New Faculty Orientation Needs Assessment Report

Conducted by: Scott Bissell

Lead Instructional Designer

Center for Faculty Excellence

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Analysis Process

• Compared orientation to current competency model and instructor role expectations

• Reviewed participant feedback provided at end of orientation and follow-up provided after first course taught

• Gathered supervisor feedback through review section and survey• Included feedback from NFO instruction team from monthly meetings

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Current Orientation Structure• Orientation to Laureate and Walden using online resources, academic

leader podcasts and Center overview self-paced modules• Overview of social change via reading and discussion questions • Role competencies trained through self-paced modules and discussion

questions• Technical skills with some use of role competencies are used in a practice

classroom• Compliance/regulatory training is done via self paced modules on FERPA

and Academic Integrity • FED introduced via self-paced module and then data is entered as a

requirement• Participants complete self-reflections through discussion questions and

self-assessment

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Current NFO Structure by WeekWeek Outcomes1 – Walden University

• Trace the history of Walden from its early days and describe how that history was shaped by the founding vision.• List the key features of the Walden Vision, Mission, and Goal statements.• Analyze and find applications of “positive social change”.• Locate key resource accessed from the Faculty Portal.• Describe academic center functions and resources for students and faculty.

2 – Walden University Faculty

• Determine the values and commitments typical of Walden faculty members • Examine the faculty governance structure at Walden University and other policies in the Faculty Handbook and related

policy resources. • Describe the requirements and course descriptions of the program in which you will be working. • Identify strategies to perform key instructional roles including:

• ensuring academic integrity• facilitating threaded discussions• building critical thinking skills,• Providing feedback on student work, and submitting grades.

• Assess the importance of instructor presence in the online classroom.

3 – Walden University Students

• Explore the demographic data on Walden students and suggest implications of the data. • Demonstrate an understanding of and ability to perform key instructional roles in working with adult learners • Describe and model communication practices in working with international students f• Describe and model civil communication practices in the online environment • Describe practices that encourage relationships with students that support their success• Evaluate challenges that can arise in the online classroom and propose ways of addressing those challenges.

4 – Next Steps

• Identify quality initiatives that are in place to promote faculty excellence • List the various awards and recognitions for which you can nominate colleagues or be a recipient. • Describe the faculty development opportunities available to Walden faculty members. • Describe how a faculty member can become a part of the Walden community. • Submit your information to the Faculty Expertise Database. • Introduce yourself to your Program Director.

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Current Orientation OpportunitiesOpportunity Academic Leader Participant / Instructor

Additional student support groups (AA, textbooks, enrollment) informationGrading assignment using Turnitin and rubric (include tone)More emphasis on login requirements

Importance of learning outcomes

Practice setting up classroom

Clarify senior colleague role

Where policies may differ by college

Compiled reference guide for Walden and teaching onlineManaging time in completing instructor tasks

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University Updates Opportunities

• Assessing Learning Outcomes/competencies of participants

• Updated Faculty Competencies– Scholarship and Service not trained– Ethics and values trained with FERPA

• Enhanced Blackboard functionality from scheduled upgrade• Using Self-assessment for additional development

• Video previews for each week to introduce topics and address frequently asked questions about week assignments

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CFE Faculty Development Model

The Faculty Member as a

Teacher

The Faculty Member as a

Person

The Faculty Member as a Scholar and Professional

As defined by the Professional and Organizational Development Network in Higher Education • http://www.podnetwork.org/faculty_development/definitions.htm

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Orientation Learning Outcomes ComparisonCurrent NFO Proposed NFO

Explore the university's history, mission, values, goals, and educational philosophy

Explore the university's history, mission of social change, values, goals, and educational philosophy

Define Walden University’s current organizational and leadership structure

Same

Define the roles and responsibilities of online instructors

Same

Define university and program policies and procedures used in teaching online and Walden's expectations for all faculty

Same

Use Walden instructor tools, student support resources and online classroom environment

Use Walden instructor tools, student support resources and online classroom environment to demonstrate the Walden faculty role.

Explain organizational models, teaching methods and communication techniques that are effective in a distance learning environment

Use organizational models, teaching methods and communication techniques that are effective in meeting learning outcomes in a distance learning environment

Describe steps to prepare classroom for a new term Identify techniques to effectively manage time in performing the instructor role.

Red text above indicates a revised or new learning outcome.

