2011-2016 ASSESSMENT REPORT …In this report, Faculty Development and Instructional Design...

2011-2016 ASSESSMENT REPORT

www.niu.edu/facdev [email protected]

http://www.niu.edu/facdev

mailto:[email protected]

Table of Contents

Section Page I. History . . . . . . . 1

II. Mission, Vision, and Objectives . 2

III. Methods . . . . . . . 4

IV. Evidence . . . . . . . 8

V. Analysis of Results . . . . 21

VI. Use of Results . . . . . 23

VII. Further Information Needed and Timeline . . . . . . . 25

VIII. Resources Needed . . . . 25

Appendices Page A. Program Evaluation Form and

Follow-up Feedback Form . . 27

B. Program Self-Assessment Form . 30

C. 2011-2016 Programs, Attendance & Contact Hours . . . . 32

D. Faculty and SPS Development Activities Final Report Format . . . 54

E. Sample Logs of Collaboratory and Digital Multimedia Studio Use . 57

F. Sample Annual Report of the Faculty Development Advisory Committee 60

G. Faculty and Staff Campus-wide Survey Questions . . . . . 63

H. Graduate Teaching Assistant Campus-wide Survey Questions . . . 69

I. Sample New Faculty Needs and Interests Email . . . . . 74

J. Peer Observation Feedback Form 76

Foreword

In this report, Faculty Development and Instructional Design Center’s assessment of programs, services and resources offered to faculty, supportive professional staff, academic administrators, and graduate teaching assistants during 2011-2016 are summarized. The report includes details of assessment methods, objectives and their targets, evidence, and analysis and use of results. The appendices of the report contain samples of evaluation instruments used in the assessment process. Apart from the five-year assessment reports, we have also been compiling ongoing assessment data and analyzing results from our ongoing efforts so that the information is continuously documented and is readily available for future use and enables the immediate application of results in subsequent years for continuous improvement purposes. Center staff have already been using assessment results from 2011-2016 to improve our programs, resources, and services, and identify opportunities to serve the professional development needs of faculty, supportive professional staff, and teaching assistants better. This effort would not have been possible without the active support of all our staff, especially Brenda Hodges, our Assessment Coordinator, who assisted in the preparation of this report. We sincerely hope our assessment efforts are meeting your and the University Assessment Panel’s expectations, and if you have any recommendations for improving our assessment process, please let us know. Thank you for your continued support of our activities. Sincerely, Jason Rhode Director

1

I. HISTORY

The Faculty Development Office established in the 1980s was reorganized in August 1998 and renamed “Faculty Development and Instructional Design Center.” The reorganized center was temporarily located in Gilbert Hall and was charged with providing comprehensive support on teaching effectiveness and technology integration to faculty and academic SPS, and continuing the faculty development grants and SPS development grants and the New Faculty Mentoring Program. The center reports to the Vice Provost for Faculty Affairs and is advised by the Faculty Development Advisory Committee, which has representatives from all the academic colleges, University Libraries, and the SPS body. From August 1999, center staff began offering Teaching Effectiveness Institutes at the beginning of every fall and spring semesters, and numerous programs of varying duration on teaching effectiveness, technology integration, professional development, and research and scholarly activities for faculty and teaching staff. Center staff also began coordinating the New Faculty Forum, a welcoming event for new tenure-track faculty, for the Office of the Provost. In 1999, center staff developed and distributed a comprehensive Instructional Guide for University Faculty and the newsletter Spectrum for faculty and academic SPS. During fall 1999, center staff established a four-station Collaboratory and a four-station Digital Multimedia Studio in Gilbert Hall for faculty to experiment with instructional technologies. During 2000-01, the center was charged with training and supporting faculty on Blackboard Web course management system and online teaching. Due to the budget challenges at NIU during 2001-2003, the “Teaching Assistant Training and Development Office” in the Graduate School was closed and its responsibilities were transferred to the center in July 2003. Since fall 2003, center staff have been offering a daylong Teaching Assistant (TA) Orientation at the beginning of every fall semester and a number of programs of varying duration on teaching effectiveness and technology integration for TAs throughout the year. Center staff expanded the Instructional Guide for University Faculty to include information for TAs and began distributing the TA Connections newsletter to all graduate assistants at NIU. Center staff have also been offering the Graduate Teaching Certificate to interested teaching assistants. In 2005, Center staff established the Outstanding Graduate Teaching Assistant Awards to recognize the contributions of teaching assistants to the teaching mission of NIU. In 2003, center staff began organizing development programs for department chairs and school directors every fall and spring semester at the request of the Office of the Provost. In 2006, center staff have also been organizing the “New Academic Administrator Forum,” a half-day program, to orient new chairs and directors to their administrative responsibilities. In August 2008, center staff expanded this program to a full-day due to the demand from new department chairs for more information to help them get started with their responsibilities. In 2014, the responsibility for organizing professional development for department chairs and school directors was assumed by the Vice Provost for Faculty Affairs. In April 2005, the center was allocated permanent space on the third floor of Adams Hall where center staff have set up an 11-station Collaboratory, a five-station Digital Multimedia Studio, and a Teaching Resource Room with videos, DVDs and books on teaching and related topics.

2

Since 2006, center staff have been offering training programs on a number of new technologies such as the SMART Pen (the interactive panel used in Smart Classrooms at NIU), Turning Technologies Clickers, Blackboard Content Collection System, Blackboard Collaborate Web Conference system, screencasting, and multimedia presentation development. In 2000, center staff developed and implemented a comprehensive assessment plan to evaluate its programs and services, and use the results to identify the development needs of faculty, SPS, TAs and administrators, and improve its programs and services. Center staff submit to the Provost’s Office an annual report every fall semester for the previous academic year. Every five years, center staff submit a 5-year assessment report to the University Assessment Panel for review. Center’s reports and additional information about its programs, resources, and services can be found at http://www.niu.edu/facdev. Center staff offer approximately 150 programs annually on a range of topics to over 1,500 faculty, SPS, GTAs, and academic administrators. In addition, center staff offer numerous consultations and resources on teaching effectiveness and technology integration. Professional development grants to faculty and SPS for external professional development on discipline-specific or unique needs not available at NIU were unfortunately discontinued due to budget cuts in 2009. In 2014, the center took on another significant increase in responsibility, when additional online teaching support and training was added to the center’s programs and services at the request of the Provost, without any budget or staffing increase. The center’s success in surviving with a declining budget even in the face of added responsibility and increased demand for services has been possible through the center’s collaborations and increased efficiencies. II. MISSION, VISION, AND OBJECTIVES

Mission. The mission of Faculty Development and Instructional Design Center is to support faculty, academic supportive professional staff (SPS), and graduate teaching assistants (GTAs) through a variety of programs, resources, and services that support Northern Illinois University’s (NIU) mission on teaching and scholarly activities. Vision. The center envisions an enriched academic environment at NIU that facilitates and promotes effective teaching, supports professional development, stimulates research and scholarly activities, and encourages the integration of instructional technologies. Measureable Objectives and Targets. These major responsibilities have been translated into five major program objectives for the purpose of program assessment. Their details and targets are listed below:

1. Provide opportunities for effective teaching:

1.1 Offer a range of programs on teaching effectiveness for all those who provide direct instruction.

a) Programs on a range of teaching topics of different duration will be offered for faculty, teaching staff, instructors, and teaching assistants.

b) 80% of participants will indicate the teaching effectiveness programs they participated will impact their teaching and other student-related activities.

3

c) 80% of participants will indicate that the teaching effectiveness programs will have potential benefit to students as a result of participants’ participating in the program.

1.2 Offer teaching-related consultations and classroom observations. a) 100% of those requesting teaching-related consultations and classroom observations

will be offered those services.

2. Promote research and scholarly activities: 2.1 Collaborate with campus units to offer programs on research and scholarly activities.

a) Offer at least 1 program per year on scholarly activities with the support of other campus units.

3. Facilitate the integration of instructional technologies:

3.1 Offer a range of programs on integrating a wide spectrum of technologies into teaching. a) Programs on a range of topics on technology integration of different duration will be

offered for faculty, teaching staff, instructors, and teaching assistants. b) 80% of participants will indicate the technology integration programs they participated

will positively impact their teaching and other student-related activities. c) 80% of participants will indicate that the technology integration programs will have

potential benefit to students as a result of participants’ participating in the program. 3.2 Offer technology-related consultations.

a) 100% of those requesting teaching-related consultations and classroom observations will be offered those services.

3.3 Collaborate with other units to coordinate support for those integrating instructional technologies in their teaching.

a) Meet regularly with campus units involved in technology integration issues and collaborate with them on technology integration needs of faculty, teaching staff, instructors, and teaching assistants.

4. Provide professional development opportunities:

4.1 Arrange mentors for those who request such support. a) Arrange mentors for 100% of new faculty who request mentors. b) 80% of those who received mentoring support will indicate that the mentoring

program met their professional development needs. 4.2 Offer professional development activities funding to faculty and SPS as budget permits.

a) All professional development funds awarded will meet the activities criteria and guidelines.

b) 90% of funded recipients will submit final reports indicating activities outcomes. c) 85% of funded recipients who submitted final reports will indicate that the activities

met their professional development objectives and will result in positive benefits to their students.

4.3 Host professional development programs for faculty, teaching assistants, and academic administrators in collaboration with other campus units as necessary.

a) Orientation and development programs will be offered for faculty, teaching assistants, and academic administrators with the support of other campus units.

b) 80% of participants will indicate the professional development programs they participated will positively impact their professional responsibilities.

4

5. Serve as a referral service and as a resource unit for faculty, teaching staff, instructors, and teaching assistants. 5.1 Serve as referral service to other units on campus.

a) 100% of requests for referrals will be responded to by center staff. 5.2 Provide access to resources (online tutorials, web resources, videos, etc.) on teaching,

technology integration, professional development, and related topics. a) 90% of requests for access to resources will be provided by center staff.

5.3 Provide a laboratory environment to experiment with instructional technologies. a) 90% of requests for using the center’s Collaboratory and Digital Multimedia Studio will

be provided by center staff. 5.4 Disseminate information on teaching, technology and related programs and resources

through the web as well as through newsletters and other media. a) 100% of faculty, supportive professional staff, and graduate teaching assistants at NIU

will receive information through different means.

The center’s audience includes tenured and tenure-track faculty, instructors, academic SPS, adjunct faculty, teaching civil service staff, and graduate teaching assistants (GTA). Therefore, some objectives may apply only to a particular audience. The rationale for the targets for some of the objectives is as follows: • For a majority of major teaching effectiveness programs and professional development programs

and services (such as mentoring), center staff rely on NIU faculty and staff (who volunteer their time to present), and outside presenters, and therefore, the program satisfaction target has been set at 80% to accommodate the variations among these invited presenters.

• Even though a majority of the technology integration programs are delivered by center staff, the program satisfaction target has still been set at 80% to accommodate the non-teaching participants (support staff) who attend such programs and choose “not applicable” in program evaluation questions related to programs’ impact on their teaching or benefit to students.

• Targets have been set at 85% to 100% for programs and services that center staff are completely

responsible for and can continuously improve based on program evaluations and feedback. Center staff review and refine the targets on an annual basis as part of the assessment plan. III. METHODS

For the program objectives mentioned in the previous section, center staff have identified appropriate assessment methods and have established suitable timelines. The assessment timelines have been spread out over semesters or years as necessary to make sure that the audience assessed is not bombarded with too many surveys, and that the assessment effort is manageable for the center staff. Center director has also assigned a staff member to be responsible for each assessment method. Table 1 lists the assessment methods employed, a brief description of each assessment method, the assessment timelines, center staff responsible, and the objectives that each method addresses. Some methods address more than one objective.

As the center’s primary responsibility is to offer programs, resources, and services to instructional personnel at NIU, the center’s assessment effort focuses mainly on their satisfaction with the

5

programs they participate, and their perceptions on potential impact on their teaching and related activities and benefits to their students. The center’s assessment effort cannot directly measure if teaching and learning have improved at NIU as a result of instructional personnel’s participation in the center’s programs. However, program satisfaction and perception of potential impact and benefit are valid measures of assessing the center’s programs, resources, and services. Figure 1 illustrates the timeline of major assessment methods and how they are spread out during the year to prevent faculty, staff, and teaching assistants from having to respond to numerous surveys, and also to help center staff manage the data collection and analysis effort over three semesters each year instead of all at once.

6

Figure 1. Timeline of FDIDC assessment activities

7

Table 1. Assessment methods, timeline, responsibilities and objectives Methods Description Timeline Staff Responsible A. Feedback from programs offered

Evaluation of programs offered Every semester

Program Coordinator

B. Self-assessment of programs offered

Evaluation of program planning and execution issues

Every semester

Program Staff

C. Program attendance Data on number of people who participated in each program

Every semester

Program Coordinator

D. Consultations (online teaching separate from regular consultations), Requests, and Referrals

Number of consultations and classroom observations; since 2014, online teaching and classroom teaching consultations are sent follow-up surveys

Every semester

Program Coordinator

E. Online teaching consultations

Follow-up evaluation of consultations offered

Every semester

Program Coordinator

F. Fall Teaching Effectiveness Institute Day 1

Follow-up evaluation of Institute 6-month follow-up

Program Coordinator

G. TA Orientation pre-survey Needs and interests of TAs, completed when they register for TA Orientation

Fall Semester

Program Staff

H. TA Orientation Follow-up Evaluation of TA Orientation End of fall semester

Program Staff

I. Development activities final reports

Feedback gathered from recipients of activity funding

End of fall semester

Program Coordinator

J. Feedback from mentoring support

Evaluation of new faculty mentoring program

Spring Program Coordinator

K. Resource usage No. of users of Web resources, laboratories, videos, etc.

Every semester

All staff

L. Faculty Development Advisory Committee’s input

Faculty Development Advisory Committee’s annual feedback

Spring Committee Chair/ Director

M. Faculty and SPS campus-wide survey

Data from survey of faculty and SPS on center’s programs and services

Every four years

Program Coordinator

N. Graduate Teaching Assistants campus-wide survey

Data from survey sent to all GTAs on center’s programs and services

Every four years

Online Teaching Coordinator

O. New faculty needs and interest survey

Data from listservs and survey sent to new faculty joining NIU every fall

Fall Program Coordinator

P. Unsolicited feedback Anecdotal evidence and unsolicited letters, email messages, etc.

Ongoing All staff

Q. Writing circle Input gathered from participants on Q6 + Q7 + # writing projects, etc.

End of Academic

Year

Program Coordinator

R. Office of the Provost’s input

Input obtained from the Provost and provost’s staff

Ongoing Director

S. Peer observation feedback form

Input obtained from center staff peers on teaching methods

Ongoing Assistant Director

T. Q6 + Q7 Averages Q6 + Q7 percentages of “Agree” and “Strongly Agree”

Ongoing Office Support Specialist

8

Some of the assessment methods indicated in Table 1 may appear to be unrelated to assessing program satisfaction and perception of potential impact but those assessment methods are necessary for providing feedback to center staff, which can result in improvement of programs, resources, and services that increase program satisfaction rate of participants and the potential impact and benefits.

Table 2 lists which assessment methods address each program objective. It can be seen from Tables 1 and 2 that the center uses multiple methods for each objective and collects data from multiple sources on an ongoing basis to ensure valid assessment of its programs, resources and services.

Table 2. Objectives addressed by assessment methods

Methods

Obj. A B C D E F G H I J K L M N O P Q R S T

1 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

2 √ √ √ √ √ √ √ √ √ √ √

3 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

4 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

5 √ √ √ √ √ √

Table 2. Objectives:

Objective 1 - Provide opportunities for effective teaching Objective 2 - Promote research and scholarly activities Objective 3 - Facilitate the integration of instructional technologies Objective 4 - Provide professional development opportunities Objective 5 - Serve as referral service and as resource unit

IV. EVIDENCE

A brief summary of results from the center’s 2011-2016 assessment effort is included in this section, and the summary includes descriptions of the activities and the findings. The assessment forms used for particular assessment activities referred in this section are included in the Appendices, and samples of assessment results are included as tables wherever applicable.

A. Feedback from programs offered

Activities: Since fall 1998, center staff have been conducting evaluations at the end of each program by requesting participants’ feedback on the various aspects of each program as well as its impact on the intended audience and its benefits. Center staff have been using these program evaluations to

9

assess if programs have been meeting audience’s needs, and to identify opportunities for improvement. Since 2006, center staff have also been conducting follow-up evaluations of major programs to assess the continuing impact of those programs four or six months after participants attended a particular major program. Program evaluation summaries have been tabulated and shared with program presenters and sponsors. Appendix A contains the program evaluation and the program follow-up feedback forms.

Findings: The program evaluation form administered at the end of each program contains 11 questions on various aspects of program organization and delivery, and two of those questions (Questions 6 and 7) are designed to obtain participants’ perception of program’s impact on their teaching and related activities, and potential benefit to students as a result of participating in the program. The program follow-up feedback form also contains the same two questions to obtain participants’ feedback on the same two items four to six months after attending the program. The two questions and the program follow-up feedback form were suggested by the Office of Assessment Services after the review of the previous five-year assessment report, and since then center staff have been using the program evaluation form with the two questions and the program follow-up form to assess the ongoing impact of center’s programs.

Table 3 illustrates the results of program evaluation and program follow-up feedback for the two questions for Fall Teaching Effectiveness Institute Day 1 during the past 5 years. Day 1 of the institute covers fundamental principles of effective instruction and Day 2 is usually a daylong workshop on a teaching topic of current interest delivered by an invited (non-NIU) presenter. As the program on Day 1 is reasonably consistent from year to year and is presented entirely by NIU faculty and staff, it is more suited for comparison in terms of continuing impact on faculty and their students and identifying opportunities for improvement, and therefore, it is assessed for ongoing impact and benefits.

