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ON-LINE TEACHING PARTNERSHIPS

ON-LINE TEACHING PARTNERSHIPS Presented by Julian Scheinbuks (Chicago State University) Sharon McCurdy (University of Illinois at Springfield) Ray Schroeder (University of Illinois at Springfield) Anthony Piña (Northeastern Illinois University) PREMISE for the Study

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ON-LINE TEACHING PARTNERSHIPS

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  1. ON-LINE TEACHING PARTNERSHIPS Presented by Julian Scheinbuks (Chicago State University) Sharon McCurdy (University of Illinois at Springfield) Ray Schroeder (University of Illinois at Springfield) Anthony Piña (Northeastern Illinois University)

  2. PREMISE for the Study ONLINE LEARNING TECHNOLOGIES enable inter-institutional collaborations that are unprecedented in the history of academia. Thejoining classes across geographic and institutional boundaries can help institutions meet challenges associated with diversity, specialization, and under-enrollment.

  3. A collaboration between CSU, UIS and NEIU has been established to meet these Expectations: • The Provide an opportunity to educate a diverse student population by a diverse faculty within Illinois • To address how to best meet expectations and of providing specialized instruction for higher educational programs: • The opportunity for experts in a field to team teach class or to invite guest lecturers to enhance instruction • The opportunity for students and faculty with diverse backgrounds to interact and synthesize a unique learning outcome.

  4. Expectations for CSU, UIS and NEIU Collaborations Continued c) The opportunity to introduce new technologies to enhance instruction and demonstrate how pedagogically these may be effectively used. Tools such as Blackboard, Elluminate, podcasting, etc, were introduced with the expectation that these would be used in collaborations. d) The collaborations would provide an opportunity for mentor mentee relationships between faculty teams with the support of either the instructional technology support groups (ODL, OTEL and CTL) from each university. e) The opportunity to provide cross-disciplinary units to enhance instruction.

  5. Expectations for CSU, UIS and NEIU Collaborations continued 3. To provide a strategy for promoting student retention and increasing graduation rates. • The creation of new classes which may meet student needs at the various campuses that enhance and provide for curriculum development. b. Regular scheduled classes available to meet student needs at any of the participating campuses that are not subject to minimum enrollment restrictions.

  6. Chicago State University 7,000 students 37 bachelor degrees 22 graduate degrees 1 doctoral degree Largest Minority Population in Illinois • 80% African American • 0.6% Asian American or Pacific Islander • 6.7% Hispanic American • 0.1% Native American • 9.9% Caucasian 70% women, 30% men

  7. University of Illinois at Springfield 4700 students 21 bachelor degrees 25 minors 20 master degrees 1 doctoral degree 14 fully online degree programs E-tuition 30% growth 91% retention in online programs

  8. 12,000 students 37 bachelor degrees 45 minors 31 master degrees Northeastern Illinois University • Most ethnically diverse • university in Midwest: • 49% Caucasian • 25% Hispanic • 12% African American • 10% Asian • 4% Other

  9. Development of Partnerships • Faculty Meeting using videoconferencing and Elluminate. • Faculty reviewed their experiences and interests in team teaching using technology • An Online Teaching Partnership website was established where faculty provided contact information and listed their interests. • The technology support group at each university functioned as a broker by assisting faculty in finding a teaching partner at another university. • Teaching Partnership Proposals were developed with guidance of the technology support group.

  10. Partnership Considerations • The rationale for the teaching partnership • The Creation of a syllabus that defines the collaboration. • The degree of collaboration: a full semester or one or two units. • The roles of faculty: mentor or mentee. • The instructional responsibilities of each partner. • The use of technology to support the collaboration • The academic level of the students from each class. • Anticipated enrollments from each university.

  11. CSU/UIS Fall ‘04 • K-12 pre-service and in-server educators • UIS EDL 547 / CSU T&ED 394/G • Shari McCurdy / Patrice Boyles • 20 UIS students / 8 CSU students • 6 week long project • Synchronous – Elluminate • Bi-weekly to weekly interactions among students and faculty members in planning and implementing technology survey project

  12. CSU/UIS Spring 2005 • Internet and American Life class • UIS PAC 442 / CSU OC-Ed 391.51 (Special Topics) • Ray Schroeder / Charles Savitt • 29 UIS students / 6 CSU students • Full semester – team taught – merged discussions • Asynchronous – Blackboard • Synchronous – Elluminate • Daily to weekly interactions among students and faculty members on the impact of the Internet in urban and rural lives

  13. CSU/UIS Spring 2005 • Creative Writing Workshop/Black Women Writers • CSU Eng 368/UIS LSC 429 • Sandra Jackson Opoku/Kemau Kemayo • 15 CSU students/21 UIS students • 2 weeks-Team taught--merged discussions • Asynchronous --Blackboard • Synchronous--Elluminate • Two weekly interactions by Elluminate and assynchronous discussions. • The syllabi for both courses were revised to include the collaborative unit.

  14. NEIU/CSU Summer ‘06 • Ed. Leadership & Prospective Teachers • NEIU LEAD 470 / CSU Cougar Academy • Anthony Piña / Nancy Grim • 10 NEIU students / 21 CSU students • Evaluation of Educational Software • Asynchronous via Blackboard • Non-Linear PowerPoint for Teaching • Synchronous via Elluminate

  15. NEIU/CSU Challenges • Designed for upper division college • Did not know about H.S. students at CSU • H.S. students not familiar with terminology or prepared for evaluation • “What is Peed-A-Gaw-Guy?” • Had to re-word instruction on the fly • Bb discussion board postings • NEIU students posted analyses • CSU students posted 1 sentence statements

  16. NEIU/CSU People & Tools • Teachers at CSU site solved issues • PC/Macintosh compatibility issues • Student tech ability issues • Blackboard & Elluminate effective • Robust tools for synchronous & asynchronous instruction and interaction

  17. NEIU/CSU Lessons Learned • Know your audience! • Easier to present than teach software live • Overall it was positive experience • I would do it again

  18. Summary & Conclusions • This presentation has reviewed examples of at least 4 teaching partnerships. • One complete course collaboration • Three or more collaborations of one or two units • The use of technology to provide access to a diverse student body by forming teaching collaboratives offers the possibility of becoming a very effective tool for providing a well-rounded education for students at the various institutions of higher learning within Illinois.

  19. Conclusions • The use of teaching partnerships may provide our students an opportunity to graduate with degrees sooner and increase our rates of graduation. • The bridging of distances to provide access to faculty experts moves education for our students to a leveled or “flat” instructional arena. • We expected to learn how to promote teaching partnerships between our institutions so that these methods may be applied to the development of a state-wide teaching collaborative initiative.

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