Leading Educational Technology Change Through Faculty Development: Creating Lasting Relationships

Presenter Information

Edward W. Finn III, Associated Colleges of the MidwestFollow

Streaming Media

Submission Type

20-minute Presentation

Abstract

Learning environments in are changing rapidly, with increased attention surrounding active learning, educational technologies, and their impact on teaching and learning. Companies are introducing innovative technologies at breakneck speeds, often overwhelming academic leaders needing to meet the needs of the institution, faculty, students, and community. This whirlwind of change creates new challenges and opportunities to address as leaders guide their institutions toward adopting new educational technologies. Faculty are increasingly bombarded by innovative technology, while remaining pedagogically grounded. This presentation draws on research in this area and experience working with faculty and staff from 14 residential liberal arts colleges.

Start Date

5-23-2018 1:50 PM

Description

Campuses and universities are facing a myriad of challenges regarding in the context of teaching and learning. Faculty development initiatives are increasingly focused on navigating the gray areas where bright lines between teaching and administration may once have existed. A key driver in this conversation is the rising importance of educational technologies. Regardless of whether a course is completely online, uses technology to assist in face to face instruction, or exists somewhere along this continuum, the perceptions of faculty surrounding technological innovation are essential in understanding continued development opportunities.

A case study of nine faculty members was conducted by the presenter at an urban Midwestern campus, examining their perceptions of transitioning to a new Learning Management System (LMS). Various change frameworks were used to examine faculty perceptions, resulting in three findings related to leading acceptance and adoption of technology:

1. Creating and Communicating a Compelling Vision
2. Involving Faculty in the Decision-Making Process
3. Providing Encouragement, Support, and Continuing Education

From these findings, eight recommendations were suggested:

1. Adopt and Appropriate Change Framework
2. Involve Faculty Early and Often
3. Communicate Boldly
4. Energize Academic Leaders
5. Create a Culture of Innovation
6. Avoid Complacency and Negativity
7. Avoid Tunnel Vision
8. Avoid the Pursuit of Perfection

As part of his work with the 14-member schools of the Associated Colleges of the Midwest (ACM), the presenter travels and meets with faculty, technologists, librarians, and administrators regarding faculty development opportunities. Many of these opportunities include using innovative technologies in teaching, learning, and research with some grant funding available to facilitate collaboration between and among the campuses. ACM campuses share many common attributes. However, they face differing challenges regarding institutional resources, governance structures, academic calendars, and geographic location. The case study conducted aids in exploring these conversations in different contexts.

Using the case study findings and recommendations to highlight current campus challenges creates and opportunity to develop institution-level strategies, initiatives, and programming around the acceptance and adoption of technology in the classroom. A consortial approach to faculty development allows institutions to address gaps in their institutional resources and work to complement one another.

The session itself will consist of an opening poll, asking participants questions related to barriers. This will narrow the discussion, creating opportunities for feedback and reflection. Next, a conversational tone will be adopted and encouraged, asking participants to share common strategies and frameworks for leading through technological change.