10

Table 3. Comparison of Teaching Effectiveness Institute Day 1 program evaluation and six-month follow-up evaluation of participants’ perceptions during 2011-2016

Fall (August) 2011 Fall (August) 2012 Fall (August) 2013 Fall (August) 2014 Fall (August) 2015

Evaluation Questions

Program Evaluation

N=18

Six-Month Follow-up Evaluation

N=7

Program Evaluation

N=24


N=8

Program Evaluation

N=26


N=11

Program Evaluation

N=16


N=4

Program Evaluation

N=10


N=4

Question 6 100 % Strongly Agree or Agree

100 % Strongly Agree or Agree

91.7 % Strongly Agree or Agree


















Program Evaluation Form: Question 6. The concepts / techniques covered in this program are applicable in my teaching and other student-related activities. Question 7. My participation in this program has potential benefit to my students. Program Follow-up Feedback Form: Question 6. The concepts / techniques covered in this program were applicable in my teaching and other student-related activities. Question 7. My participation in this program has potential benefited my students.

11

Table 4. Comparison of Blackboard I (Introduction to Blackboard) program evaluation and follow-up evaluation of participants’ perceptions

2011-2012 2012-2013* 2013-2014 2014-2015 2015-2016

Evaluation Questions

Program Evaluation

N=33


N=10

Program Evaluation

N=N/A


N=12

Program Evaluation

N=16


N=13

Program Evaluation

N=20


N=9

Program Evaluation

N=16


N=9



N/A 75.0 % Strongly Agree or Agree







Question 7 97.5 % Strongly Agree or Agree


N/A 50.0 % Strongly Agree or Agree







Program Evaluation Form: Question 6. The concepts / techniques covered in this program are applicable in my teaching and other student-related activities. Question 7. My participation in this program has potential benefit to my students. Program Follow-up Feedback Form: Question 6. The concepts / techniques covered in this program were applicable in my teaching and other student-related activities. Question 7. My participation in this program has potential benefited my students. * = program evaluation data not available

12

The results summarized in Table 3 clearly indicate the continuing impact of the Teaching Effectiveness Institutes on participants and their potential benefit for students over the past five years, and demonstrate the quality of the program organized by the center and presented by NIU faculty and staff. Apart from the Teaching Effectiveness Day 1 institute, other workshops, seminars, and institutes are not repeated exactly the same in format or content, and therefore, only the program evaluation forms, and not the follow-up feedback form, with the same two questions are administered at the end of those programs, but the results are nevertheless analyzed and used for improvement. As the Teaching Effectiveness Institute focuses primarily on teaching and not technology, center staff explored the possibility of conducting a program evaluation and program follow-up feedback for a technology workshop, and decided that Blackboard I (Introduction to Blackboard) would be ideal for such analysis as this workshop is consistent in content and format, and offered several times a year to result in sufficient number of responses for program follow-up feedback. Therefore, in 2008, center staff implemented the program follow-up feedback form also for Blackboard I workshops.

Table 4 contains a summary of results for the two questions from Blackboard I (Introduction to Blackboard) program evaluations and follow-up feedback on participants’ perception of program’s applicability to their teaching and related activities and benefit to their students during 2008-2010. It should be clarified here that the results shown in Table 4 is a compilation of program evaluations and follow-up feedback evaluation of all Blackboard I workshops offered on different dates by the center during 2008-2010. Other technology workshops are not offered as frequently as Blackboard I, and therefore, do not have sufficient total attendance to result in adequate follow-up responses for comparison purposes.

The results summarized in Table 4 clearly show that participants found the Blackboard I workshops applicable to their teaching and related activities, and their participation in the Blackboard I workshop benefited their students. It should be noted that some participants who attend Blackboard workshops are support staff, and therefore, they do not teach. However, they attend the workshop to learn to use Blackboard to perform support functions, and therefore, select “not applicable” for questions 6 and 7. The overall program evaluation results from the Blackboard I workshops are fairly consistent with the program evaluation results from the Teaching Effectiveness Institute.

Other technology workshops and programs are also evaluated by center using the program evaluation form on an ongoing basis and the results are analyzed to identify opportunities for improvement.

B. Self-assessment of programs offered

Activities: Along with assessing participants’ feedback on presenters’ delivery, program arrangements, and perception of impact on their teaching and benefit to students, center staff realized the importance of assessing effective planning and execution of major programs. During 2011-2016, center staff continued to complete self-assessment forms and document various aspects of planning and executing major programs. The feedback from the self-assessments was shared with the director, assistant director, and program coordinator for analyzing the results and continuously improving the programs and services. Appendix B contains the self-assessment form. Findings: During 2011-2016, information obtained from program self-assessment was analyzed and used by center staff for improving subsequent offerings of major programs. Self-assessment feedback helped center staff to continually assess and improve major programs in three ways: make major

13

improvements, such as having two breakout sessions instead of one to accommodate more GTAs at TA orientation; make smaller improvements, such as creating an Excel spreadsheets listing what each staff member does during the second online Teaching Effectiveness Institute (TEI) when it was noticed that staff were unsure of what other staff were doing during the first online TEI and make notes on the self-assessment; and, avoid potential problems, such as such as meeting with Holmes Student Center Food Services Director to make TA Orientation lunch arrangements only to learn that they were unable to accommodate the large group for lunch that year. C. Program attendance

Activities: Since the establishment of the center in fall 1998, center staff have been recording program attendance to analyze issues such as participants’ interest in attending the center’s programs, demand for certain types of programs, and trends in program participation. Table 5 lists the number of programs offered, program attendance, program duration, and contact hours for the past five academic years. Contact hours for a program is the product of actual duration of the program and the number of participants who attended the program. Appendix C contains program hours, attendance, and contact hours. It should be clarified here that the program participation data includes only attendance in scheduled programs and not in individual or group consultations or programs.

Table 5. Number of programs, total program hours, total attendance and actual contact hours

Academic Year Number of Programs

Total Program Duration

Total Attendance

Total Contact Hours

2011-2012 184 400.83 2,101 7,543 2012-2013 154 323.75 2,219 6,819 2013-2014 143 629.98 1,663 5,421 2014-2015 157 348.98 1,609 4,981 2015-2016 163 352.98 1,945 5,900

Findings: During 2011-2016, the number of programs offered remained fairly consistent, as did the corresponding total program hours, total attendance, and actual contact hours. The total programs and attendance for 2011-2016 can be partially attributed to the continued interest of faculty, SPS, GTAs and administrators in participating in the center’s programs. Center staff continued tracking the actual number of contact hours that participants spent on professional development activities offered by the center. Assessment of actual contact hours continues to help center staff in assessing the cost effectiveness of programs offered and the effective use of the center’s resources. To maintain cost effectiveness, the center also requests sponsorship or co-sponsorship of programs by other units at NIU whenever possible. Office of the Provost, Office of Assessment Services, and the Writing Across the Curriculum have been regularly co-sponsoring programs with the center. Another important finding from recording and analyzing program attendance has been the issue of “no shows” due to registrants registering for a program but not showing up or canceling their registration in advance, thus resulting in waste of program expenses or loss of opportunity for those on the waiting list to attend a program with limited seating. During the past five years, center staff included a button that all registrants must click when registering for programs that acknowledges their willingness to cancel their registration if their plans should change and they are unable to attend. This is accompanied by the statement in announcements about canceling a registration in advance if a participant is unable to

14

attend a program for which they registered so that the center could reduce program expenses or allow those on the waiting list to attend the programs. Analysis of program attendance data revealed registrants tend to cancel their registrations more often than they used to with the registration database now that they are able to click to cancel. Registrants also tend to call or email the center to regarding cancelations in advance. D. Consultations, requests, and referrals

Activities: Along with formally scheduled programs during the past five years, center staff have continued to offer and record data on individual and group consultations on a variety of topics including teaching, Blackboard, Clickers, multimedia, and other issues. After attending a particular program, many faculty, staff, and TAs request individual consultations from center staff to get more in-depth help on specific needs related to their teaching, courses or other activities. Duration of consultations vary from a few minutes to several hours, and the mode of consultations could be face-to-face, phone, email or virtual. Table 6 shows the numbers of consultations and unique individuals who received consultations from center staff during the past five academic years. Findings: As it can be seen from Table 6, the number of consultations and number of individuals who received consultations have remained fairly steady for the past five years. The rise in number of consultations in 2012-2013 can be attributed to the introduction advanced features of Blackboard, and newer instructional technologies, such as Blogs/Wikis/Journals, Assignments as replacement for Digital Drop Box, a new menu layout/editing, and home page as the new course entry point, which increased the need for consultations. Data on consultations have been helpful to decide on the need for new programs, if a number of faculty and staff request consultations on the same topic, and to address unique needs of faculty and staff. As a result of the increasing number of consultations, center staff decided to offer new programs on those topics, which reduced the need for consultations the following year. However, as attendance has saturated in some programs, the number of consultations has risen and 64% of faculty and staff indicated in the 2016 campus-wide survey that they would be interested in department consultations.

Table 6. Number of consultations and individuals who received consultations

Academic Year Number of Consultations Number of Unique Individuals Who Received

Consultations 2011-2012 1,097 398 2012-2013 1,280 410 2013-2014 1,018 367 2014-2015 1,206 416 2015-2016 1,310 468

As part of consultation services, center staff also offered classroom observation services to faculty during 2011-2016. This is a time and staff intensive service as one or two staff members have to observe faculty member’s classes numerous times during the semester, meet with the faculty member before and each class to offer formative feedback, and provide summative feedback at the end of the period of observations. A sample of feedback on the classroom observation process from one faculty member whose classes were observed is included below:

• “I just wanted to send you a quick email to let you know how much I have appreciated the assistance of the Faculty Development and Instructional Design Center during the fall 2015

15

term. I received significant assistance from [2 center staff members] who provided classroom observation for [my course]. Their report will be useful to me in trying to improve this course. Please make sure you let your staff know that their efforts are noticed and appreciated.”

• “Thank you so much for sitting with me this morning and giving me those valuable suggestions in improving my future teaching!! It's really inspiring and I have a lot of things which I know that I will need to digest and try to use/apply into my coming classes. Also thank you for sending me these materials in the emails. I will definitely have to get touch with you when I need your suggestions! Thank you again and hope you both have a wonderful holiday!! See you next semester!”

Apart from programs, consultations are a major, time-intensive service provided by center staff, and the outcomes of consultations can have a significant impact on teaching and related activities of faculty, staff, and TAs, and can benefit students. The consultations feedback was split in 2015 between online teaching consultations and non-online teaching consultations. Center is using results from the consultations feedback to create new workshops, and as part of the overall assessment effort. E. Development activities funding final reports

Activities: The center offered development grants to faculty and SPS to help them seek professional development opportunities unavailable at NIU until they were suspended in fall 2009 (and remain so) due to the budget situation. Since 2010-2011, the center has been funding tenure-track faculty to attend the “Designing Courses for Significant Learning and Greater Student Engagement” workshop in Chicago, and for tenure-track faculty to attend “Faculty Summer Institute” in University of Illinois, Urbana-Champaign. All recipients are required to submit a final report online detailing activities and outcomes, and provide additional information on their perception of impact the development activities had on their teaching and their students’ learning. Appendix D contains the Faculty and Development Activities Final Report format. Table 7 lists the number of development activities funded during the last five academic years.

Table 7. Number of development activities funded to faculty

Academic Year # Tenure-Track Faculty to Dee Fink

Workshop # Tenure-Track Faculty to FSI 2011-2012 5 fully, 2 partially 2 faculty, 2 staff 2012-2013 9 5 faculty 2013-2014 5 3 faculty, 1 staff 2014-2015 5 N/A – due to budget cuts 2015-2016 3 N/A – due to budget cuts

Findings: During 2011-2016, 39 tenured or tenure track faculty and 3 staff were funded to pursue professional development opportunities not available at NIU. The number of funded activities for faculty and staff during 2011-2016 continues to indicate the need for this type of support. Examples of development activities include attending workshops and training programs not available at NIU for developing new courses or improving existing courses in recipients’ disciplines, and learning new information to improve teaching in their disciplines. In the final reports submitted for 2011-2016, funded recipients unanimously indicated that their development activities had a positive impact on their teaching and related activities, and were beneficial to their students.

16

F. Feedback from mentoring support

Activities: During 2011-2016, the center director received requests for mentors from 13 faculty. The center director arranged mentors for all those who requested such assistance. Mentors and mentees were left to decide how they would meet (face-to-face, phone, email, etc.) and how often they would interact depending on their needs. The program coordinator periodically sent reminders and useful articles to both mentors and mentees to keep them engaged in the mentoring process. Mentors did not receive any compensation and they volunteered their time and effort to mentor new faculty or chairs. However, the mentors were sent a formal letter acknowledging their service and the letter was copied to their department chairs. Findings: During 2011-2016, feedback from mentors and new faculty mentees was collected through an online form at the end of each academic year. The feedback from both mentors and mentees has been overwhelmingly positive, and a sample of feedback is listed below:

• “Having meetings with the mentor were very helpful. He answered many questions and shared his experiences with me.”

• “I appreciate my mentor volunteering to participate in this program. I learned a lot and this program was very helpful for me to settle in here.”

Even though the New Faculty Mentoring Program is purely voluntary and the mentors do not receive any compensation, the feedback from participants during the past five years indicates the program has been effective and is a good addition to the mentoring provided to faculty and staff in their departments. Center began tracking promotion and tenure of the 2005-2010 mentees to identify how many of the mentored faculty received tenure and stayed at NIU. In all cases, mentees were promoted on to the next rank unless they terminated employment at NIU.

Center’s comprehensive website on the New Faculty Mentoring Program has received considerable attention and enquiries from other institutions who have requested permission to use the information in their institutions. Center’s New Faculty Mentoring Program website can be found at http://www.niu.edu/facdev/services/newfacmentoring.shtml. G. Resource usage

Activities: During 2011-2016, center staff continued to develop or acquire and make available resources on topics of interest to faculty, staff, and GTAs. These resources impact their teaching and related activities, and they include:

• Spectrum newsletter for faculty and SPS, and TA Connections newsletter for Teaching Assistants • Blogs • Web resources on a variety of topics • Podcasts • Quick Tips for Effective Instruction • Tutorials on academic integrity, responsible conduct of research, effective writing practices, and

teaching effectiveness.

17

Apart from the resources listed, center staff continued to maintain an 11-station Collaboratory, six-station Digital Multimedia Studio, Teaching Resource Room with facilities for viewing videos on teaching and teaching-related topics, and Web resources for faculty, SPS, and GTAs use. During 2011-2016, center staff continued to collect data on resource usage and Appendix E contains sample logs of Collaboratory and Digital Multimedia Studio usage.

Table 8. Number of academic departments, support units, and colleges represented by lab users

Academic Year Number of Academic

Departments Number of

Support Units Number Colleges (Including

University Libraries) 2011-2012 23 3 7 2012-2013 25 9 7 2013-2014 20 14 7 2014-2015 18 7 6 2015-2016 14 5 7

Findings: Table 8 shows the number of academic departments, support units, and colleges represented by the faculty, staff and GTA users of the center’s facilities. Collaboratory and Digital Multimedia Studio users were appreciative of the availability of laboratory facilities for experimenting with new technologies. The Teaching Resource Room was also used, along with the Collaboratory and Digital Multimedia Studio, for consultations. A number of instructors or adjunct faculty who do not have office spaces or do not have the necessary technologies in their offices also use the center’s Collaboratory for developing their instructional materials for their teaching and related activities. Center’s web resources were heavily accessed by faculty, teaching staff, instructors, teaching assistants, administrators, and students at NIU as well as outside NIU. For example, the center’s Teaching with Blackboard website alone received 203,981 visits during 2015-2016. H. Faculty Development Advisory Committee’s (FDAC) input

Activities: FDAC is a university-level committee comprised of faculty representatives from all colleges and the University Libraries plus a SPS representative. The FDAC’s purpose is to advise the center and participate in its programs and activities. The FDAC submits an annual report to the Executive Vice President and Provost in spring of each year summarizing the committee’s activities during the academic year and offering suggestions for consideration. FDAC’s annual report usually includes information on reviewing grant applications, participating in award selection process, presenting in the center’s faculty development programs, recommending needs of faculty, SPS and GTAs for consideration, meeting with invited guests to discuss particular issues, etc. Appendix F contains a sample of the annual report (for 2015-2016) submitted by the FDAC to the Provost’s Office. Findings: The 2011-2016 FDAC annual reports indicated committee members’ continued support of and participation in the center’s activities, and especially for its efforts in successfully offering high-quality online programs and workshops such as the Online Course Design Academy and Applying the Quality Matters Rubric workshops offered by center staff. In addition to committee members’ advisement and participation in activities, FDAC members unanimously have requested each year that the center be spared from budget reductions as well as support any possible efforts to retain existing center staff so that faculty training and support are not minimized any further. The center director has continued to convey these recommendations to the Vice Provost for Faculty Affairs in bi-weekly status meetings during 2011-16.

18

I. Faculty and Supportive Professional Staff (SPS) campus-wide survey

Activities: The center conducts a campus-wide survey of faculty and SPS every 4 years to assess the overall impact the center’s programs, resources, and services have on faculty and SPS. During 2016, the center designed and distributed the survey electronically to nearly 1,700 faculty and SPS at NIU, collected the data, and summarized the results. Appendix G contains a copy of the survey. Findings: More than 340 faculty and staff responded to survey questions related to awareness of, participation in, and impact of center’s programs, resources, and services on their teaching and related activities, and interactions with center staff. An overwhelming majority of respondents indicated that the center was important to the professional development of faculty, staff, and GTAs. Table 9 lists a sample of significant results from the campus-wide survey conducted in spring 2016 and the percentage responses indicate “strongly agree” or “agree” to a sample of significant statements in the survey. Many of the suggestions for improvement as a result of the campus-wide survey have already been implemented and are explained in section VI. Use of Results. The next campus-wide survey of faculty and supportive professional staff is scheduled for spring 2020.

Table 9. Significant results from the campus-wide assessment conducted in spring 2016

Significant Statements from the Campus-wide Survey % Strongly Agree

or Agree The concepts/techniques covered in FDIDC programs are applicable in my teaching and teaching-related activities.

