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The 12th Annual Sloan-C International Conference on Asynchronous Learning Networks. Ensuring Academic Quality: Innovations in Faculty Mentorship & Evaluation Drs. Lisa Bunkowski, Michael Eskey, Roxanne Gonzales Nov. 9, 2006. © 2006 – Park University, School for Online Learning.

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The 12th annual sloan c international conference on asynchronous learning networks l.jpg

The 12th Annual Sloan-C International Conference on Asynchronous Learning Networks

Ensuring Academic Quality: Innovations in Faculty Mentorship & Evaluation

Drs. Lisa Bunkowski, Michael Eskey, Roxanne Gonzales

Nov. 9, 2006

© 2006 – Park University, School for Online Learning


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Presentation Objectives Asynchronous Learning Networks

  • Overview of Park model;

  • Compare and contrast mentorship and evaluation;

  • Policy implications to the formalized evaluation of adjunct faculty;

  • Translate to your online environment.

© 2006 – Park University, School for Online Learning


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Overview Asynchronous Learning Networks

  • Training for online:

    • CDL 750 Park Online Instructor Qualification Seminar

      • Faculty facilitated course

  • Online Instructor Evaluation System (OIES)

  • CDL 751 Faculty Forum on Teaching and Evaluation

© 2006 – Park University, School for Online Learning


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OIES Functions and Goals Asynchronous Learning Networks

  • The intent of the OIES is to ensure quality in all online classrooms.

    • Inform personnel decisions (part-time faculty)

    • Improve instructor performance

    • Enhance student satisfaction

    • Identify professional development needs

    • Encourage scholarship of teaching

    • Aid accreditation, assessment needs, and ACE Principles

© 2006 – Park University, School for Online Learning


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© 2006 – Park University, Asynchronous Learning Networks

School for Online Learning


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OIES Process Asynchronous Learning Networks

  • Formative

    • Preterm and 3 formative reviews during the term

    • Instructor self-review during the term

    • Phone and email dialogue

  • Summative

    • Summative Evaluation after the term

    • Student survey after the term

© 2006 – Park University, School for Online Learning


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OIES Process Asynchronous Learning Networks

© 2006 – Park University, School for Online Learning


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OIES Process Asynchronous Learning Networks

Student

Instructor

Program Coordinator

Instructor

Evaluator

Summative

Formative

© 2006 – Park University, School for Online Learning


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Instructor Retention Recommendations Asynchronous Learning Networks

At the end of the term, the OIES provides departments (program coordinators) a Summative Evaluation (with recommendation)

  • Recommendation to Retain

  • Recommendation to Retain with Contingencies

    • (i.e. continued “visits” with instructor evaluator, limit sections, limit number of students, follow evaluation subsequent term, etc.)

  • Recommendation for Probation

    • (i.e. another OIES review, limit sections, limit number of students, etc.)

  • Recommendation to Not Retain

    • (i.e. major problems with online facilitation were noted, unwillingness to modify or adapt, violations of online policies, etc.)

© 2006 – Park University, School for Online Learning


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Mentorship or Evaluation? Asynchronous Learning Networks

  • Formative Reviews

    • Guides new and existing instructors

    • Invigorates existing instructors

    • Park is active with adjuncts

    • Resource

  • Summative Review

    • Evaluation

© 2006 – Park University, School for Online Learning


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Instructor Feedback Asynchronous Learning Networks

  • “It helps knowing that Park is committed to our success as new online instructors.”

  • “I have printed out copies of all my reviews and I review them all every couple of days to make sure that I am on track.”

  • “Thanks so much for taking the time to review my class. It is obvious that you have invested a lot of time in the evaluation process.”

  • “I love the constructive criticism and since this is my first time teaching online courses, it is greatly appreciated…as I go through the course I see my mistakes as well as the positives. Your suggestions are great…”

  • “The review process is worthwhile and will benefit me for many future terms, so I feel it is an important investment in the future of Park faculty and students.”

© 2006 – Park University, School for Online Learning


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Policy Asynchronous Learning Networks

  • How to best work with academic departments (needs and collaboration)?

  • Use in faculty hiring

  • Undergraduate vs graduate

  • Integration into the institutional culture

© 2006 – Park University, School for Online Learning


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OIES Team Asynchronous Learning Networks

  • Lisa Bunkowski, PhD History (Austin, TX)

  • Kay Dennis, EdD Healthcare/Nursing (Beaufort, NC)

  • Michael Eskey, PhD Criminal Justice (Omaha, NE)

  • Roxanne Gonzales, EdD Adult Education (Rye, NH)

  • Frank Incalcaterra, MEd Management (Peoria, AZ)

  • Jutta Pegues, PhD History (Columbus, OH)

  • Marthann Schulte, PhD Education (Kansas City, MO)

    • Full time faculty (1/2 duties - academic department; 1/2 duties - School for Online Learning)

© 2006 – Park University, School for Online Learning


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Translate Asynchronous Learning Networks

  • Review

    • Online process

    • Best practices/research

    • Your policies

  • Establish

    • Critical criteria to evaluate

    • Policy

    • Procedure

    • Staff

    • Buy-in

© 2006 – Park University, School for Online Learning


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Resources Asynchronous Learning Networks

  • http://www.park.edu/online/faculty/Best_Practices/index.asp

  • http://www.park.edu/online/faculty/Best_Practices/principles_and_standards.html

© 2006 – Park University, School for Online Learning


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Contact Asynchronous Learning Networks

  • Dr. Lisa M. Bunkowski

    • lisa.bunkowski@park.edu

  • Dr. Michael Eskey

    • michael.eskey@park.edu

  • Dr. Roxanne M. Gonzales

    • roxanne.gonzales@park.edu

  • http://www.park.edu/

© 2006 – Park University, School for Online Learning