohio State University Constance E. Wanstreet, Ph.D. Adjunct Assistant Professor The Ohio State University Hilda
Education Perspectives BEST PRACTICES: CREATING AN INNOVATIVE EDUCATIONAL EXPERIENCE PERSONALIZED LEARNING PRACTICES TO ENGAGE STUDENTS AND INCREASE PERFORMANCE Barbra Thoeming 2 INTRODUCTION BEST PRACTICES
Professional Development Coordinator Competencies and Sample Indicators for the Improvement of Adult Education Programs A Publication of Building Professional Development Partnerships for Adult Educators
Faculty Senate Ad Hoc Committee on Quality in Online Learning. The Faculty Senate Ad Hoc Committee on the Future Direction of Quality Education is charged with: Defining quality in online/distance education
What Faculty Learn Teaching Adults in Multiple Course Delivery Formats Karen Skibba, MA Instructional Design Specialist University of Wisconsin-Whitewater Doctoral Candidate University of Wisconsin-Milwaukee
Contents Foreword vii Preface ix Acknowledgments xiii 1. Introduction 1 2. Caring and the Nursing Administrator 10 3. The Element of Caring in Nursing Administration 27 4. Organizational Theory 38 5. Leadership
Spring 2010 Students Perceptions and Opinions of Online Courses: A Qualitative Inquiry A Report by South Texas College s Office of Research & Analytical Services South Texas College Spring 2010 Inquiries
PREPARATION FOR TEACHING IN CATHOLIC SCHOOLS Preparation for Teaching in Catholic Schools (Initial Teacher Education Course) 2012 1. Introduction 1 The Institute for Catholic Education periodically updates
Master of Arts in Instructional Technology Program Policies and Procedures Manual 01-015 Master of Arts in Instructional Technology Program School of Education The Richard Stockton College of New Jersey
ECAR Respondent Summary March 2003 Respondent Summary Evolving Campus Support Models for E-Learning Courses Paul Arabasz and Mary Beth Baker Wireless networks, course management systems, multimedia, and
1 Conley, D. T. (2010). College and Career Ready: Helping all Students Succeed Beyond High School. San Francisco: Jossey Bass. (Abstract prepared for AVID Postsecondary by Harriet Howell Custer, Ph.D.)
Masters of Reading Information Booklet College of Education Department of Teaching and Learning Bloomsburg University's Masters in Reading/Reading Certification degree program provides theoretical, analytical
Kouzes, J. M., & Posner, B. Z. (2007). The leadership challenge (4th ed.). San Francisco, CA: Jossey-Bass. Reviewed by Chelsea Truesdell Introduction The Leadership Challenge serves as a resource for any
Department Name: Science Middle/Secondary Education Date Submitted and Academic Year: Fall 2011 for AY 2011-2012 Department Mission Statement: All SUNY Potsdam education programs are aligned with our conceptual
Illinois Professional Teaching Standards Preamble: We believe that all students have the potential to learn rigorous content and achieve high standards. A well-educated citizenry is essential for maintaining
THE UIS MODEL FOR ONLINE SUCCESS Bill Bloemer, Ph.D. Research Associate, Center for Online Learning, Research and Service University Of Illinois Springfield ABSTRACT This case study describes the philosophy
ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching Course: ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Credit: 9 Semester Credit Hours (Undergraduate),
Rubric for Evaluating North Carolina s Instructional Technology Facilitators Standard 1: Instructional Technology Facilitators demonstrate leadership. Not Demonstrated Developing Proficient Accomplished
Standards for Professional Development APRIL 2015 Ohio Standards for Professional Development April 2015 Page 1 Introduction All of Ohio s educators and parents share the same goal that Ohio s students
1 of 10 Best Practices: A Triangulated Support Approach in Transitioning Faculty to Online Teaching David Covington Associate Professor English Department NC State University firstname.lastname@example.org
Living and Learning with Technology: Faculty as Reflective Practitioners in the Online Classroom Patricia A. Lawler, Kathleen P. King, Stephen C. Wilhite Widener University, Fordham University, Widener
LEAD-1559 Assessment: Certificate in Applied Leadership The Assessment: Certificate in Applied Leadership is a mail-in assessment. Enroll in this assessment when you have completed all required courses