88.0%

My participation in FDIDC programs has potential benefit to students. 77.0% Overall, the programs, resources, and services offered by FDIDC are valuable for the professional development of faculty, instructors, SPS, TAs and teaching civil service at NIU.

82.9%

If offered, I would be interested in attending a group consultation (multiple faculty within my department meeting together) with FDIDC staff on teaching or teaching with technology topics specific to my department’s needs.

64.0%

Overall, the programs, resources, and services offered by FDIDC contribute to the mission of excellence in teaching at NIU.

84.1%

19

J. Graduate Teaching Assistants (GTAs) campus-wide survey

Activities: After the responsibilities for GTAs training and development were transferred to the center in 2003, the programs and services offered to GTAs were included in the center’s assessment plan to ensure that the center was meeting the training and development needs of GTAs. As part of the center’s assessment plan, center staff decided to conduct a campus-wide survey of all GTAs every four years. Findings: Many of the suggestions for improvement as a result of the campus-wide survey have already been implemented and are explained in Section VI. Use of Results. The survey was sent to 1,435 GTAs at NIU. In 2011, 229 of 1,282 GTA responded for a 17.9% response rate and in 2015, the response rate dropped to 9.4%; with 135 out of 1,435 responding. This low response rate concerns center staff and will be addressed in the next planned GTA campus-wide survey planned for 2019. Table 10 lists a sample of significant results from the campus-wide survey conducted in spring 2015 and the percentage responses indicate “strongly agree” or “agree” to a sample of significant statements in the survey. Appendix H contains the GTA campus-wide survey.

Table 10. Significant results from the Campus-wide Assessment conducted in spring 2015

Significant Statements from the Campus-wide Survey

2011 % of Strongly

Agree or Agree

2015 % of Strongly

Agree or Agree The concepts/techniques covered in FDIDC programs are applicable in my teaching and teaching-related activities.

82.3% 86.7%

My participation in FDIDC programs has potential benefit to students.

79.6% 75.6%

% indicating “Yes” % indicating “Yes” I have attended teaching or teaching-related programs (TA Orientation, workshops, etc.) offered by the FDIDC during the past 4 years.

64.1% 65.2%

K. New faculty needs and interest email

Activities: Center staff previously conduct a survey of new tenure-track faculty every fall semester to identify their needs and interests and uses the responses to plan programs, resources, and services.

Findings: Response rate for the new faculty needs and interest survey declined drastically in 2009-2010, and this may be primarily due to the fact that new faculty have easy access to center staff and are familiar with them through introductory programs such as the New Faculty Forum, Teaching Effectiveness Institute, and introduction to Blackboard workshop, and can convey their needs and interests directly and easily instead of completing a survey. The center explored this issue further in summer 2011 and decided to replace this survey with an email from the director introducing center programs, resources, and services. In particular, new faculty can request mentors through this email. Appendix I contains a copy of the email.

20

L. Unsolicited feedback

Activities: Along with conducting formal evaluations and surveys of programs and services, center staff have been collecting unsolicited feedback from faculty, staff and GTAs. Such feedback has been useful to identify additional issues and concerns not covered in the formal program evaluations or surveys, and reinforce positive aspects of center’s programs, resources, and services. Listed below is a sample of unsolicited feedback received by center staff by email and represents feedback from faculty, staff and instructors from different colleges at NIU:

• “I wanted to send a quick note to thank facdev staff for their support this term on Bb and teaching effectiveness questions. Thanks again for providing faculty with a resource to go to with questions.”

• “I wanted to thank you again for putting together the GTA workshop on January 27. Just to follow up on our quick chat on Friday, here are some comments I received from attendees at your workshop that they gave permission for me to pass on. You'll see that the GAs found the workshop very beneficial. They are quite enthusiastic, and I'm sure that everyone will have more ideas and confidence moving forward.”

Findings: Unsolicited feedback continues to aid center staff in planning programs and services to meet the needs of the center’s clientele. Unsolicited feedback also serves to reinforce what center staff have been doing well and what they could continue to do better. M. Graduate Teaching Assistants (GTAs) Orientation pre-survey

Activities: As part of the ongoing assessment of GTA programs, center staff have been conducting a pre-survey of GTAs at every fall Teaching Assistant Orientation. Since 2013, the pre-survey is part of the registration process and three questions are answered during registration with the electronic registration system; therefore there is a 100% response rate to the pre-survey. The pre-survey is useful to assess GTAs’ expectations of TA Orientation and provide the center with an idea of how many departments require their TAs attend the orientation. The questions are:

• I anticipate that the concepts/techniques covered in this program will be applicable in my teaching and related activities

• I anticipate that my participation in the program will have potential benefit to my students

• My department requests me to attend the Teaching Assistant Orientation

The results from these assessments are then compared with the results from the four-month follow-up survey sent to the participants of the TA Orientation. Findings: The Teaching Assistant Orientation pre-survey was able to provide the center with preliminary information on the expectations of the participants. Each year the number of departments requiring their TAs to attend the orientation increases. Although the GTA registrants self-report the mandatory attendance, according to the pre-survey almost 30 departments require attendance to the orientation.

N. Office of the Provost’s input

Activities: During 2011-2016, the center director continued to meet bi-weekly with the Vice Provost for Faculty Affairs to report on planned and completed activities, convey faculty, SPS, administrator and GTAs’ needs, and obtain feedback and directives for the center regarding issues related to faculty development and other suggestions regarding programs and services.

21

Findings: As the center reports to the Office of the Provost, center staff consider it crucial to obtain input from the Provost and the provost’s staff. The center director received directions on continuing the annual “New Faculty Forum” and the department chair development programs series. Provost’s staff was also helpful to the center in addressing faculty needs and addressing them through the Council of Deans and other university bodies. At the request of the Provost, center staff conducted 25 workshop in fall 2016 on the Prioritization Plus data platform, attended by 279 faculty and staff, and developed support materials. For more information regarding program prioritization data platform training and Support, go to http://www.niu.edu/program-prioritization/training/ Along with the training on the program prioritization data platform and coordination of the New Faculty Forum, center staff worked on a number of projects for the Office of the Provost during 2011-2016, including coordination of the Presidential Teaching Professor Seminar series and the Board of Trustees Professor Seminar Series, collaborating with eLearning Services to support Online Course and Program Development, including offering a six-week Online Course Design Academy in spring 2016 and offering a new Quality Online Teaching Series of workshops online during fall 2015. Center staff offered 8 teaching workshops for a delegation of 6 faculty from Anhui University of Finance & Economics from Bengbu, PR of China during fall 2015. O. Peer observation feedback

Activities: In 2009-2010, center staff realized the need to observe each other’s programs and provide feedback on their program design, development and delivery activities in order to reinforce their strengths and suggest opportunities for improvement. This process has also been included as part of the center’s assessment activities. Each staff member who delivers programs will have the opportunity on an annual basis to have at least one or more of his or her program observed by other staff members and receive feedback. The assistant director will receive the feedback from the observing staff, meet with the staff member whose program was observed, and share a summary of the strengths as well as opportunities for improvement identified as a result of the observations. Completed observation forms will be kept confidential and will not be shared with the staff whose program was observed, and only a summary of feedback will be shared. Appendix K contains the Peer Observation Feedback Form. Findings: The Peer Observation Feedback Form was implemented in summer 2010 and peer observations by center staff are conducted on a routine basis. The analysis and results from the peer observation feedback are used to improve the development and delivery of programs by center staff. Some improvements include reinforcing main points throughout programs, summarizing the information at the programs conclusion, and reviewing and updating program descriptions for fliers and the website. Online programs are also peer-observed and feedback on the quality of archives is given. V. ANALYSIS OF RESULTS

All the programs, resources, and services offered by the center were assessed on a regular basis during 2011-2016. As part of the assessment effort, feedback and data collected were analyzed by the director, program coordinator, and other staff to identify how the targets were met or not met for the various objectives. The following paragraphs explain how targets for the various objectives were met based on the findings. Provide opportunities for effective teaching: Each academic year during 2011-2016, the center staff offered daylong Teaching Effectiveness Institutes at the beginning of fall and spring semesters, fall TA Orientation, as well as regularly scheduled programs of varying duration on teaching effectiveness to

22

meet the needs of faculty, teaching staff, instructors, and teaching assistants. Center staff conducted program evaluations to assess the participants’ perception of programs’ impact on their teaching and related activities, and potential benefit to students as a result of participating in the program. As shown in Table 3, on the average of 95.6% of participants over the five years indicated that Teaching Effectiveness Institute continued to impact their teaching and other student-related activities during 2011-2016. Similarly, on the average of 96.84% of participants indicated that the institute had potential benefit to students as a result of participating in the program during 2011-2016. The center’s target was 80% for impact and benefits, and the results indicate that the target was met for Teaching Effectiveness Institutes, and the results were similar for regularly offered teaching effectiveness programs of varying duration. The target of offering teaching-related consultations and classroom observations to 100% of those who requested such consultations was also met during 2011-2016 even though classroom observation requests were very time and staff effort intensive. However, during the analysis of results center staff realized the need for assessing consultee’s perceptions on the impact of consultations and classroom observations. Therefore, as mentioned under Evidence item D, center staff implemented a consultation feedback form in 2011 to obtain consultees’ feedback on the same two questions as for program evaluations (along with other questions related to consultations). Center staff also began splitting online teaching consultations from other consultations in 2014, and used all information as part of the overall assessment of opportunities provided for teaching effectiveness. Center staff learned that collecting feedback on consultations is very time-intensive with small response, respondents in some cases do not remember participating in a consultation, and at times confuse the center with other units on campus. Center staff continue to search for feedback collection best practices. Promote research and scholarly activities: The targets for these objectives were met as the center collaborated with campus units to offer programs on research and scholarly activities, such as the “Write Well, Publish More!” workshop cosponsored with Writing Across the Curriculum for ten consecutive years. 87.5% of participants indicated their objectives for attending the program were met. A sample of feedback from the participants of the workshop is included below:

• “Wonderful workshop, encouraging, meaningful, clear.”

• “Brad is awesome. T his workshop gave me what I need to go to the next level.”

Since 2006-07, participants of the “Write Well, Publish More!” workshop have consistently conveyed the need for creating (and continuing) writing circles, and in response to this request, center staff created and facilitated a monthly Writing Circle for faculty members from several colleges which continued through 2015-16 for a tenth consecutive year. A sample of feedback from the participants of the Writing Circle is included below:

• “The writing circle is great and I hope it continues a LONG time for everyone's benefit.”

• “I really enjoyed this workshop! It will help me a lot in the future! :-)

• “Excellent group. Coordinates so very well. I think the only suggestion I have is to perhaps have more "turns". It’s wonderful to read and review others work as that is a learning experience in itself but often an individual only gets one or two opportunities to present their work and receive feedback. Perhaps a smaller group?”

• “I think the writing circle is an excellent program. The only suggestion for improvement would be more participants from the sciences.”

23

Facilitate the integration of instructional technologies: The targets for these objectives were met as the center offered a range of programs on integrating a wide spectrum of technologies into teaching such as the day-long hands-on Teaching with Technology Institute and hands-on Online Teaching Series as well as regularly scheduled workshops on technology integration, which were attended by faculty, teaching staff, instructors, administrators, and teaching assistants. Table 4 illustrates the program evaluation and program follow-up feedback for Blackboard I workshops implemented in 2008, and the results clearly indicate the target was met for the objectives. The results were similar for other regularly scheduled technology integration programs and well-exceeded the target. Center staff offered consultations on teaching with technologies for 100% of faculty, SPS and graduate teaching assistants who requested such support during 2011-2016, thus meeting the target, and plan to assess the consultations as explained for the previous objective. Center staff also met regularly with other units such as Division of Information Technology and eLearning Services to coordinate support for those integrating instructional technologies in their teaching, and without such collaborative effort Blackboard support would not be possible at NIU.

Provide professional development opportunities: The targets for these objectives were met as the center director was able to arrange mentors for 100% of new faculty who requested mentors during 2011-2016 and 100% of those who received mentoring support indicated in the mentoring feedback survey that the support met their needs, thus meeting the targets. Center staff hosted a number of professional development programs such as the New Faculty Forum, Provost’s Spring Luncheon for New Faculty, and Department Chair Development workshops with the support of the Office of the Provost. On the average, 85% of the participants of all the professional development programs offered during 2011-2016 indicated that the programs would positively impact their professional responsibilities, thus meeting the target for this objective. Serve as a referral service and as a resource unit: During 2011-2016, center staff served as a referral service to other units on campus for 100% of those who requested such referrals and provided access to the center’s Collaboratory and digital multimedia studio to 100% of those who requested to use those facilities for experimenting with instructional technologies or develop their instructional materials. Center’s web resources were heavily visited by those at NIU as well as outside. Center staff also disseminated information on teaching, technology and related topics through the web as well as through newsletters and other media to 100% of administrators, faculty, supportive professional staff, and graduate teaching assistants at NIU, thus meeting the targets for this objective. VI. USE OF RESULTS

All the programs, resources, and services offered by the center were assessed on a regular basis during 2011-2016. As part of the assessment effort, feedback and data collected were analyzed by the director, program coordinator, and other staff to identify useful results to implement during 2016-2017 and in subsequent years. Feedback obtained from program evaluations and data on program attendance were helpful in making several programmatic changes. The following paragraphs describe some examples of how center staff have used assessment results to improve not only its programs and services, but also the assessment process.

24

The results from the 2015 GTA campus-wide survey and 2016 faculty/staff campus-wide survey have helped center staff to continue the programs and activities that were working well and to identify opportunities for improvement. Following is a sample of opportunities identified and fully implemented as a result of the two recent campus-wide surveys:

• Raise the “benefit to students” question to exceed the 80% benchmark – At the conclusion of center workshops, ask participants how they might use the techniques learned in their classroom. Add an item to Peer Observation Check Sheet, such as: “Did presenter connect strategies to how it would benefit students?” Third, offer more examples in workshops of how to use teaching and technologies techniques in the classroom.

• Raise awareness of GTA programs, services, resources and awards – Faculty and GTAs both indicated a lack of awareness of center’s programs, services, resources available for GTAs. Center plans to endorse Graduate Teaching Assistant Certificate awardees on LinkedIn, invite and acknowledge them at the Graduate School’s Awards Ceremony each spring, write articles in the Spectrum newsletter about them, and list their names on the website. Each recognition opportunity will highlight the variety of programs and services the GTAs participated in to earn the award.

• Offering more programs completely online and highlight online recorded programs – Some faculty indicated that they could not attend programs on days when they are not on campus, and therefore, would prefer them to be offered online and/or recorded online so that they could participate in them from their homes or off-campus locations. Also highlight recorded workshops more prominently on monthly schedules, include in the center website homepage scroller, etc. for easier access and visibility.

• Consider offering group consultations – Center will consider offering more group consultations to departments as 64 % indicated an interest in this service; however, with no additional staff to meet the need, other duties may have to be given up in order to accommodate the need.

• Raise response rate to GTA 4-Year Campus-wide Survey – Center staff plans to possibly forward fliers to departments to send to GTAs, send a follow-up email to GTAs who have not responded asking why they have not responded.

These opportunities for improvement could not have been identified without the campus-wide surveys conducted during spring 2015 and spring 2016. In 2013, the center moved to Qualtrics along with the NIU community for assessment purposes, and in 2015, the center’s various evaluation summaries were put into an amalgamation in order to gather annual percentages as needed. During 2011-2016, center staff continued recording and analyzing consultation data and related details in the consultation database. Using the consultation database, center staff can identify topics for which faculty, staff and TAs request frequent consultations and develop and offer new programs on those topics to meet the need. Center began collecting feedback on consultations in 2010-2011 to assess whether consultees’ goals for receiving consultations were met and the impact of the consultations on the consultees’ teaching and related activities, and their benefit to students. Center also began separating online teaching consultations from non-online teaching consultations to reflect the re-emphasis on online teaching workshops and staff wanted to monitor them separately.

25

During 2011-2016, the center continued to provide professional development opportunities by arranging mentors for new faculty who requested such support, offering professional development grants to faculty and SPS, assisting with new faculty welcoming and orientation events, and assisting with hosting development programs for department chairs. These are some examples of use of results from the assessment effort, and in spite of budget restrictions, the center has been making considerable progress in assessing its programs and services and exploring opportunities for continuous improvement, especially in the areas of how programs and services impact faculty, staff and GTAs’ teaching and related responsibilities and benefit their students. VII. FURTHER INFORMATION NEEDED AND TIMELINE

Currently, the center is part of “the online course development and delivery complex conversation” and waiting a final decision and recommendations for moving forward from the institutional program prioritization process (President's Program Prioritization Progress Report, p. 60). As such, center staff plan to make any necessary adjustments to this assessment plan and objectives once the center’s “decision pending” designation from President Baker is known and any new directives are received in 2017. VIII. RESOURCES NEEDED

There are no new resources needed at this time for continuing the assessment initiative.

26

APPENDICES

27

Appendix A: Program Evaluation Form and

Program Follow-up Feedback Form

28

Program Evaluation Form

The purpose of this evaluation is to obtain your feedback on this workshop, improve future workshops, and identify additional needs. Only a summary of feedback from all participants will be shared with the presenter and sponsors. Thank you. 1. Workshop presenter was organized and prepared (Select one)

Strong Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Not Applicable

2. Delivery of the workshop by the presenter was adequate (Select one) Strong Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Not Applicable

3. Scope of the topics covered in the workshop was appropriate (Select one) Strong Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Not Applicable

4. Length of the workshop was sufficient for the topics covered (Select one) Strong Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Not Applicable

5. My objectives for attending this workshop were met (Select one) Strong Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Not Applicable

6. The concepts/techniques covered in this workshop are applicable in my teaching or student-related activities (Select one) Strong Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Not Applicable

7. My participation in this workshop has potential benefit to students (Select one) Strong Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Not Applicable

8. The overall coordination of workshop-related details by Faculty Development staff was adequate (Select one) Strong Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Not Applicable

9. The two most useful ideas I will take with me from this workshop are (please write legibly below) (a)_________________________________________________________________________________________________ (b)_________________________________________________________________________________________________

10. I learned about this workshop through (check ONE option to help us better publicize our programs) ____Colleague ____Email/Listserv ____NIU Website ____Faculty Development Website ____Other (Please specify)_________________________________

11. If you circled Disagree or Strongly Disagree for any of the items above, please explain below. If you have additional comments about this workshop or suggestions for future workshops, please write them legibly below and continue on the back page if necessary.

