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Supporting the Changing Nature of Faculty in Institutions of Higher Education

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The demands and nature of being a faculty member are evolving rapidly. Massive shifts in information, technology, and learning theory come with increased demands on faculty to focus more on the media versus the message leaving them to wonder, “When will I be able to start teaching the content?” Reactive support models where technologists, librarians, and designers are on call for issues in the class leave faculty struggling with incorporating current technology and information skills effectively into their courses along with updating the relevance of their course content. This session proposes a more proactive model of embedded professionals that directly engage with students on projects and assignments under the guidance of the faculty member. By embedding the technologists and librarians into the course, they are more keenly aware of the course objectives, faculty direction, and needs of the students to better answer questions, provide supplementary instruction, increase student success, and course satisfaction.

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Supporting the Changing Nature of Faculty in Institutions of Higher Education

  1. 1. Michael R. Berta, Ed.D. Becca L. Bley, M.L.S. Bruce A. Shields, Ph.D.
  2. 2. A Faculty Perspective
  3. 3. A Faculty Perspective CC BY-NC: Rachel Lovinger
  4. 4. CC BY: Wikipedia A Faculty Perspective
  5. 5. A Faculty Perspective
  6. 6. A Faculty Perspective
  7. 7. A Faculty Perspective
  8. 8. What is Changing?
  9. 9. What is changing?
  10. 10. What is changing?
  11. 11. Why is it Changing?
  12. 12. Why is it changing?
  13. 13. Why is it changing? CC BY: chrisjess
  14. 14. Why is it changing?
  15. 15. Supporting the Change
  16. 16. Supporting the Change Model of Instructor Roles (Berge, 2008) Social Managerial Role Pedagogical Role Technical Role
  17. 17. Supporting the Change – Library Social •Embedded Librarian Managerial •Proactive Collection Development Pedagogical •Research Guides and Support Technical •Navigating Knowledge
  18. 18. Supporting the Change – Instructional Technology and Design Social •Instructional Activities •Socio-Technical Interaction Guidance Managerial •Ongoing Course Guidance •Assessment Pedagogical •Course Design •Embedded Designer Technical •Hardware/Software Setup •Technical Support
  19. 19. Supporting the Change – A Faculty Example Social •Group Activities •Office Hours Managerial •Time Management •Syllabus and Grading Standards Pedagogical •Art and Science of My Teaching •Research and Publications Technical •Classroom Technology •Online Technology
  20. 20. Proposed Working Model
  21. 21. Proposed Working Model Librarian Technologist Designer Faculty Social ManagerialTechnical Pedagogical
  22. 22. References Austin, A. E., & Sorcinelli, M. D. (2013). The future of faculty development: Where are we going? New Directions for Teaching & Learning, 2013(133), 85–97. Berge, Z. L. (2008). Changing instructors’ roles in virtual worlds. Quarterly Review of Distance Education, 9(4), 407–414. Calma, A., & Vista, A. (2012). Evaluating the impact of faculty-embedded tutor training program factors on perceived future training needs using structural equation modeling. ISRN Education, (2012), 1-11. Conn, S. (2014, August 5). The rise of the helicopter teacher. The Chronicle of Higher Education. Retrieved from http://chronicle.com/blogs/conversation/2014/08/05/the- rise-of-the-helicopter-teacher/ Danner, R. A. (2010). Supporting scholarship: Thoughts on the role of the academic law librarian. Journal of Law & Education, 39(3), 365–386. Fontenot, H. B., Hawkins, J. W., & Weiss, J. A. (2012). Cognitive dissonance experienced by nurse practitioner faculty. Journal of the American Academy of Nurse Practitioners, 24(8), 506–513. doi:10.1111/j.1745-7599.2012.00726.x
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  24. 24. Rocca, S. J. (2010). Determining the professional development needs of faculty in a college of agriculture. NACTA Journal, 54(1), 69–75. Sasse, C., Schwering, R., & Dochterman, S. (2008). Rethinking faculty role in a knowledge age. Academy of Educational Leadership Journal, 12(2), 35–48. Siegler, M. (2010, August 4). Eric Schmidt: Every 2 days we create as much information as ae did up to 2003. Techcrunch. Retrieved from http://techcrunch.com/2010/08/04/schmidt-data/ References
  25. 25. /drmikeberta @mikeberta /in/mikeberta mikeberta.com mberta@daemen.edu Michael R. Berta, Ed.D. @beccabley /in/beccabley rbley@daemen.edu Becca L. Bley, M.L.S. bit.ly/bruceshields bshields@daemen.edu Bruce A. Shields, Ph.D.