M.A. Counseling Psychology 2015 2016 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised version. 2) Policies
ipad USE AND STUDENT ENGAGEMENT IN THE CLASSROOM Oraib Mango, PhD Assistant Professor World Languages and Literatures California State University, San Bernardino OMango@csusb.edu ABSTRACT ipads and handheld
For more resources click here -> Building Online Learning Communities: Factors Supporting Collaborative Knowledge-Building Joe Wheaton, Associate Professor David Stein, Associate Professor Jennifer Calvin,
Further Education: General and Programme Requirements for the Accreditation of Teacher Education Qualifications In accordance with Section 38 of the Teaching Council Act, 2001 and Regulation Five of the
DOCTOR OF PHILOSOPHY DEGREE Educational Leadership Doctor of Philosophy Degree Major Course Requirements EDU710 (3.0 credit hours) Ethical and Legal Issues in Education/Leadership This course is an intensive
LEAD-1559 Assessment: Certificate in Applied Leadership (CAL) The Assessment: Certificate in Applied Leadership is an electronic assessment to be emailed in to email@example.com. Enroll in this assessment
u Field Experience Handbook for Supervising Library Media Teacher or Teacher Librarian Revised 2010 Dear Supervising Teacher Librarian: Thank you for your willingness to have a student perform fieldwork
Instructional Strategies: What Do Online Students Prefer? Kristen Cuthrell Assistant Professor East Carolina University College of Education Curriculum and Instruction Greenville, NC USA firstname.lastname@example.org
University Council for Educational Administration (UCEA) Institutional and Program Quality Criteria Guidance for Master s and Doctoral Programs in Educational Leadership 2012 University Council for Educational
TL2: Transformative Learning and Transformative Leadership in Successful Cooperative Extension Staff Partnerships Nancy K. Franz Associate Professor of Youth Development University of Wisconsin Extension
Strengthening the Role of Part-Time Faculty in Community Colleges EXAMPLE JOB DESCRIPTION FOR PART-TIME FACULTY: Valencia College - Job Description and Essential Competencies Valencia College Job Description:
STUDENTS PERCEPTIONS OF ONLINE LEARNING AND INSTRUCTIONAL TOOLS: A QUALITATIVE STUDY OF UNDERGRADUATE STUDENTS USE OF ONLINE TOOLS Dr. David A. Armstrong Ed. D. D Armstrong@scu.edu ABSTRACT The purpose
Doctor of Education Program Handbook Student Copy Revised Summer 2013 1 Introduction The Johns Hopkins University (JHU) School of Education (SOE) attracts the most innovative and progressive scholars without
Office of the Provost Ph.D. in School Psychology Academic Assessment Plan 2013-14 College of Education John Kranzler email@example.com University of Florida Institutional Assessment Continuous Quality
Approaches to learning (ATL) across the IB continuum Through approaches to learning in IB programmes, students develop skills that have relevance across the curriculum that help them learn how to learn.
Getting an Education Schools Leaders Need Specialized Development The unique elements in the public school setting in the United States demand a more customized approach to the development of its leaders.
Ch. 354 PROFESSIONAL EDUCATORS 22 CHAPTER 354. PREPARATION OF PROFESSIONAL EDUCATORS Sec. 354.1. Definitions. 354.2. Purpose. GENERAL PROVISIONS GENERAL 354.11. Minimum requirements for approval. 354.12.
University of La Verne College of Education and Organizational Leadership Doctoral Program in Organizational Leadership External Review of Self Report External Examiner Report Prepared by: Jim Cox, Ph.D.
The Management of the International Online Distance Learning Program in Thailand Krisda Tanchaisak Assumption University firstname.lastname@example.org Abstract Online learning is popular throughout the world however
Re-Definition of Leadership and Its Implications for Educational Administration Daniel C. Jordan Citation: Jordan, D. (1973). Re-definition of leadership and its implications for educational administration.
Program Assessment Summary Table 16: Masters in Social Work (MSW) Term 2005-2007 Learning Outcomes Assessment Outcome/Goal Assessed Annual review of all outcomes both foundational year and concentration