29

Program Follow-up Evaluation Form

The purpose of this follow-up evaluation is to obtain your feedback on this workshop, improve future workshops, and identify additional needs. Only a summary of feedback from all participants will be shared with the presenter and sponsors. Thank you. Workshop Date: XX/XX/20XX Workshop Title: Title of Workshop or Institute 1. The concepts/techniques covered in this workshop were applicable in my teaching or student-related activities (Select

one) Strong Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Not Applicable

2. My participation in this workshop had potential benefit to students (Select one) Strong Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Not Applicable

3. If you checked Disagree or Strongly Disagree for the items above, please explain below. If you have additional comments about this program or suggestions for future programs, please write them below.

30

Appendix B:

Program Self-Assessment Form

31

Program Self-Assessment Form

The purpose of this internal form is to assess the planning and coordination of new or non-routine programs, programs of longer duration (half-day or more), or special programs conducted so that unanticipated needs identified could be addressed and future offerings can be improved. The primary staff responsible for the program should complete the form and submit it to the Program Coordinator within a week after the program is completed. For each item listed below, respond if the item was planned and completed fully within established deadlines, any problems or unanticipated needs were encountered, and what could be done to improve in the future. Thank you.

Program Title:

Filed by:

Program needs assessment

Development of program description

Promotion and publicity

Program development (if developed by Center staff)

Program materials (handouts, slides, exercises, etc.)

Involvement of other staff at the Center or others outside the Center

Budgeting of program expenses and approval

Reservation of resources (space, equipment, etc.)

Program-related communication (with presenters, HSC staff, Center staff, etc.)

Program delivery (on the day of the program)

Participants’ evaluation of the program

Wrap-up activities

32

Appendix C:

2011 – 2016 Programs, Attendance & Contact Hours

33

NORTHERN ILLINOIS UNIVERSITY Faculty Development and Instructional Design Center August 16, 2011 – August 15, 2016 Program Attendance

Date Program Title Start End Contact Hours Attend

Total Contact Hours

8/16/11 Fall '11 Teaching Assistant Orientation 8:00 AM 3:15 PM 7.25 201 1457.25

8/16/11 Blogs, Wikis and Journals: New Ways to Collaborate and Communicate with Students in Blackboard 1:00 PM 4:00 PM 3.00 7 21

8/16/11 Clickers in the Classroom 9:00 AM 11:00 AM 2.00 10 20

8/17/11 Blackboard Tune-up: New Features in the Next Generation of Blackboard 9:00 AM 10:30 AM 1.50 17 25.5

8/17/11 Blackboard Tune-up: New Features in the Next Generation of Blackboard 2:00 PM 3:30 PM 1.50 9 13.5

8/18/11 Fall '11 New Faculty Forum 8:00 AM 11:00 AM 3.00 42 126

8/18/11 Special Workshop: Building Your Course in Blackboard NG for English 1:45 PM 2:45 PM 1.00 19 19


8/19/11 Blackboard I: Introduction to Blackboard 9:00 AM 12:00 PM 3.00 18 54

8/22/11 Blackboard Open Lab 11:00 AM 1:00 PM 2.00 14 28


8/23/11 Blackboard II: Building Your Blackboard Course 10:00 AM 11:30 AM 1.50 7 10.5



8/25/11 Promoting Online Collaboration with Wimba Classroom in Blackboard 1:00 PM 4:00 PM 3.00 2 6


8/30/11 Simple PowerPoint Tricks to Improve Learning 10:00 AM 11:30 AM 1.50 11 16.5

8/31/11 Rubrics for Meaningful Assessment and Evaluation 11:30 AM 1:00 PM 1.50 8 12



9/6/11 Effective Delivery Techniques: Little Things that Make a Big Difference 11:30 AM 1:00 PM 1.50 5 7.5

9/7/11 University Support Expo (USE) 11:00 AM 1:00 PM 2.00 126 252

9/8/11 Blackboard II: Building Your Blackboard Course 1:30 PM 3:00 PM 1.50 4 6

9/9/11 Introduction to Blackboard Communities 10:00 AM 12:00 PM 2.00 0 0

9/12/11 Multimedia Sampler: Reviewing Tools that can Enhance Teaching Skills 12:00 PM 1:00 PM 1.00 9 9

9/13/11 Managing Student Grades with Blackboard Grade Center 2:00 PM 3:30 PM 1.50 7 10.5

9/14/11 Setting up Student Groups for Success 11:30 AM 1:00 PM 1.50 3 4.5


9/16/11 Promoting Online Collaboration with Wimba Classroom in Blackboard 9:00 AM 12:00 PM 3.00 0 0

9/16/11 Special Workshop: Writing Circles for the College of Educations For Your Information

1:00 PM 3:00 PM 2.00 5 10

9/21/11 Self and Peer Assessment Made Simple with Blackboard 10:00 AM 11:30 AM 1.50 5 7.5

9/22/11 Interactive Rubrics: Providing Consistent and Quality Feedback in Blackboard Courses

12:00 PM 1:00 PM 1.00 4 4

9/23/11 Screencasting to Facilitate Learning Opportunities 9:00 AM 12:00 PM 3.00 4 12

9/27/11 Board of Trustees Professor Seminar: The Theory of Evolution in a Modern World 11:30 AM 1:00 PM 1.50 97 145.5

9/28/11 Learning on the Go: Introduction to Mobile Teaching and Learning 11:30 AM 1:00 PM 1.50 8 12

9/29/11 Chairs Dev't Workshop: Promoting Student Success in the Changing Higher Education Landscape 8:00 AM 12:00 PM 4.00 51 204

9/29/11 Scaffolding to Improve Student Learning 11:30 AM 1:00 PM 1.50 6 9

34


Total Contact Hours


10/4/11 Presidential Teaching Professor Seminar: Teaching Lang. and Culture: Going Global with Two Tongues 11:30 AM 1:00 PM 1.50 25 37.5

10/6/11 Articulate Series: Engaging Students with Interactive Tutorials 1:30 PM 3:30 PM 2.00 5 10

10/7/11 Blackboard I: Introduction to Blackboard 1:00 PM 4:00 PM 3.00 3 9

10/10/11 Collecting Assignments Electronically using Blackboard 2:00 PM 3:30 PM 1.50 8 12

10/10/11 Special Workshop: Introduction to Blackboard Communities for University Libraries

9:00 AM 11:00 AM 2.00 16 32


10/11/11 Special Workshop: Introduction to Blackboard Communities for University Libraries

1:00 PM 3:00 PM 2.00 21 42

10/12/11 Integrating Web 2.0 Tools into Blackboard 10:00 AM 11:30 AM 1.50 2 3

10/13/11 Gagne's Nine Events of Instruction 11:30 AM 1:00 PM 1.50 3 4.5

10/17/11 Facilitating Student Communication using Blackboard Groups and Discussion Board

1:30 PM 3:00 PM 1.50 3 4.5

10/18/11 Tips for Engaging Online Sessions with Wimba Classroom 12:00 PM 1:00 PM 1.00 2 2

10/21/11 Overview of ePortfolios, Including Student Voices 8:30 AM 12:00 PM 3.50 41 143.5

10/21/11 Implementation of ePortfolios: A Conversation 1:00 PM 4:30 PM 3.50 18 63

10/24/11 Design Tools Series for Online Instruction: Audio 1:30 PM 3:00 PM 1.50 4 6

10/25/11 Using the Blackboard Content Collection to Manage Your Course Content 10:00 AM 11:30 AM 1.50 2 3

10/26/11 Bloom's "Digital" Taxonomy 11:30 AM 1:00 PM 1.50 8 12

10/27/11 Mobile Learning Series: Quick Response (QR) Codes 10:00 AM 11:30 AM 1.50 10 15



11/7/11 Articulate Series: Getting Started with Online Tutorials 10:00 AM 11:30 AM 1.50 4 6

11/8/11 Facilitating Group Work in Blackboard 1:30 PM 3:00 PM 1.50 0 0

11/10/11 Strategies for Ending Your Course on a High Note 11:30 AM 1:00 PM 1.50 9 13.5

11/11/11 Blackboard II: Building your Blackboard Course 2:00 PM 3:30 PM 1.50 2 3

11/14/11 Tracking Student Performance in Blackboard 1:30 PM 3:00 PM 1.50 1 1.5

11/15/11 Clickers in the Classroom 2:00 PM 4:00 PM 2.00 9 18

11/15/11 Veteran Students Supporter Development 11:30 AM 1:00 PM 1.50 0 0

11/16/11 Quick and Painless Grading 11:30 AM 1:00 PM 1.50 5 7.5

11/17/11 Mobile Learning Series: Text Messaging in Teaching 12:00 PM 1:00 PM 1.00 5 5


11/29/11 Screencasting in the Cloud 1:30 PM 3:30 PM 2.00 7 14

11/30/11 Special Workshop: Social Media 101: Posts, Tweets, and Info Sharing Phenomena for Student Affairs 10:00 AM 11:30 AM 1.50 28 42

11/30/11 Using PowerPoint to Engage and Motivate Students 11:30 AM 1:00 PM 1.50 9 13.5

12/7/11 Special Workshop: Introduction to RSS, Facebook, and Twitter for NGOLD 9:00 AM 10:00 AM 1.00 11 11

12/7/11 Submitting Final Grades Automatically from Blackboard to MyNIU 1:30 PM 3:00 PM 1.50 10 15

12/8/11 Student Response System (Clickers) Panel Discussion 11:30 AM 1:00 PM 1.50 19 28.5



12/14/11 Special Workshop: Introduction to Blackboard Communities for Center for SE Asian Studies

10:00 AM 11:30 AM 1.50 5 7.5

12/14/11 Using Graphic Organizers to Help Students Construct Meaning 11:30 AM 1:00 PM 1.50 9 13.5

35


Total Contact Hours

12/15/11 Introduction to Online Teaching and Learning 12:00 PM 1:00 PM 1.00 15 15



1/12/12 Spring '12 Teaching Effectiveness Institute-Creating Transformative Education through Exp. Learning 8:00 AM 4:00 PM 8.00 34 272

1/12/12 Special Workshop: Introduction to iPad for Provost's Office 10:00 AM 11:00 AM 1.00 5 5

1/13/12 Spring '12 Teaching Effectiveness Institute: Teaching Engaging Online Courses 8:00 AM 4:00 PM 8.00 30 240

1/17/12 Blackboard II: Building Your Blackboard Course 9:00 AM 10:30 AM 1.50 4 6

1/18/12 Quick and Simple Creation of Educational Tutorials 1:30 PM 3:30 PM 2.00 4 8

1/19/12 Introduction to Blackboard Communities 9:00 AM 11:00 AM 2.00 3 6

1/20/12 Setting Up Student Groups for Success in Blackboard 9:30 AM 11:00 AM 1.50 4 6


1/24/12 Promoting Online Collaboration with Wimba Classroom in Blackboard 1:00 PM 4:00 PM 3.00 3 9

1/25/12 Delivering Dynamic Lectures 11:30 AM 1:30 PM 2.00 10 20

1/26/12 Tips for Communicating Effectively Using Blackboard 12:00 PM 1:00 PM 1.00 5 5


1/30/12 Screencasting to Facilitate Learning Opportunities 1:30 PM 3:30 PM 2.00 4 8

1/31/12 Collecting Assignments Electronically Using Blackboard 1:30 PM 3:00 PM 1.50 3 4.5

1/31/12 Special Workshop: Communicating with Your Professors 5:00 PM 5:45 PM 0.75 7 5.25


2/2/12 Special Workshop: Using Discussions in Blackboard Courses for College of Business

11:45 AM 1:00 PM 1.25 20 25

2/3/12 Developing and Assessing Quality Online Courses and Programs 8:30 AM 4:00 PM 7.50 52 390

2/7/12 Managing Student Grades with Blackboard Grade Center 2:00 PM 4:00 PM 2.00 6 12

2/8/12 Articulate Series: Engaging Students with Interactive Tutorials 10:00 AM 12:00 PM 2.00 3 6

2/9/12 Getting Students to Read 11:30 AM 1:00 PM 1.50 7 10.5


2/14/12 Mobile Learning Series: Designing a Mobile-Friendly Blackboard Course 12:00 PM 1:00 PM 1.00 18 18

2/16/12 Facilitating Student Communication using Blackboard Groups and Discussion Board

2:00 PM 3:30 PM 1.50 4 6


2/20/12 Special Workshop: Screencasting to Facilitate Learning Opportunities 1:00 PM 3:00 PM 2.00 5 10

2/21/22 Mac Series: Quick and Easy Video Editing Using iMovie 2:00 PM 4:00 PM 2.00 2 4

2/21/12 Board of Trustees Professor Seminar: Understanding Jazz through a Cultural Approach

11:30 AM 1:00 PM 1.50 26 39

2/22/12 Using PowerPoint to Engage and Motivate Students 11:30 AM 1:00 PM 1.50 6 9

2/23/12 Tips for Assessing Student Learning Using Blackboard 12:00 PM 1:00 PM 1.00 7 7

2/24/12 Integrating Web 2.0 Tools into Blackboard 10:00 AM 11:30 AM 1.50 2 3



12:00 PM 1:00 PM 1.00 4 4



3/7/12 Formative and Summative Feedback 11:30 AM 1:00 PM 1.50 8 12

3/8/12 Chairs Dev't Workshop: Enhancing Transfer Student Retention and Course Articulation

8:00 AM 11:00 PM 15.00 32 480

36


Total Contact Hours

3/8/12 Blackboard Portfolio Tool 2:00 PM 3:30 PM 1.50 5 7.5


3/13/12 Teaching Engaging Online Courses 8:00 AM 4:00 PM 8.00 28 224


3/20/12 Design Tools Series for Online Instruction: Audio 10:00 AM 12:00 PM 2.00 3 6

3/21/12 Tips and Strategies for Implementing Successful Discussion Board Forums in Blackboard

11:30 AM 12:30 PM 1.00 5 5


3/23/12 Tips for Effective Group Collaborations in Blackboard 12:00 PM 1:00 PM 1.00 5 5

3/26/12 Articulate Series: Getting Started with Online Tutorials 2:00 PM 3:30 PM 1.50 1 1.5

3/27/12 Presidential Teaching Professor Seminar: Through the Lens of Experience 11:30 AM 1:00 PM 1.50 44 66

3/28/12 Strategies for Engaging Students in the Classroom 11:30 AM 1:00 PM 1.50 9 13.5

3/30/12 Timesaving Tips Using Blackboard Grade Center 12:00 PM 1:00 PM 1.00 8 8

4/2/12 Engaging with Community Partners - Brown Bag Session 11:30 AM 1:00 PM 1.50 11 16.5


4/6/12 Special Workshop: Course Design and Management for Music 2:00 PM 2:50:00 PM

0.83 14 11.66667


4/10/12 Tips for Successful Virtual Class Sessions 12:00 PM 1:00 PM 1.00 9 9

4/12/12 Problem-Based Learning 11:30 AM 1:00 PM 1.50 2 3

4/17/12 Military Student Supporter Development 11:30 AM 1:00 PM 1.50 0 0

4/18/12 Articulate Series: Engaging Students with Interactive Tutorials 10:00 AM 12:00 PM 2.00 0 0

4/19/12 End of Semester Considerations for Your Blackboard Course 9:00 AM 10:30 AM 1.50 2 3

4/20/12 Mobile Learning Series: Introduction to eBooks 12:00 PM 1:00 PM 1.00 7 7

4/24/12 Blackboard Collaborate Preview: Introduction to Next Generation Web Conferencing

1:30 PM 3:00 PM 1.50 9 13.5

4/25/12 Active Listening Skills to Improve Communication 11:30 AM 1:00 PM 1.50 0 0

4/26/12 Maintaining Constructive Relationships In and Out of the Classroom 10:00 AM 12:00 PM 2.00 7 14

4/27/12 Blackboard Collaborate Preview: Introduction to Next Generation Web Conferencing

12:00 PM 1:00 PM 1.00 3 3

5/1/12 Introduction to Blackboard Collaborate 1:30 PM 3:00 PM 1.50 0 0

5/2/12 Mac Series: Quick and Easy Editing Using iMovie 12:00 PM 1:00 PM 1.00 3 3

5/4/12 Preview of New Features in Blackboard 9.1 Service Pack 8 9:00 AM 10:30 AM 1.50 2 3

5/8/12 Special Workshop: Introduction to iPad for Provost's Office 8:15 AM 10:00 AM 1.75 23 40.25

5/10/12 Submitting Final Grades Automatically from Blackboard to MyNIU 2:00 PM 3:30 PM 1.50 2 3

5/16/12 Facilitating Difficult Dialogues and Other Diversity Dynamics in the Classroom 8:00 AM 4:00 PM 8.00 33 264

5/21/12 Preview of New Features in Blackboard 9.1 Service Pack 8 12:00 PM 1:00 PM 1.00 18 18

5/22/12 Designing a Writing-Enhanced Course 8:30 AM 4:00 PM 7.50 28 210


5/24/12 Write Well, Publish More! 8:30 AM 4:00 PM 7.50 17 127.5

6/1/12 Teaching with Technology Institute--Mobile Computing: Intersections of Life, Education and Media 8:30 AM 11:45 AM 3.25 30 97.5

6/1/12 Teaching with Technology Institute: A Classroom in Your Pocket: Mobile Teaching and Learning 8:30 AM 4:30 PM 8.00 44 352