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Revised Orientation Structure• Laureate and Walden Orientation

– Social change trained through self-paced module and build on learning through discussion question– Continue use of center self-paced modules and HR orientation modules– Add content on other areas such as academic advising, college support team, field experience– Synthesize center learning through a discussion question with scenarios that relate to support resources from center

• Faculty as Teacher competencies development– Continue use of self-paced modules– Synthesize learning through focused discussion questions– Add content around faster feedback techniques and tools

• Blackboard practice– First set of activities will be through a classroom set up simulation– Second set of activities will be faculty as teacher competencies skills including facilitating a discussion, grading and assignment using

Turnitin and other tools and techniques, and setting up groups optional activity – Provide more on classroom best practices in Blackboard

• Faculty as Scholar and Professional– Introduce Walden’s scholarship and service model

• Faculty as a Person– Develop a time management self-paced module for faculty– Provide additional information about faculty support resources (HR content from self paced module)

• Overall Assessment and Rigor– Self-assessment will be introduced sooner and be more future development oriented.

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Proposed NFO Structure by WeekWeek Outcomes1 – Laureate and Walden University

• Explore the university’s history, educational philosophy and current organizational leadership and structure.• Review the key features of the Walden Vision, Mission, and Goal statements.• List the key features of the Walden Vision, Mission, and Goal statements.• Analyze and find applications of “positive social change” in student work.• Locate key resources accessed from the Faculty Portal.• Identify how academic center functions and resources support students.

2 – Your Role and Responsibilities

• Determine the values, roles and commitments typical of Walden faculty members • Examine the faculty governance structure at Walden University and other policies in University policy resources• Identify resources and strategies to perform key instructional roles including:

• ensuring academic integrity• facilitating discussions• building critical thinking skills,• Providing feedback and assessing student work.• instructor presence in the online classroom.

• Identify quality initiatives that are in place to promote faculty excellence • Practice classroom set-up activities to prepare for student learning.

3 Facilitating Student Learning Outcomes

• Explore the demographic data on Walden students and suggest implications of the data. • Demonstrate key instructional skills in working with adult learners • Demonstrate communication practices in working with international students• Propose strategies for handling challenges that arise in the online classroom.

4 – Putting it all Together

• Identify resources and techniques to effectively manage your time in performing the instructor role. • Assess your own facilitators and barriers for Walden faculty competencies. • Submit your information to the Faculty Expertise Database.

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Assessing Learning OutcomesOutcomes Assessment

Explore the university's history, mission of social change, values, goals, and educational philosophy

• Assessment in Introduction to Social Change self-paced module • Discussion question about social change claims by students

Define Walden University’s current organizational and leadership structure

• Discussion question where participants will link scenarios to relevant support resources

Define the roles and responsibilities of online instructors

• Policies at Walden self-paced module quiz• FERPA self-paced module• Discussion question that verifies understanding of responsibilities.

Define university and program policies and procedures used in teaching online and Walden's expectations for all faculty

• Discussion questions that related including academic integrity, challenging student situations and instructor presence.

Use Walden instructor tools, student support resources and online classroom environment to demonstrate the Walden faculty role.

• Classroom setup simulation• Class facilitation and assignment grading simulation

Use organizational models, teaching methods and communication techniques that are effective in a distance learning environment

• Discussion questions where participants connect teaching scenarios with effective pedagogy/andragogy and community building techniques.

Identify techniques effectively manage time in performing the instructor role.

• Time Management Strategies self-paced module quiz• Self-Assessment on faculty competencies

Red text above indicates a revised or new assessment.

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Linking to First Year Faculty Training PlanRequired Modules in Revised NFO

Self-Paced Module Current NFO

Introduction to Social Change Not included

Center for Student Success Overview Recommended

Center for Faculty Excellence Overview Recommended

Center for Research Quality Overview Recommended

Policies at Walden Recommended

Academic Integrity Required

Facilitating Online Discussions Required

Critical Thinking Skills Required

Providing Feedback to Learners Required

FERPA Module 1: What is FERPA? Required

Building Relationships with Students Recommended

Blackboard 9 for Walden Faculty Required

Engaging Diverse Learners Recommended

Promoting Faculty Quality and Excellence Recommended

How to Enter Your Data into FED Recommended

Faculty Time Management Strategies??? To be Developed

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Linking to First Year Faculty Training PlanPost NFO Training Plan

Self-Paced Module Current NFO

OIRA Overview Recommended

Submitting Final Grades Recommended

Working with Adult Learners Recommended

Becoming Part of the Walden Community Recommended

Exploring Scholarship and Service at Walden University

Not Included

Participant Pool Recommended

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Next Steps

May• Finalize design approach through feedback sessions with CFE and

Academic Leadership• Connect orientation outcomes and assessment to university metrics

June-July• Engage faculty subject matter experts to flesh out content based on best

practices

August - October• Complete development of course and pilot new version• Launch revised NFO

Contact: scott.bissell@waldenu.edu