2016-2017 Mentorship Program details
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This document provides information about a faculty mentorship program for developing online/blended courses. It outlines that faculty will receive a holistic, personalized approach to course design with feedback. Mentors will work with faculty to meet course goals and have courses reviewed using a Quality Matters rubric. Faculty will receive a $1000 stipend for participation and have opportunities to become mentors in the future. A timeline is provided for the program throughout an academic year.
2016-2017 Mentorship Program details
- 2. A holistic and personalized approach to professional development in online/blended learning and teaching Multiple opportunities for feedback and evaluation while developing and teaching a new course Faculty get to know one another better across disciplines
- 3. Mentor faculty will work with faculty Course Developers to meet personalized course design goals Each course is reviewed with the Quality Matters rubric Download the rubric and more: https://www.dropbox.co m/sh/7bwhoit985wcgt0/ AACYABAPMR_OTwbPL 0xVp-Cea?dl=0
- 4. Can be from any department Can be any type of course – new, existing, online, traditional, hybrid Mentors can choose to work with faculty across multiple departments Stay in regular communication with mentors throughout the academic year
- 5. Support! Your Guide and Center forTeaching and Learning are here to help New course modules and more effective materials! Whether it’s an existing course or something brand new, you will have something you know is quality A stipend! For participating, developing your course to meet your goals, and going through QM review, you receive $1000 A chance to be a Mentor next year! With a course that “passes” the Quality Matters rubric, you’ll be certified to serve as a Mentor
- 6. There is an online course for the PNW Qm Mentorship Program available in your MyBlackBoard tab Discussions and resources abound, including downloads for the QM Rubric and much more! Use this tool to learn, share, and collaborate
- 7. Note: Your timeline may vary depending on individual goals and needs Fall 2016: CTL hosts monthly workshops on different topics (recommended but not required for Course Developers) Meet with Mentor periodically during the semester Guides provide informal QM evaluation Upcoming workshops: November 2: Scholarship ofTeaching and Learning November 7-10 National Distance LearningWeek – TECH 298, 12pm – 1:30pm, http://centers.pnw.edu/teaching/calendar/
- 8. Spring 2017: Continue your work! You may be teaching the course you developed – great!We will help Keep meeting with mentors Keep an eye on upcoming workshops available Reach out if you need help meeting your goals By End of Spring 2017: Mentors will evaluate all courses and make determinations and recommendations with the full QM rubric
- 9. Mentors provide continual feedback on all areas of course Objectives Assessments Interaction Course Navigation Accessibility Formal review by end of spring semester (can be earlier if you’re ready) is performed a collaborative effort, never punitive
- 10. Get to know the QM rubric and ask questions if you have any You can use the rubric as a checklist to keep your course in top shape Many items involve simple fixes, such as: adding the instructor’s availability times organizing course content into modules or units for easier navigation making grading more transparent
- 11. Alignment is key – all course objectives should align to lessons, activities, and assessments What do you absolutely need students to get from your course? How do they get there? How do they know what your expectations are for getting there? Objectives should use “action verbs” – if you can see someone doing it, it’s a good verb! Avoid the use of words like “learn” and “understand” in course objectives
- 12. Use ABCD: Audience Behavior Condition Degree By the end of the workshop, participants will be able to write at least five measurable, student-centered learning objectives using appropriate action verbs”
- 13. Thinking skill Action verbs Student products
- 14. Ask yourself some questions: What do you want your course to look like? Where do you want students to click and what do you want them to do? Consider using plain old pen and paper to draw an outline of what your ideal course looks like, and work from there
- 15. CTLWorkshop Library: http://centers.pnw.edu/teaching/workshop- materials-archive/ Designing Exemplary BlackBoard Courses from NIU: http://www.jasonrhode.com/bbecpworkshop13 Dr. Curt Bonk’sYouTube feed with wonderful videos about teaching online: https://www.youtube.com/user/TravelinEdMan Course design resources: http://centers.pnw.edu/teaching/coursedesign/