6/6/12 Introduction to Online Teaching and Learning 12:00 PM 1:00 PM 1.00 8 8

37


Total Contact Hours

6/7/12 Developing a Course Syllabus 11:30 AM 1:00 PM 1.50 5 7.5


6/12/12 Engaging Students with Interactive Quizzes 1:30 PM 3:30 PM 2.00 6 12

6/13/12 Special Workshop: Blackboard Train the Trainer Day 1 9:00 AM 4:00 PM 7.00 21 147

6/13/12 Introducing New Features in Blackboard 9.1 SP8 1:30 PM 3:00 PM 1.50 12 18

6/14/12 Free Software Tools for the Classroom 12:00 PM 1:00 PM 1.00 7 7

6/14/12 Special Workshop: Blackboard Train the Trainer: Day 2 9:00 AM 4:00 PM 7.00 21 147

6/20/12 Teaching a New Course 11:30 AM 1:00 PM 1.50 6 9

6/28/12 Writing Instructional Goals and Objectives: There is a Difference 11:30 AM 1:00 PM 1.50 4 6

7/10/12 Flipping the Classroom: A Model of Blended Learning 11:30 AM 1:00 PM 1.50 6 9


7/12/12 Engaging Students with Interactive Tutorials 1:30 PM 3:30 PM 2.00 5 10

7/19/12 Using Internet Memes in the Classroom 1:30 PM 3:00 PM 1.50 6 9

7/23/12 Special Workshop: Blackboard I for University Libraries 9:00 AM 12:00 PM 3.00 9 27

7/24/12 Special Workshop: Overview of Teaching & Management for UNIV 105 Instructors

2:00 PM 3:30 PM 1.50 9 13.5


7/25/12 Creating and Delivering Effective PowerPoint Presentations 11:30 AM 1:00 PM 1.50 4 6




8/15/12 Fall '12 Teaching Effectiveness Institute: Fundamental Principles of Effective Instruction

8:00 AM 4:15:00 PM

8.25 38 313.5

8/16/12 Fall '12 Teaching Effectiveness Institute: Tools of Student Engagement: Connecting Meaningful Moment 8:00 AM 4:30 PM 8.50 41 348.5


8/21/12 Fall '12 Teaching Assistant Orientation 8:30 AM 3:30 PM 7.00 237 1659

8/23/12 Fall '12 New Faculty Forum 8:00 AM 11:00 AM 3.00 87 261


8/27/12 Promoting Online Collaboration with Blackboard Collaborate 9:00 AM 12:00 PM 3.00 18 54


8/30/12 Team-Based Learning 11:30 AM 1:00 PM 1.50 7 10.5

9/5/12 Special Workshop: Clickers 9:30 AM 11:00 AM 1.50 9 13.5

9/5/12 Online Multimedia Sampler 11:30 AM 1:00 PM 1.50 9 13.5

9/6/12 Writing Goals and Objectives: There is a Difference 11:30 AM 1:00 PM 1.50 6 9



9/11/12 University Support Expo 11:00 AM 1:00 PM 2.00 140 280

9/12/12 Mobile Learning Series: Learning on the Go: Introduction to Mobile Learning 11:30 AM 1:00 PM 1.50 7 10.5


9/14/12 Promoting Online Collaboration with Blackboard Collaborate 9:00 AM 12:00 PM 3.00 10 30

9/18/12 Managing Student Grades with Blackboard Grade Center 10:00 AM 11:30 AM 1.50 8 12

9/19/12 Delivering Dynamic Lectures 11:30 AM 1:00 PM 1.50 17 25.5

9/20/12 Sharing Your Computer Screen during an Online Lecture Using Blackboard Collaborate

12:00 PM 1:00 PM 1.00 8 8

38


Total Contact Hours


9/26/12 Collecting Assignments Electronically in Blackboard 1:30 PM 3:00 PM 1.50 7 10.5

9/28/12 Social Media Series: Introduction to Social Media in Education 12:00 PM 1:00 PM 1.00 11 11

10/1/12 Board of Trustees Professor Seminar: The Love of Literature, Scepticism and Collaboration

11:30 AM 1:00 PM 1.50 27 40.5


10/4/12 Rubrics for Meaningful Assessment and Evaluation 11:30 AM 1:00 PM 1.50 7 10.5

10/8/12 Blackboard Communication Tools 1:00 PM 2:30 PM 1.50 3 4.5

10/9/12 Quick and Painless Grading 11:30 AM 1:00 PM 1.50 4 6



10/17/12 NEW: Providing Electronic Feedback 11:30 AM 1:00 PM 1.50 0 0

10/18/12 Testing Techniques: How to Design Better Tests 11:30 AM 1:00 PM 1.50 6 9

10/19/12 Communicating Visually During Online Sessions Using 12:00 PM 1:00 PM 1.00 5 5

10/22/12 Assessing Student Learning with Blackboard Tests and Surveys 1:00 PM 2:30 PM 1.50 7 10.5

10/24/12 Mac Series: Introduction to GarageBand 1:30 PM 3:00 PM 1.50 2 3

10/25/12 Articulate Series: Getting Started with Online Tutorial 2:00 PM 3:30 PM 1.50 5 7.5


12:00 PM 1:00 PM 1.00 11 11

10/30/12 Mobile Learning Series: Grading on a Mobile Device 12:00 PM 1:00 PM 1.00 5 5

10/31/12 Social Media Series: Introduction to Social Bookmarking 12:00 PM 1:00 PM 1.00 6 6

11/1/12 Presidential Teaching Professor Seminar: Transformational Learning 11:30 AM 1:00 PM 1.50 73 109.5


11/6/12 Articulate Series: Engaging Tutorials 1:30 PM 3:30 PM 2.00 2 4

11/8/12 Strategies for Ending Your Course on a High Note 11:30 AM 1:00 PM 1.50 4 6

11/9/12 Blackboard II: Building your Blackboard Course 1:30 PM 3:00 PM 1.50 4 6

11/12/12 Prezi: Move Beyond Slides to Create Amazing Presentations 2:00 PM 3:30 PM 1.50 12 18

11/13/12 Maintaining Constructive Relationships In and Out of the Classroom 9:30 AM 11:30 AM 2.00 18 36

11/14/12 Chairs Dev't Workshop: Emerging Best Practices and Innovation in Higher Education

8:30 AM 11:15 AM 2.75 43 118.25

11/15/12 Facilitating Small Group Discussion Online Using Blackboard Collaborate Breakout Rooms

12:00 PM 1:00 PM 1.00 3 3

11/16/12 Design Tool Series: Screencasting 1:30 PM 3:00 PM 1.50 4 6

11/19/12 Blogs, Wikis and Journals: New Ways to Collaborate and Communicate with Students in Blackboard 2:00 PM 3:30 PM 1.50 7 10.5

11/20/12 Mobile Learning Series: Designing a Mobile-Friendly Blackboard Course 12:00 PM 1:00 PM 1.00 4 4

11/27/12 Using Blackboard Goals and Alignments 12:00 PM 1:00 PM 1.00 11 11

11/28/12 Fundamentals of Experiential and Service Learning 11:30 AM 1:00 PM 1.50 5 7.5

11/29/12 Special Workshop: Intro to Social, Collaborative Teaching and Learning for CHHS faculty

9:00 AM 10:30 AM 1.50 31 46.5

11/29/12 Using the Blackboard Content Collection to Manage Your Course Content 2:00 PM 3:30 PM 1.50 3 4.5

11/30/12 Social Media Series: Using Twitter for Teaching, Learning, and Professional Development

12:00 PM 1:00 PM 1.00 15 15

12/5/12 Models of Online Instruction 12:00 PM 1:00 PM 1.00 14 14


39


Total Contact Hours

12/13/12 Special Workshop: Introduction to the SmartBoard for Foreign Languages & Literatures

3:30 PM 4:30 PM 1.00 5 5


12/18/12 Blackboard II: Building your Blackboard Course 10:00 AM 12:00 PM 2.00 7 14

12/19/12 Gagne's Nine Events of Instruction 11:30 AM 1:00 PM 1.50 8 12

1/4/13 Special Workshop: TurningPoint 5.1 Clickers Upgrade 9:00 AM 12:00 PM 3.00 4 12

1/4/13 Special Workshop: TurningPoint 5.1 Clickers Upgrade 9:00 AM 12:00 PM 3.00 4 12



1/9/13 Designing a Course Syllabus 11:30 AM 1:00 PM 1.50 8 12

1/10/13 Spring '13 Teaching Effectiveness Institute: Getting Students to Focus on Learning..

8:30 AM 12:00 PM 3.50 51 178.5

1/10/13 Spring '13 Teaching Effectiveness Institute: Increasing Student Motivation: Strategies that Work 12:30 PM 4:00 PM 3.50 46 161

1/10/13

Spring 2013 Teaching Effectiveness Institute: Getting Students to Focus on Learning Instead of Grades: Teach Them How to Learn 8:30 AM 12:00 PM 3.50 51 178.5

1/10/13 Spring 2013 Teaching Effectiveness Institute: Increasing Student Motivation: Strategies that Work 12:30 PM 4:00 PM 3.50 46 161

1/11/13 Spring '13 Teaching Effectiveness Institute: Teaching in the Digital Classroom: Tools, Tips, Strat. 8:30 AM 4:00 PM 7.50 58 435

1/11/13

Spring 2013 Teaching Effectiveness Institute: Teaching in the Digital Classroom: Tools, Tips, and Strategies 8:30 AM 4:00 PM 7.50 58 435


1/18/13 Intro to Live Online Classes Using Blackboard Collaborate 9:00 AM 12:00 PM 3.00 17 51

1/23/13 Student Success and Completion: A Collaborative Approach 1:00 PM 3:30 PM 2.50 60 150

1/23/13 Designing Effective Assessments 11:30 AM 1:00 PM 1.50 9 13.5

1/23/13 Student Success and Completion: A Collaborative Approach 1:00 PM 3:30 PM 2.50 61 152.5

1/25/13 Making Connections – Community, Students, and Faculty: Practical and Pedagogical Considerations 10:00 AM 2:30 PM 4.50 50 225

1/25/13

Making Connections – Community, Students, and Faculty: Practical and Pedagogical Considerations for Community Engagement in Coursework 10:00 AM 2:30 PM 4.50 50 225


1/31/13 **NEW - ONLINE** Mobile Learning Series: Location-Based Learning 12:00 PM 1:00 PM 1.00 10 10





2/12/13 **ONLINE** Interactive Rubrics: Providing Consistent and Quality Feedback in Blackboard Courses 12:00 PM 1:00 PM 1.00 15 15

2/14/13 Effective Delivery Techniques: Little Things That Make a Big Difference 11:30 AM 1:00 PM 1.50 9 13.5

2/15/13 Articulate Series: Getting Started with Online Tutorials 1:30 PM 3:30 PM 2.00 3 6

2/18/13 ** NEW** Design Tool Series: Images 1:30 PM 3:30 PM 2.00 4 8


2/21/13 Collecting Assignments Electronically using Blackboard 10:00 AM 11:30 AM 1.50 6 9

2/22/13 **NEW - ONLINE** Best Practices in Online Teaching 12:00 PM 1:00 PM 1.00 9 9

40


Total Contact Hours

2/25/13 Simple PowerPoint Tricks to Improve Learning 2:00 PM 3:30 PM 1.50 11 16.5

2/27/13 Presidential Teaching Professor Seminar: Dr. Tomis Kapitan 11:30 AM 1:00 PM 1.50 41 61.5

2/28/13 **NEW - ONLINE** Mobile Series: Offering Mobile-Friendly Online Lectures Using Blackboard Collaborate 12:00 PM 1:00 PM 1.00 4 4


3/4/13 **ONLINE** Redesigning Course Materials for Online Delivery 12:00 PM 1:00 PM 1.00 12 12

3/6/13 Formative and Summative Feedback 11:30 AM 1:00 PM 1.50 7 10.5

3/8/13 Special Workshop: Collaborative Research for the NIU PI Academy 3:00 PM 4:00 PM 1.00 15 15

3/19/13 **NEW** Mobile Learning Series: Apps for Teaching and Learning 2:00 PM 3:30 PM 1.50 9 13.5


3/22/13 **NEW** Design Tool Series: Video 1:30 PM 3:30 PM 2.00 5 10

3/26/13 Department Chairs Development Workshop: Managing Conflict in Healthy Ways 11:00 AM 1:00 PM 2.00 21 42

3/26/13 Blackboard II: Building Your Blackboard Course 2:00 PM 3:30 PM 1.50 3 4.5

3/28/13 Strategies for Engaging Students in the Classroom 11:30 AM 1:00 PM 1.50 8 12

4/3/13 Testing Techniques: How to Design Better Tests 11:30 AM 1:00 PM 1.50 12 18


4/9/13 Basic Video Capture and Editing 1:30 PM 3:30 PM 2.00 2 4

4/11/13 Concept Mapping for Teaching and Learning 11:30 AM 1:00 PM 1.50 5 7.5

4/12/13 Assessing Student Learning with Blackboard Tests and Surveys 10:30 AM 12:00 PM 1.50 4 6


4/16/13 Special Workshop: Link Up through LinkedIn: Benefits, Basics, and Best Practices

1:00 PM 2:30 PM 1.50 20 30

4/18/13 End of Semester Considerations for Your Blackboard Course 9:00 AM 10:30 AM 1.50 2 3

4/19/13 **NEW - ONLINE** Preview of New Features Coming to Blackboard 12:00 PM 1:00 PM 1.00 11 11

4/22/13 Board of Trustees Seminar: Building Ethical Leaders 11:30 AM 1:00 PM 1.50 16 24

4/23/13 Active Listening Skills to Improve Communication 11:30 AM 1:00 PM 1.50 8 12

4/24/13 Preview of New Features Coming to Blackboard 1:30 PM 3:00 PM 1.50 2 3

4/25/13 **NEW** Mobile Learning Series: Screencasting - Create, Explain and Share Using Your Mobile Device 1:30 PM 3:00 PM 1.50 6 9

4/26/13 Preview of New Features Coming to Blackboard 10:00 AM 11:30 AM 1.50 9 13.5

4/30/13 **ONLINE** Controlling Student Access to Materials in Blackboard 12:00 PM 1:00 PM 1.00 4 4

5/3/13 Preview of New Features Coming to Blackboard 9:00 AM 10:30 AM 1.50 10 15

5/8/13 Special Workshop: Blackboard for Training and Searches 10:00 AM 11:30 AM 1.50 9 13.5

5/10/13 **NEW - ONLINE** Preview of New Blackboard Inline Assignment Grading Feature

12:00 PM 1:00 PM 1.00 6 6

5/17/13 Special Workshop: Creating Learner-Centered Lesson Plans 2:00 PM 3:30 PM 1.50 13 19.5


5/21/13 Designing a Writing-Enhanced Course 8:30 AM 4:00 PM 7.50 25 187.5

5/22/13 **ONLINE** Preview of New Features Coming to Blackboard 12:00 PM 1:00 PM 1.00 19 19


5/31/13

Teaching with Technology Institute: Take Your Teaching to the Next Level by Making the Most of Blackboard's New Features 8:00 AM 4:30 PM 8.50 38 323

6/3/13 Preparing to Teach Online 2:00 PM 3:00 PM 1.00 0 0

6/5/13 Teaching a New Course 11:30 AM 1:00 PM 1.50 6 9

41


Total Contact Hours


6/12/13 **NEW** Blackboard Tune-up: Introducing New Features in Blackboard 10:00 AM 11:30 AM 1.50 10 15

6/13/13 Blackboard Tune-up: Introducing New Features in Blackboard 10:00 AM 11:30 AM 1.50 10 15



6/24/13 Characteristics of Effective Discussion Boards in Blackboard 10:00 AM 11:30 AM 1.50 1 1.5

6/24/13

Special Workshop: Research Integrity for Mckearn Fellows and Undergraduate Summer Research Opportunity Students 1:00 PM 2:00 PM 1.00 23 23

6/26/13 **ONLINE** Free Software Tools for the Classroom 12:00 PM 1:00 PM 1.00 10 10

6/27/13 Writing Goals and Objectives: There is a Difference 11:30 AM 1:00 PM 1.50 3 4.5

6/27/13 Summer 2013 Preparing to Teach Online - Completed 2:00 PM 3:00 PM 1.00 16 16

7/9/13 Creating and Delivering Effective PowerPoint Presentations 11:30 AM 1:00 PM 1.50 3 4.5


7/18/13 **NEW** Teaching with Infographics 2:00 PM 3:30 PM 1.50 7 10.5

7/22/13 Articulate Series: Engaging Students with Interactive Quizzing 1:30 PM 3:30 PM 2.00 0 0

7/23/13 **NEW** Tracking Student Performance in the Blackboard Retention Center 1:00 PM 2:00 PM 1.00 2 2

7/24/13 Developing a Course Syllabus 11:30 AM 1:00 PM 1.50 2 3

7/25/13 **ONLINE** Blackboard II: Building Your Blackboard Course 12:00 PM 1:00 PM 1.00 4 4

7/31/13 **NEW - ONLINE** Build Better Tests with Blackboard Item Analysis 12:00 PM 1:00 PM 1.00 3 3

8/5/13 **ONLINE** Clickers in the Classroom 2:00 PM 3:30 PM 1.50 9 13.5

8/6/13 Screencasting to Facilitate Learning Opportunities for Mac Users 1:30 PM 3:30 PM 2.00 3 6

8/12/13 Personalizing the "Look" of Your Blackboard Course 10:00 AM 11:30 AM 1.50 7 10.5

8/14/13 Blackboard Tune-up: Introducing New Features in Blackboard 2:00 PM 3:30 PM 1.50 15 22.5

8/15/13 Fall 2013 Teaching Effectiveness Institute - Fundamental Principles of Effective Instruction

8:00 AM 4:00 PM 8.00 43 344

8/16/13 Fall 2013 Teaching Effectiveness Institute - Meta-Learning: Building Self-Directed Learners

8:30 AM 12:00 PM 3.50 48 168

8/16/13 Fall 2013 Teaching Effectiveness Institute - Using Formative Feedback to Drive Student Learning 12:30 PM 4:00 PM 3.50 29 101.5


8/20/13 Fall 2013 Teaching Assistant Orientation 8:30 AM 3:30 PM 7.00 227 1589


8/22/13 Fall 2013 New Faculty Forum 8:00 AM 12:00 PM 4.00 60 240









9/10/13 **ONLINE** Multimedia Sampler 11:30 AM 1:00 PM 1.50 9 13.5

9/11/13 Managing Student Grades with the Blackboard Grade Center 10:00 AM 11:30 AM 1.50 12 18


42


Total Contact Hours

9/13/13 Special Workshop: Student Motivation - Starting Strong 9:00 AM 11:00 AM 2.00 14 28

9/16/13 Mobile Learning Series: Learning on the Go: Introduction to Mobile Learning 2:00 PM 3:30 PM 1.50 10 15



9/19/13 Blackboard Assessment Tools 2:00 PM 3:30 PM 1.50 9 13.5


9/25/13 Using Google Tools for Productivity and Creativity in Your Course 1:00 PM 2:30 PM 1.50 11 16.5

9/26/13 Presidential Teaching Professor Seminar: Dr. Daniel L. Gebo, Department of Anthropology

11:30 AM 1:00 PM 1.50 29 43.5

9/27/13 **NEW - ONLINE ** It's About Time (Management): Using the Redesigned Blackboard Calendar 12:00 PM 1:00 PM 1.00 11 11

10/1/13 Engaging Students Online with Adobe Presenter 2:00 PM 3:30 PM 1.50 8 12


10/7/13 Board of Trustees Professor Seminar: Dr. David Hedin, Department of Physics 11:30 AM 1:00 PM 1.50 50 75


10/9/13 **ONLINE** Managing Students' Grades with the Blackboard Grade Center 12:00 PM 1:00 PM 1.00 11 11

10/15/13 Assessing Student Learning with Blackboard Tests and Surveys 2:00 PM 3:30 PM 1.50 4 6


10/22/13 Quick and Painless Grading 10:00 AM 11:30 AM 1.50 10 15

10/23/13 **ONLINE** Sharing Your Computer Screen During an Online Lecture Using Blackboard Collaborate 11:30 AM 1:00 PM 1.50 3 4.5

10/24/13 **ONLINE** Blackboard Communication Tools 12:00 PM 1:00 PM 1.00 1 1

10/29/13 Using Interactive Rubrics in Your Blackboard Course 2:00 PM 3:30 PM 1.50 5 7.5

10/30/13 **NEW** Finding Your Teaching Style 11:30 AM 1:00 PM 1.50 5 7.5

10/31/13 Department Chairs Development Workshop: Effective Leadership in Handling Personnel Actions 8:00 AM 10:30 AM 2.50 16 40


11/8/13 Best Practices for Enhancing Course and Program Level Assessment 8:30 AM 12:00 PM 3.50 36 126

11/8/13 Leveraging Assessment Results to Report to Multiple Stakeholders 1:00 PM 4:00 PM 3.00 26 78

11/11/13 **ONLINE** Introduction to Online Teaching and Learning 12:00 PM 1:00 PM 1.00 14 14

11/12/13 **NEW** Calculating Final Grades with the Blackboard Grade Center 10:00 AM 11:30 AM 1.50 3 4.5

11/13/13 Strategies for Ending your Course with Your Students 11:30 AM 1:00 PM 1.50 3 4.5

11/14/13 Design Tools Series: Audio 1:30 PM 3:30 PM 2.00 3 6

11/15/13 **ONLINE** Using the Blackboard Content Collection to Manage Your Course Content

12:00 PM 1:00 PM 1.00 3 3


11/19/13 Facilitating Small Group Discussion Online Using Blackboard Collaborate Breakout Rooms

1:30 PM 3:30 PM 2.00 5 10

11/22/13 **ONLINE** Mobile Learning Series: Designing a Mobile-Friendly Blackboard Course

12:00 PM 1:00 PM 1.00 6 6

11/26/13 Fundamentals of Experiential- and Service-Based Learning 11:30 AM 1:00 PM 1.50 3 4.5




12/12/13 **NEW** Blackboard Open Lab: Calculating and Submitting Final Grades 11:00 AM 1:00 PM 2.00 9 18

12/17/13 **NEW - ONLINE** Designing Exemplary Online Courses in Blackboard 12:00 PM 1:00 PM 1.00 12 12

43


Total Contact Hours


12/19/13 Special Workshop: Camtasia Training for ITS 1:00 PM 3:00 PM 2.00 7 14

1/9/14 Spring 2014 Teaching Effectiveness Institute - Critical Challenges in Teaching and Learning and How to Best Address those Challenges 8:30 AM 12:00 PM 3.50 38 133

1/9/14 Spring 2014 Teaching Effectiveness Institute - Creating Excitement in the Classroom: Teaching for More Engaged Learning 12:30 PM 4:00 PM 3.50 48 168

1/10/14 Spring 2014 Teaching Effectiveness Institute - Incorporating Active Learning by Flipping the Classroom 8:30 AM 12:00 PM 3.50 27 94.5

1/10/14 Spring 2014 Teaching Effectiveness Institute - Beyond the Textbook: Using Open Educational Resources 12:30 PM 4:00 PM 3.50 17 59.5


1/15/14 Introduction to Live Online Classes Using Blackboard Collaborate 9:00 AM 12:00 PM 3.00 7 21


1/22/14 Getting Started with Adobe Presenter 1:30 PM 3:30 PM 2.00 4 8

1/23/14 Managing Student Grades with the Blackboard Grade Center 1:00 PM 2:30 PM 1.50 3 4.5

1/29/14 Blackboard Communication Tools 9:00 AM 10:30 AM 1.50 3 4.5

1/30/14 **Online** Designing Effective Assessments 12:00 PM 1:00 PM 1.00 4 4






2/14/14 **ONLINE** Best Practices in Online Teaching 12:00 PM 1:00 PM 1.00 12 12

2/18/14 Design Tools Series: Images 1:30 PM 3:30 PM 2.00 2 4

2/19/14 Using the Blackboard Content Collection to Manage Your Course Content 10:00 AM 11:30 AM 1.50 2 3

2/20/14 **NEW** Reflective Practice on Teaching 11:30 AM 1:00 PM 1.50 6 9

2/24/14 Board of Trustees Professor Seminar: Dr. Ross Powell, Department of Geology & Environmental Geosciences 11:30 AM 1:00 PM 1.50 55 82.5

2/25/14 **ONLINE** Blackboard Assessment Tools 12:00 PM 1:00 PM 1.00 9 9

2/26/14 Assessing Student Learning with Blackboard Tests and Surveys 10:00 AM 11:30 AM 1.50 5 7.5

2/27/14 **ONLINE** Interactive Rubrics: Providing Consistent and Quality Feedback in Blackboard Courses 12:00 PM 1:00 PM 1.00 12 12

2/28/14 Special Workshop: Beyond the Textbook: Using Open Educational Resources 9:00 AM 11:30 AM 2.50 13 32.5

3/3/14 Design Tools Series: Video 1:30 PM 3:30 PM 2.00 3 6



3/6/14 Special Workshop: Using a Learning Management System to Engage Students Online

1:00 PM 3:30 PM 2.50 12 30

3/17/14 **Online** Tips for Communicating Effectively Using Blackboard 12:00 PM 1:00 PM 1.00 2 2


3/19/14 Concept Maps for Teaching and Learning 11:30 AM 1:00 PM 1.50 6 9

3/20/14 Mobile Learning Series: Apps for Teaching and Learning 1:00 PM 2:30 PM 1.50 6 9

3/21/14 Blogs, Wikis, and Journals in Your Blackboard Course 9:00 AM 10:30 AM 1.50 2 3

3/24/14 Presidential Teaching Professor Seminar: Dr. David Changnon, Department of Geography

11:30 AM 1:00 PM 1.50 30 45

3/25/14 Screencasting to Facilitate Learning Opportunities for Mac Users 1:30 PM 3:30 PM 2.00 2 4

44


Total Contact Hours

3/26/14 **Online** Tips for Assessing Student Learning Using Blackboard 12:00 PM 1:00 PM 1.00 10 10

3/27/14 Testing Techniques: How to Design Better Tests 11:30 AM 1:00 PM 1.50 11 16.5


4/3/14 Using Group Work to Engage Students 11:30 AM 1:00 PM 1.50 8 12

4/8/14 Going to the Next Level with Clickers 2:00 PM 3:30 PM 1.50 8 12

4/9/14 Clickers in the Classroom: An Introduction 9:00 AM 10:30 AM 1.50 7 10.5


4/16/14 Strategies to End Your Course with Your Students 11:30 AM 1:00 PM 1.50 8 12

4/17/14 Basic Video Capture and Editing 9:00 AM 10:30 AM 1.50 6 9


4/22/14 **Online** Tips for Engaging Online Sessions with Blackboard Collaborate 12:00 PM 1:00 PM 1.00 6 6

4/24/14 Mobile Learning Series: Screencasting - Create, Explain and Share Using Your Mobile Device 1:00 PM 2:30 PM 1.50 4 6

4/29/14 Calculating Final Grades with the Blackboard Grade Center 10:00 AM 11:30 AM 1.50 5 7.5

5/8/14 Blackboard Open Lab: Calculating and Submitting Final Grades 11:00 AM 1:00 PM 2.00 7 14


5/13/14 **SIMULCAST** Redesigning Course Materials for Online Delivery 2:00 PM 3:30 PM 1.50 10 15


5/16/14 Special Workshop: UNIV 101/201 Blackboard Training 11:00 AM 11:30 AM 0.50 35 17.5

5/19/14 Designing a Writing-Enhanced Course 8:30 AM 4:00 PM 7.50 19 142.5

5/22/14 **NEW** Content Curation: How to Collect, Organize, and Manage Discovered Content

9:00 AM 10:30 AM 1.50 5 7.5

5/23/14 Write Well, Publish More! 8:30 AM 4:00 PM 7.50 20 150

5/28/14 Designing or Revising a Course 11:30 AM 1:00 PM 1.50 6 9



6/5/14 2014 Teaching with Technology Institute 8:30 AM 4:00 PM 7.50 34 255

6/10/14 **ONLINE** Introduction to Live Online Classes Using Blackboard Collaborate 12:00 PM 1:00 PM 1.00 11 11

6/11/14 Intersectionality: What It Is and Ways to Address It 8:30 AM 12:00 PM 3.50 31 108.5

6/11/14

Cultural Competence for Social Justice: A Framework for Faculty, Student, Staff, and Organizational Development 12:30 PM 4:00 PM 3.50 36 126

6/12/14 **NEW - ONLINE** Blackboard Testing Enhancements 12:00 PM 1:00 PM 1.00 6 6

6/18/14 Writing Goals and Objectives 11:30 AM 1:00 PM 1.50 2 3



6/24/14 **NEW** Blackboard Tune-up: Introducing New Features in Blackboard 9.1 Service Pack 14

9:00 AM 10:30 AM 1.50 7 10.5

6/25/14 Blackboard Communication Tools 12:00 PM 1:00 PM 1.00 5 5


7/10/14 **NEW** Video Everywhere: Enhancing Communication Online Using Blackboard

1:30 PM 3:00 PM 1.50 5 7.5


7/16/14 **NEW - ONLINE** Sharing and Discovering Learning Objects: An Introduction to Blackboard xpLor 12:00 PM 1:00 PM 1.00 4 4

45


Total Contact Hours

7/17/14 **NEW - ONLINE** Motivating and Recognizing Your Students with the Blackboard Achievement Tool 12:00 PM 1:00 PM 1.00 4 4

7/22/14 Managing Student Grades with the Blackboard Grade Center 2:00 PM 3:30 PM 1.50 4 6

7/24/14 Developing an Effective Course Syllabus 11:30 AM 1:00 PM 1.50 4 6


7/30/14 Teaching with Infographics 10:00 AM 11:30 AM 1.50 6 9

8/13/14 **NEW** Blackboard Tune-up: Introducing New Features in Blackboard 9.1 Service Pack 14

2:00 PM 3:30 PM 1.50 11 16.5

8/15/14

Fall 2014 Teaching Effectiveness Institute - Using Cooperative Activities to Foster Deep Learning and Critical Thinking 8:00 AM 4:00 PM 8.00 27 216


8/18/14 Special Workshop: Introduction to Blackboard Collaborate, offered to Career Services faculty and staff 1:00 PM 2:30 PM 1.50 6 9


8/21/14 2014 New Faculty Forum 8:00 AM 12:00 PM 4.00 63 252




8/26/14 Clickers in the Classroom 1:30 PM 3:00 PM 1.50 9 13.5



8/28/14 Introduction to Live Online Classes Using Blackboard Collaborate 1:30 PM 4:30 PM 3.00 9 27


9/2/14 Writing Goals and Objectives 11:30 AM 1:00 PM 1.50 8 12



9/10/14 **ONLINE** Multimedia Sampler 12:00 PM 1:00 PM 1.00 17 17

9/11/14 Managing Student Grades with the Blackboard Grade Center 10:00 AM 11:30 AM 1.50 13 19.5

9/12/14 **ONLINE** Designing Exemplary Online Courses in Blackboard 12:00 PM 1:00 PM 1.00 11 11

9/18/14 Special Workshop: Getting Started with Adobe Presenter I, for Environmental Health & Safety

1:30 PM 3:30 PM 2.00 5 10

9/19/14 **NEW - ONLINE** Tips for Improving Student Retention with Blackboard 12:00 PM 1:00 PM 1.00 16 16



9/25/14 Blackboard Assessment Tools 2:00 PM 3:30 PM 1.50 12 18

9/30/14 Board of Trustees Professor Seminar: Dr. Gerald Jensen, Department of Finance 11:30 AM 1:00 PM 1.50 11 16.5

10/1/14 Special Workshop: Getting Started with Adobe Presenter II, for Environmental Health & Safety

9:00 AM 11:00 AM 2.00 3 6



10/9/14 Turning Technologies Roundtable 11:30 AM 1:00 PM 1.50 6 9

10/9/14 ** NEW** Adding Video to Your Blackboard Course using the Helix Media Library 1:30 PM 3:30 PM 2.00 5 10

10/10/14 Special Workshop for College of Business: Bridging the Generation Gap 10:00 AM 11:30 AM 1.50 12 18

10/10/14 Turning Technologies Roundtable 11:30 AM 1:00 PM 1.50 5 7.5

46


Total Contact Hours

10/10/14 **ONLINE** Sharing Your Screen During an Online Lecture Using Blackboard Collaborate

12:00 PM 1:00 PM 1.00 5 5

10/14/14 **ONLINE** Tracking Student Performance in the Blackboard Retention Center 12:00 PM 1:00 PM 1.00 5 5


10/16/14 Blackboard Communication Tools 10:00 AM 11:30 AM 1.50 5 7.5

10/20/14 Quick and Painless Grading 11:30 AM 1:00 PM 1.50 3 4.5

10/21/14 Presidential Teaching Professor Seminar: Dr. Stephen Martin, Department of Physics

11:30 AM 1:00 PM 1.50 35 52.5

10/21/14 Adding Video to Your Blackboard Course using the Helix Media Library 1:30 PM 3:30 PM 2.00 5 10

10/28/14 Using Interactive Rubrics in Your Blackboard Course 10:00 AM 11:30 AM 1.50 3 4.5


11/4/14 Strategies to End Your Course with Your Students 11:30 AM 1:00 PM 1.50 5 7.5

11/5/14 Design Tools Series: Audio 1:30 PM 3:30 PM 2.00 2 4


11/7/14 Prezi: Move Beyond Slides to Create Amazing Presentations 1:30 PM 3:00 PM 1.50 9 13.5

11/10/14 **ONLINE** Facilitating Small Group Discussion Online Using Blackboard Collaborate Breakout Rooms 12:00 PM 1:00 PM 1.00 7 7



11/12/14 **ONLINE** Mobile Learning Series: Designing a Mobile-Friendly Blackboard Course

12:00 PM 1:00 PM 1.00 4 4


11/14/14 Using the Blackboard Content Collection to Manage Your Course Content 1:30 PM 3:00 PM 1.50 0 0

11/17/14 Calculating Final Grades with the Blackboard Grade Center 2:00 PM 3:30 PM 1.50 5 7.5

11/19/14 Formative and Summative Feedback for Teaching and Learning 11:30 AM 1:00 PM 1.50 6 9

11/20/14 **NEW** High-Impact Practices 1:30 PM 3:00 PM 1.50 8 12

11/21/14 Applying the Quality Matters Rubric 8:30 AM 4:30 PM 8.00 0 0


12/3/14 **NEW** Moving Beyond the Basics of Adobe Presenter 1:30 PM 3:30 PM 2.00 6 12



12/9/14 Design Series: Screencasting 1:30 PM 3:00 PM 1.50 1 1.5


12/12/14 **ONLINE** Models of Online Course Instruction 12:00 PM 1:00 PM 1.00 7 7

12/12/14 Special Workshop: Adding to Your Blackboard Course Using the Helix Media Library for SEED 1:00 PM 3:00 PM 2.00 6 12


1/7/15 Designing a Course Syllabus 11:30 AM 1:00 PM 1.50 4 6

1/8/15

**ONLINE** Spring 2015 Teaching Effectiveness Institute - High Impact Practices: Fostering Student Engagement, Success, and Retention 8:30 AM 12:00 PM 3.50 58 203

1/8/15 **ONLINE** Spring 2015 Teaching Effectiveness Institute - Portfolios for Student Career Success 12:30 PM 4:00 PM 3.50 29 101.5

1/9/15

Spring 2015 Teaching Effectiveness Institute - Getting Credit for What You Do: Designing an Evidence- Based Course 8:30 AM 12:00 PM 3.50 21 73.5

47


Total Contact Hours

1/9/15

Spring 2015 Teaching Effectiveness Institute - Getting Credit for What You Do: Creating the Scholarship of Teaching and Learning 12:30 PM 4:00 PM 3.50 13 45.5






1/22/15 Special Workshop: Adding Video to Your Blackboard Course Using the Helix Media Library -- for SEED 10:00 AM 12:00 PM 2.00 0 0

1/22/15 **NEW** Bridging Generation Gaps in the Classroom 11:30 AM 1:00 PM 1.50 7 10.5

1/23/15 **NEW - ONLINE** Ensuring Quality in Your Online Course 12:00 PM 1:00 PM 1.00 14 14

1/27/15 Special Workshop: Teaching Large Classes for Music GTA 1:30 PM 3:30 PM 2.00 9 18

1/29/15 Blackboard Communication Tools 1:30 PM 3:00 PM 1.50 4 6






2/13/15 **NEW - ONLINE** Quality Online Course Series: Learning Objectives & Assessments

12:00 PM 1:00 PM 1.00 8 8

2/18/15 Reflecting About Our Teaching 11:30 AM 1:00 PM 1.50 4 6




1:30 PM 3:00 PM 1.50 4 6

2/26/15 Designing Effective Assessments 10:00 AM 11:30 AM 1.50 5 7.5

2/27/15 **NEW - ONLINE** Quality Online Course Series: Course Content & Instructional Materials

12:00 PM 1:00 PM 1.00 11 11


3/4/15 Formative and Summative Feedback for Teaching and Learning 11:30 AM 1:00 PM 1.50 4 6


3/6/15 **NEW - ONLINE** Quality Online Course Series: Course Activities & Student Engagement

12:00 PM 1:00 PM 1.00 14 14

3/17/15 Concept Maps for Teaching and Learning 11:30 AM 1:00 PM 1.50 4 6

3/18/15 **ONLINE** Tips for Communicating Effectively Using Blackboard 12:00 PM 1:00 PM 1.00 3 3

3/19/15 Design Tool Series: Video 1:30 PM 3:30 PM 2.00 4 8

3/20/15 **NEW - ONLINE** Quality Online Course Series: Promoting Learning with Technology

12:00 PM 1:00 PM 1.00 6 6

3/25/15 Mobile Learning Series: Apps for Teaching and Learning 1:00 PM 2:30 PM 1.50 4 6

3/26/15 Effective Testing Techniques 11:30 AM 1:00 PM 1.50 6 9

3/30/15 Presidential Teaching Professor Seminar: Dr. David Gunkel, Department of Communication

11:30 AM 1:00 PM 1.50 22 33

3/31/15 **NEW** Reference Resource Management 12:00 PM 1:30 PM 1.50 6 9



48


Total Contact Hours

4/8/15 Using Group Work to Engage Students 11:30 AM 1:00 PM 1.50 8 12

4/8/15 Preparing for Tenure and Promotion Panel Presentation 3:00 PM 4:30 PM 1.50 46 69

4/9/15 Board of Trustees Professor Seminar: Dr. David Changnon, Department of Geography

11:30 AM 1:00 PM 1.50 28 42

4/9/15 **NEW** Upgrading to TurningPoint Cloud 1:00 PM 2:30 PM 1.50 6 9


4/10/15 **NEW** Upgrading to TurningPoint Cloud 8:30 AM 10:00 AM 1.50 4 6

4/10/15 Clickers in the Classroom 10:30 AM 12:00 PM 1.50 5 7.5

4/10/15 **NEW - ONLINE** Quality Online Course Series: Accessibility, Usability, & Student Support

12:00 PM 1:00 PM 1.00 11 11

4/14/15 **NEW** Learning Communities: Tips and Strategies for Success 11:30 AM 1:00 PM 1.50 6 9


4/16/15 Mobile Learning Series: Screencasting 2:00 PM 3:30 PM 1.50 3 4.5


4/21/15 **ONLINE** Tips for Successful Virtual Class Sessions 12:00 PM 1:00 PM 1.00 6 6

4/23/15 Ending Your Course with Your Students 11:30 AM 1:00 PM 1.50 0 0

4/24/15 **NEW - ONLINE** Quality Online Course Series: Getting Students Started 12:00 PM 1:00 PM 1.00 8 8

4/29/15 Calculating Final Grades with the Blackboard Grade Center 10:00 AM 11:30 AM 1.50 5 7.5




5/13/15 Blogs, Wikis and Journals 10:00 AM 11:30 AM 1.50 3 4.5


5/15/15 Five Lenses for Educating for and Assessing Cultural Competence 8:00 AM 4:00 PM 8.00 28 224

5/18/15 Online Course Design Academy 12:00 AM 11:59 PM 23.98 10 239.83

5/19/15 Designing a Writing-Infused Course in the Major or General Education 8:30 AM 4:00 PM 7.50 25 187.5

5/20/15 Advance Organizers to Help Students Construct Meaning 11:30 AM 1:00 PM 1.50 4 6


6/4/15 2015 Teaching with Technology Institute 8:30 AM 4:00 PM 7.50 29 217.5


6/10/15 **ONLINE** Introduction to Live Online Classes Using Blackboard Collaborate 12:00 PM 1:00 PM 1.00 13 13

6/11/15 Designing or Revising a Course 11:30 AM 1:00 PM 1.50 7 10.5



6/23/15 Blackboard Tune-Up 10:00 AM 11:30 AM 1.50 7 10.5




7/14/15 **NEW - ONLINE** Anonymous & Delegated Grading 2:00 PM 3:30 PM 1.50 5 7.5

7/15/15 **NEW** Blackboard Portfolios 10:00 AM 11:30 AM 1.50 28 42

7/15/15 **NEW** Blackboard Portfolios 1:30 PM 3:00 PM 1.50 12 18


7/20/15 Video Everywhere: Enhancing Communication Online Using Blackboard 1:30 PM 3:30 PM 2.00 7 14


49


Total Contact Hours

7/29/15 **NEW** Classroom Assessment Techniques (CATs) to Jumpstart the Semester 11:30 AM 1:00 PM 1.50 6 9

8/5/15 **NEW** Blackboard Portfolios 2:00 PM 3:30 PM 1.50 21 31.5

8/11/15 **NEW** Blackboard Portfolios 10:00 AM 11:30 AM 1.50 9 13.5

8/11/15 **ONLINE** Ensuring Quality in Your Online Course 12:00 PM 1:00 PM 1.00 9 9

8/13/15 Fall 2015 Teaching Effectiveness Institute - Fundamental Principles of Instruction 8:00 AM 4:00 PM 8.00 30 240

8/14/15

Fall 2015 Teaching Effectiveness Institute - Expanding Your Feedback Toolkit: Collecting Student Feedback, Conducting Classroom Observations, and Having the Important Conversations 8:30 AM 4:00 PM 7.50 26 195



8/20/15 2015 New Faculty Forum 8:00 AM 12:00 PM 4.00 65 260

8/20/15 Special Workshop: Blackboard Portfolios for FYC 1:00 PM 2:00 PM 1.00 35 35

8/20/15 Special Workshop: Blackboard Portfolios for FYC 2:00 PM 3:00 PM 1.00 36 36



8/25/15 Clickers in the Classroom 9:00 AM 10:30 AM 1.50 4 6




8/26/15 Using PowerPoint Interactively to Engage and Motivate Students 2:00 PM 3:30 PM 1.50 12 18

8/27/15 Blackboard Tune-Up 9:00 AM 10:30 AM 1.50 6 9




9/8/15 **NEW - ONLINE** Best Practices For Delivering an Online Course 12:00 PM 1:00 PM 1.00 19 19



9/10/15 Special Workshop: Introduction to Blackboard Collaborate Ultra for Public Administration

2:00 PM 3:30 PM 1.50 4 6


9/15/15 ELI Fall Focus Session: Leadership for Teaching and Learning 11:00 AM 3:30 PM 4.50 14 63


9/22/15 Writing Goals and Objectives 9:00 AM 10:30 AM 1.50 4 6


9/24/15 Copy- Designing Effective Assessments 9:00 AM 10:30 AM 1.50 5 7.5

9/25/15 Special Workshop: Orientation for the Delegation from Anhui University of Finance & Economics 1:30 PM 3:30 PM 2.00 9 18

9/28/15 Board of Trustees Professor Seminar: Dr. Heide Fehrenbach, Department of History

11:30 AM 1:00 PM 1.50 60 90

9/30/15 Special Workshop for AUFE faculty - Designing a Course 9:00 AM 11:00 AM 2.00 8 16

10/1/15 Special Workshop: Getting Started with Adobe Presenter, for the Law Library 1:00 PM 2:00 PM 1.00 6 6


10/6/15 Special Workshop for AUFE faculty - Writing Goals and Objectives 9:00 AM 11:00 AM 2.00 9 18


10/8/15 Special Workshop for AUFE faculty - Teaching with Technology 9:00 AM 11:00 AM 2.00 8 16

50


Total Contact Hours

10/12/15 Special Workshop for AUFE faculty - Designing Effective Assessments 9:00 AM 11:00 AM 2.00 9 18

10/13/15 **ONLINE** Quality Online Course Series: Learning Objectives and Assessments

12:00 PM 1:00 PM 1.00 7 7

10/14/15 Formative and Summative Feedback for Teaching and Learning 9:00 AM 10:30 AM 1.50 13 19.5

10/16/15 Learning on the Go: Introduction to Mobile Learning 9:00 AM 10:30 AM 1.50 8 12

10/19/15 Presidential Teaching Professor Seminar: Dr. Laurie Elish-Piper, Department of Literacy and Elementary Education 11:30 AM 1:00 PM 1.50 30 45

10/20/15 Rubrics for Meaningful Assessment and Evaluation 9:00 AM 10:30 AM 1.50 9 13.5


1:30 PM 3:00 PM 1.50 3 4.5

10/27/15 Special Workshop for AUFE faculty - Introduction to Online Teaching and Learning

9:00 AM 11:00 AM 2.00 9 18

10/28/15 **NEW-ONLINE** Feedback Strategies for Your Online Course 12:00 PM 1:00 PM 1.00 10 10

10/29/15 Special Workshop for AUFE faculty - Introduction to Live Online Classes with Technology

9:00 AM 11:00 AM 2.00 8 16



11/4/15 Teaching with the Revised Bloom's Taxonomy 9:00 AM 10:30 AM 1.50 10 15

11/5/15 **ONLINE** Blackboard Communication Tools 12:00 PM 1:00 PM 1.00 0 0

11/6/15 Problem-based Learning 9:00 AM 10:30 AM 1.50 13 19.5

11/9/15 Testing Techniques: How To Design Better Tests 9:00 AM 10:30 AM 1.50 10 15

11/10/15 **ONLINE** Quality Online Course Series: Course Content & Instructional Materials

12:00 PM 1:00 PM 1.00 7 7

11/11/15 Special Workshop: Dynamic Classroom Discussions for AUFE Faculty 9:00 AM 11:00 AM 2.00 9 18


11/16/15 **NEW - ONLINE** Managing the Online Teaching Workload 12:00 PM 1:00 PM 1.00 8 8

11/18/15 Special Workshop: Hands-on with Google Analytics: Understanding Your Audience for NGOLD 9:00 AM 10:00 AM 1.00 17 17

11/18/15 **NEW - ONLINE** Preview of the New Blackboard Collaborate Ultra 12:00 PM 1:00 PM 1.00 11 11

11/19/15 Teaching with Games 9:00 AM 10:30 AM 1.50 11 16.5


12/2/15 Special Workshop for AUFE faculty - Reflecting on Your Teaching and Professional Development 9:00 AM 11:00 AM 2.00 9 18

12/4/15 **NEW - ONLINE** Introduction to lynda.com 12:00 PM 1:00 PM 1.00 20 20



12/14/15 **ONLINE** Quality Online Course Series: Getting Students Started 12:00 PM 1:00 PM 1.00 14 14

12/15/15 Gagne's Nine Events of Instruction 11:30 AM 1:00 PM 1.50 7 10.5


1/7/16 **ONLINE** Spring 2016 Teaching Effectiveness Institute - Why We Teach: Our Impact as Educators 8:30 AM 12:00 PM 3.50 66 231

1/7/16 **ONLINE** Spring 2016 Teaching Effectiveness Institute - How We Teach: Connecting Philosophy with Practice 1:00 PM 4:00 PM 3.00 51 153

1/11/16 Designing a Course Syllabus 11:30 AM 1:00 PM 1.50 7 10.5




51


Total Contact Hours


1/19/16 **ONLINE** Best Practices in Delivering an Online Course 12:00 PM 1:00 PM 1.00 23 23

1/20/16 Blackboard Assessment Tools 10:00 AM 11:30 AM 1.50 6 9

1/21/16 **NEW** Using Lynda.com in Your Blackboard Courses 1:30 PM 3:00 PM 1.50 0 0

1/26/16 **NEW** Introduction to Live Online Classes Using Blackboard Collaborate Ultra 1:30 PM 3:30 PM 2.00 13 26

1/27/16 **ONLINE** Quality Online Course Series: Course Activities & Student Engagement

12:00 PM 1:00 PM 1.00 18 18

1/28/16 **NEW** Trello: Project Management for the Classroom 12:00 PM 1:30 PM 1.50 13 19.5

1/29/16 Copyright for Online Course Materials 12:00 PM 1:30 PM 1.50 12 18




2/5/16 **NEW** Using Social Media for Faculty, Part 1: Introduction 11:00 AM 1:00 PM 2.00 27 54


2/10/16 **NEW - ONLINE** Emerging Technologies for Online Teaching 12:00 PM 1:00 PM 1.00 20 20

2/11/16 Managing Student Grades with the Blackboard Grade Center 2:00 PM 3:30 PM 1.50 5 7.5

2/16/16 Reflecting on Our Teaching and Professional Development 2:00 PM 3:30 PM 1.50 7 10.5


2/19/16 **NEW** Using Social Media for Faculty, Part 2: Creating Your Social Media Presence

11:00 AM 1:00 PM 2.00 27 54

2/22/16 **ONLINE** Quality Online Course Series: Promoting Learning with Technology 12:00 PM 1:00 PM 1.00 13 13

2/23/16 **NEW - ONLINE** Universal Design for Learning: Part I - Multiple Means of Engagement

12:00 PM 1:00 PM 1.00 17 17

2/24/16 Presidential Teaching Professor Seminar: Dr. Charles Downing, Department of Operations Management and Information Systems 11:30 AM 1:00 PM 1.50 20 30



2:00 PM 3:00 PM 1.00 3 3




3/8/16 Blackboard Communication Tools 2:00 PM 3:30 PM 1.50 5 7.5

3/9/16 Delivering Dynamic Lectures 9:00 AM 10:30 AM 1.50 11 16.5

3/10/16 Using Lynda.com in Your Blackboard Courses 1:30 PM 3:30 PM 2.00 4 8

3/22/16 Clicker Demo: PollEverywhere 12:00 PM 1:00 PM 1.00 7 7

3/22/16 Mobile Learning Series: Apps for Teaching and Learning 2:00 PM 3:30 PM 1.50 9 13.5

3/23/16 Using Advance Organizers to Help Students Construct Meaning 11:30 AM 1:00 PM 1.50 5 7.5

3/24/16 **NEW - ONLINE** Universal Design for Learning: Part II - Multiple Means of Representation

12:00 PM 1:00 PM 1.00 10 10

3/28/16 Board of Trustees Professor Seminar: Dr. Reed Scherer, Department of Geology and Environmental Geosciences 11:30 AM 1:00 PM 1.50 21 31.5

3/29/16 **ONLINE** Quality Online Course Series: Accessibility, Usability, & Student Support

12:00 PM 1:00 PM 1.00 10 10

3/30/16 Clicker Demo: NIUResponse.com by Chuck Downing 12:00 PM 1:00 PM 1.00 3 3

3/31/16 Clicker Demo: Turning Technologies 12:00 PM 1:00 PM 1.00 4 4

3/31/16 Open Sankore: Present. Record. Whiteboard. 2:00 PM 3:30 PM 1.50 2 3

52


Total Contact Hours


4/5/16 Clicker Demo: Top Hat 12:00 PM 1:00 PM 1.00 7 7

4/7/16 Using Group Work to Engage Students 9:30 AM 11:00 AM 1.50 5 7.5

4/7/16 Clicker Demo: i>Clicker 12:00 PM 1:00 PM 1.00 7 7


4/13/16 Bridging Generation Gaps in the Classroom 10:00 AM 11:30 AM 1.50 5 7.5

4/14/16 Special Workshop for AHCD faculty: Using Blackboard Assessment Tools 12:00 PM 1:30 PM 1.50 10 15

4/15/16 **NEW - ONLINE** Tips for Teaching Online with Blackboard 12:00 PM 1:00 PM 1.00 9 9

4/15/16 Preparing for Tenure and Promotion Panel Presentation 3:00 PM 4:30 PM 1.50 22 33


4/20/16 Ending Your Course With Your Students 9:30 AM 11:00 AM 1.50 3 4.5


4/25/16 **ONLINE** Quality Online Course Series: Getting Students Started 12:00 PM 1:00 PM 1.00 10 10

4/26/16 **NEW - ONLINE** Universal Design for Learning: Part III Multiple Means of Action and Expression 12:00 PM 1:00 PM 1.00 8 8


4/28/16 Calculating Final Grades with the Blackboard Grade Center 9:00 AM 10:30 AM 1.50 2 3

4/29/16 Games in Education 1:30 PM 3:30 PM 2.00 3 6

5/4/16 Building Learning Communities 11:30 AM 1:00 PM 1.50 6 9

5/5/16 **ONLINE** Best Practices for Delivering an Online Course 12:00 PM 1:00 PM 1.00 10 10


5/16/16 Online Course Design Academy 12:00 AM 11:59 PM 23.98 9 215.85


5/17/16 Designing a Writing-Infused Course in the Major or General Education 8:30 AM 4:00 PM 7.50 14 105

5/18/16 **NEW - ONLINE** 2016 Service Learning Institute 9:00 AM 11:30 AM 2.50 27 67.5



5/26/16 Concept Maps for Teaching and Learning 11:30 AM 1:00 PM 1.50 7 10.5

6/2/16 2016 Teaching with Technology Institute: Facilitating Collaborative Learning with Microsoft Office 365 8:30 AM 12:00 PM 3.50 32 112

6/2/16 2016 Teaching with Technology Institute: Innovative Teaching with New Video Technology

1:00 PM 4:30 PM 3.50 32 112


6/8/16 Blackboard Portfolios 10:00 AM 11:30 AM 1.50 3 4.5


6/14/16 **NEW** Creating Interactive Videos to ‘Up’ Student Engagement 1:30 PM 3:30 PM 2.00 5 10

6/15/16 Writing Goals and Objectives 11:30 AM 1:00 PM 1.50 5 7.5


6/22/16 **NEW - ONLINE** Tracking Student Learning Outcomes in Blackboard 12:00 PM 1:00 PM 1.00 12 12

6/23/16 Problem-based Learning 10:00 AM 11:30 AM 1.50 7 10.5

6/30/16 Designing or Revising a Course 11:30 AM 1:00 PM 1.50 10 15



7/12/16 Blackboard II: Building Your Blackboard Course 10:30 AM 12:00 PM 1.50 5 7.5

53


Total Contact Hours


7/14/16 Introduction to Live Online Classes Using Blackboard Collaborate Ultra 1:30 PM 3:30 PM 2.00 7 14

7/20/16 **NEW** Creative Ways to Introduce Play in Your Classroom 11:30 AM 1:00 PM 1.50 6 9

7/26/16 Classroom Assessment Techniques (CATs) to Jump-start the Semester 11:30 AM 1:00 PM 1.50 5 7.5


7/28/16 **NEW - ONLINE** Creating Authentic Experiences for Your Online Course 12:00 PM 1:00 PM 1.00 10 10



8/11/16 Fall 2016 Teaching Effectiveness Institute - Fundamental Principles of Instruction 8:00 AM 4:00 PM 8.00 40 320

8/12/16

Fall 2016 Teaching Effectiveness Institute - The Art of Teaching: Using Performance Techniques for Improving Teaching 8:30 AM 4:00 PM 7.50 34 255


1707.55 9749 32312.36

54

Appendix D: Faculty and SPS Development Activities Final Report Format

57

Appendix E: Sample Logs of Collaboratory and Digital Multimedia Studio Use

60

Appendix F: Annual Report of the Faculty Development Advisory Committee

61

MEMORANDUM To: Dr. Murali Krishnamurthi Vice Provost for Faculty Affairs From: Paula Frasz, Professor, School of Theatre and Dance Chair, Faculty Development Advisory Committee Re: 2015-2016 Annual Report of the Faculty Development Advisory Committee Date: May 10, 2016 This is a brief report on the activities of the Faculty Development Advisory Committee (FDAC) during 2015-2016 and the committee’s recommendations for your consideration. During 2015-2016, the committee held a total of 5 meetings (4 general meetings and one subcommittee meeting), discussed the programs and activities of the Faculty Development and Instructional Design Center, and provided feedback to Jason Rhode, Director of Faculty Development and Instructional Design Center. Several members of the committee participated in the activities of the Center during 2015-2016. Committee members Therese Arado (Law) and Jessica Reyman (English) and I served on the Outstanding TA award review subcommittee and recommended four graduate teaching assistants for this recognition. Committee member Leanne VandeCreek (University Libraries) also presented at the Fall 2015 Teaching Effectiveness Institute and TA Orientation programs. The committee received regular reports from Jason Rhode including the results of the Course Response System assessment survey and the four-year Campus-wide Assessment Survey, both conducted in spring 2016. The committee appreciates his commitment to addressing faculty, SPS, and TA needs, and the Center staff’s coordination of various programs and services. The committee is aware that along with managing the Center and its operations, Rhode and his staff have also assisted the Provost’s Office during 2015-2016 with several projects such as conducting 25 Prioritization Plus Data Platform workshops for 279 faculty/staff and 8 special workshops for 6 Chinese delegates from Anhui University as well as coordinating New Faculty Forum, Presidential Teaching Professor and Board of Trustees Professor seminars, and the Promotion & Tenure Presentation Panel for new faculty. The committee would like to commend the Center for another year of successful support of faculty, teaching staff, and teaching assistants through its programs, resources, and services, and especially for its efforts in successfully offering high-quality online programs and workshops such as the Online Course Design Academy and Applying the Quality Matters Rubric workshops offered by Center staff. The committee would like to congratulate the Center staff for have recently been recognized for exemplary service to NIU, including: Stephanie Richter, Assistant Director, receiving the Certificate of Recognition of Excellence from the Supportive Professional Staff Council, and Jason Rhode, Director, receiving the Supportive Professional Staff Council Award for Excellence in Supervision. The committee would like to express its appreciation to you and the Provost’s Office staff for your continued support of the Center. The committee would like to recommend the following for your consideration: 1. While the Center continues to operate at an under-staffed level since the formation of the Vice Provost for

Faculty Affairs position in June 2014, the Center has remarkable managed to not only continue offering the same level of programs, services, and resources to faculty, but has been asked to take on several new major faculty development initiatives, without any additional budget support, such as: Blackboard ePortfolio support

62

for faculty teaching UNIV101/201 and First-Year Composition, Quality Matters online course quality training workshops, and the Online Course Design Summer Academy. The recently released Program Prioritization Administrative Programs Task Force Report reiterated the important role of the Center in directly supporting the university’s mission, “to promote excellence and engagement in teaching and learning” through offering programs, resources, and services for all NIU faculty, instructors teaching assistants, and other teaching staff free of charge, recommending that the Center be placed in the Sustain category. As academic units’ budgets shrink and are realigned, faculty development programs, resources and services are even more crucial for faculty, teaching staff and TAs at NIU. All the committee members unanimously request that you spare the Center from any FY17 budget reductions as well as support any possible efforts to retain existing Center staff so that faculty training and support are not minimized any further.

2. The committee is pleased to note that the project authorized by Administration and Finance and coordinated by

Environmental Health and Safety to alleviate ventilation issues in Adams Hall begun during the spring semester and is hopeful that these building improvements underway in Adams Hall will result in improved office working conditions for Center staff and all other units located in Adams Hall.

The committee appreciates you and the Provost’s Office staff participating in faculty development programs and presenting certificates to participants. I would like to thank all the members of the Faculty Development Advisory Committee for their enthusiastic participation in the committee and their contributions to faculty development activities during 2015-2016. I would like to express my personal appreciation for the opportunity to chair the committee this year and interact with committee members and the Faculty Development and Instructional Design Center. If you need more information about the committee’s activities or recommendations, please feel free to contact me at [email protected] or at 815-753-5501.

C: Faculty Development Advisory Committee members

63

Appendix G: Faculty and Staff Campus-wide Survey Questions

64

2016 Campus-wide Survey of Faculty and Academic Supportive Professional Staff Please take a few minutes to complete this brief survey and provide your feedback on the teaching and related programs, services and resources offered to tenured/tenure-track faculty, instructors, visiting faculty and academic Supportive Professional Staff (SPS) by the Faculty Development and Instructional Design Center (FDIDC) at NIU. Your constructive feedback will help the Center improve its programs and services. Please note that the Center does not charge for its programs and services and does not receive any student fees to support its operation. Your responses will be received anonymously and only a summary of all feedback will be used for planning, assessment, and reporting purposes by the Center. Please complete the survey below and click "Submit" to send your responses by March 30, 2016. Your feedback is much appreciated. Thank you. [[New Page: Program Attendance]] Q1 I have attended the following number of workshops, seminars, institutes, etc., on teaching, technology integration, professional development and other topics offered free of charge by the Faculty Development and Instructional Design Center during the past 4 years. ___ 0 programs (go to Q2) ___ 1-4 programs (go to Q3) ___ 5-10 programs (go to Q3) ___ 11 or more programs (go to Q3) Q2 DISPLAY IF 0 PROGRAMS IS SELECTED ON Q1 I have attended other professional development programs (conferences, workshops, seminars, institutes, etc.) offered by other units (not Faculty Development and Instructional Design Center) at NIU or elsewhere during the past 4 years? ___ Yes (go to Q6) ___ No (go to Q6) Q3 DISPLAY IF ANYTHING EXCEPT 0 IS SELECTED ON Q1 The concepts/techniques covered in Faculty Development and Instructional Design Center’s programs are applicable in my teaching and related activities. ___ Strongly Agree ___ Agree ___ Neither Agree Nor Disagree ___ Disagree ___ Strongly Disagree Q4 DISPLAY IF ANYTHING EXCEPT 0 IS SELECTED ON Q1 My participation in Faculty Development and Instructional Design Center’s programs has benefited students. ___ Strongly Agree

65

___ Agree ___ Neither Agree Nor Disagree ___ Disagree ___ Strongly Disagree Q5 DISPLAY IF ANYTHING EXCEPT 0 IS SELECTED ON Q1 Please share any additional comments on Faculty Development and Instructional Design Center's programs or list programs you would be interested in attending in the future. Or, if you selected Disagree or Strongly Disagree for the questions above, please explain the reasons below. Q6 DISPLAY IF ANYTHING IS SELECTED ON Q1 I would prefer to attend programs offered by Faculty Development and Instructional Design Center (select all that apply): ___ Face-to-Face ___ Online, real-time ___ Online, recorded (on-demand) [[New Page: Use of Consultation Services]] Q7 I have made use of Faculty Development and Instructional Design Center’s free consultation services (one-on-one help face-to-face/phone/email, Blackboard-Ask-A-Question form, etc.), classroom observations, or referral services to other campus units at least once during the past 4 years. ___ Yes (go to Q8) ___ No (Go to Q10) Q8 DISPLAY IF YES IS SELECTED ON Q7 I have found Faculty Development and Instructional Design Center's consultation services (one-on-one help face-to-face/phone/email, Blackboard-Ask-A-Question form, etc.), classroom observations, and referral services useful in my teaching and related activities. ___ Strongly Agree ___ Agree ___ Neither Agree Nor Disagree ___ Disagree ___ Strongly Disagree Q9 DISPLAY IF YES IS SELECTED ON Q7 Please share any additional comments on Faculty Development and Instructional Design Center's consultation services (one-on-one help face-to-face/phone/email, Blackboard-Ask-A-Question form, etc.), classroom observations, and referral services. Or, if you selected Disagree or Strongly Disagree for the question above, please explain the reasons below. [[New Page: Use of Resources]]

66

Q10 I have found the following Faculty Development and Instructional Design Center’s resources to be informative.

Strongly Agree

Agree Neither Agree nor Disagree

Disagree Strongly Disagree

Have not used this resource

Spectrum Newsletter

Teaching with Blackboard Web site

Program archives (videos of recorded programs)

Online tutorials (Quick Tips, Academic Integrity, Responsible Conduct of Research, Effective Writing Practices)

Instructional Guide

Q11 I am aware of Faculty Development and Instructional Design Center's programs, resources, and services, and recognitions (Outstanding GTA Award, Graduate Teaching Certificate) available for Graduate Teaching Assistants. ___ Yes ___ No Q12 Please share any additional comments regarding Faculty Development and Instructional Design Center resources. Or, if you selected Disagree or Strongly Disagree for the question above, please explain the reasons below. [[New Page: Interactions with Staff]] Q13 I have interacted (face-to-face, email, phone, or in writing) with Faculty Development and Instructional Design Center staff at least once during the past 4 years: ___ Yes (go to Q14) ___ No (go to Q17) Q14 DISPLAY IF YES IS SELECTED ON Q13 I have received timely responses to my questions/requests from Faculty Development and Instructional Design Center staff. ___ Strongly Agree

67

___ Agree ___ Neither Agree Nor Disagree ___ Disagree ___ Strongly Disagree Q15 DISPLAY IF YES IS SELECTED ON Q13 I have found the Faculty Development and Instructional Design Center staff to be professional in their interactions. ___ Strongly Agree ___ Agree ___ Neither Agree Nor Disagree ___ Disagree Strongly ___ Disagree Q16 DISPLAY IF YES IS SELECTED ON Q13 Please share any additional comments regarding interactions with Faculty Development and Instructional Design Center staff. Or, if you selected Disagree or Strongly Disagree for the two questions above, please explain the reasons below. [[New Page: Program Announcements]] Q17 The program announcements sent to me via email and available on Faculty Development and Instructional Design Center’s website are useful to learn about the Center's program dates and descriptions. ___ Strongly Agree ___ Agree ___ Neither Agree Nor Disagree ___ Disagree ___ Strongly Disagree Q18 I would prefer to receive announcements of professional development opportunities from the Faculty Development and Instructional Design via the following modes of communication (select all that apply): ___ Email

___ Website ___ Facebook ___ Twitter ___ Text message [[New Page: Demographics]] Q19 My classification or primary responsibility is (Check only one): ___ Administrator (Dean, Chair, Director, etc.) ___ Assistant Professor ___ Associate Professor ___ Professor ___ Instructor ___ Supportive Professional Staff ___ Civil Service Staff ___ Visiting or Adjunct Faculty ___ Other (please specify in the text box below):

68

Q20 My years of service at NIU (select one): ___ 0-3 years ___ 4-6 years ___ 7-10 years ___ 11 years or more Q21 My College or Division is (select only one): ___ College of Business ___ College of Education ___ College of Engineering and Engineering Technology ___ College of Health and Human Sciences ___ College of Law ___ College of Liberal Arts and Sciences ___ College of Visual and Performing Arts ___ Division of Academic Affairs ___ Division of Administration and Finance ___ Division of Information Technology ___ Division of Intercollegiate Athletics ___ Division of International Affairs ___ Division of Marketing and Communications ___ Division of Outreach, Engagement, and Regional Development ___ Division of Research and Innovation Partnerships ___ Division of Student Affairs and Enrollment Management ___ Division of University Advancement ___ University Libraries ___ Other (please specify in the text box below) [[New Page: Overall Value]] Q22 Overall, the programs, resources, and services offered by Faculty Development and Instructional Design Center are valuable for the professional development of faculty, instructors, SPS, TAs and teaching civil service staff at NIU. ___ Strongly Agree ___ Agree ___ Neither Agree Nor Disagree ___ Disagree ___ Strongly Disagree Q23 Overall, the programs, resources, and services offered by Faculty Development and Instructional Design Center contribute to the mission of excellence in teaching at NIU. ___ Strongly Agree ___ Agree ___ Neither Agree Nor Disagree ___ Disagree ___ Strongly Disagree Q23 Please type below any additional general comments

69

Appendix H: Graduate Teaching Assistant Campus-wide Survey Questions

70

2015 Campus-wide Survey of Graduate Teaching Assistants Please take a few minutes to complete this brief survey and give us your feedback on the programs, services and resources offered to Graduate Teaching Assistants (GTAs) by the Faculty Development and Instructional Design Center (FDIDC) at NIU. Your constructive feedback will help the Center improve its programs and services. Please note the Center’s mission is to assist GTAs with their general teaching-related responsibilities only and not department or discipline-specific responsibilities, which are handled by individual departments and disciplines. The Center does not charge GTAs for its programs and services and does not receive any student fees to support its operation. Your responses will be used anonymously and only a summary of all feedback will be used for planning, assessment, and reporting purposes by the Center. Please complete the survey below and click "Submit" to send your responses by March 30, 2015. Your feedback is much appreciated. Thank you. 1. I have teaching or teaching-related (grading, tutoring, lab supervision, etc.) responsibilities as a Graduate

Teaching Assistant (GTA). ___ Yes ___ No (No ends the survey, Yes goes to question 2) 2. I have attended the following number of teaching or teaching-related programs (This includes the Teaching

Assistant Orientation (TAO) as well as monthly programs, seminars, etc.) offered to GTAs by the Faculty Development and Instructional Design Center during the past 4 years.

___ 0 programs (branch to question 3) ___ 1 – 3 programs (branch to question 4) ___ 4 – 6 programs (branch to question 4) ___ 7 - 9 programs (branch to question 4) ___ 10 or more programs (branch to question 4) 3. ONLY TO THOSE WHO RESPONDED WITH 0 ON PREVIOUS QUESTION: I have not attended teaching or

teaching-related programs offered by Faculty Development because (select one of the following): ___ I am not aware of Faculty Development’s teaching or teaching-related programs for GTAs. (branch to question 6) ___ I attend teaching or teaching-related programs offered for GTAs by my department. (branch to question 6) ___ The programs offered by Faculty Development did not apply to my teaching-related responsibilities (branch to question 3a) ___ The programs offered by Faculty Development did not apply to my discipline. (branch to question 6) ___ The programs were not offered at a time when I was available. (branch to question 6) I am an experienced GTA and did not have any teaching-related needs. (branch to question 6) ___ Other: ______________________________________________________________ (branch to question 6)

3a. If option 3: Please explain your teaching-related responsibilities so that we can explore offering programs that

may meet such responsibilities. ________________________________________________ (branch to question 6)

71

4. ANY RESPONSE OTHER THAN 0 QUESTION 2: The concepts/techniques covered in the programs I attended were applicable in my teaching and related activities.

___ Strongly Agree ___ Agree ___ Neither Agree Nor Disagree ___ Disagree ___ Strong Disagree ___ Not Applicable 5. ANY RESPONSE OTHER THAN 0 QUESTION 2: My participation in the programs I attended benefited students. ___ Strongly Agree ___ Agree ___ Neither Agree Nor Disagree ___ Disagree ___ Strong Disagree ___ Not Applicable 6. I have used the following resources and/or services offered to GTAs by Faculty Development (select all

resources that you have used and how helpful they were):

Used it and found it to be helpful

Used it and found it to be not helpful

Not used it, but aware of it

Not used it, and was not aware of it

Consultations (one-on-one assistance from a staff member from Faculty Development, whether face-to-face, on the phone, or via email)

Faculty Development and Instructional Design Center Web site

Referrals to other offices on campus

TA Connections Newsletter

Teaching with Blackboard Web site

Program archives (videos of recorded programs)

7. I am aware of the Graduate Teaching Certificate?

___ Yes, I have received it ___ Yes, I am working toward it ___ Yes, I am aware but not interested in it ___ No, I have not heard about it

72

8. Which social media resources would you find helpful from Faculty Development?

___ Videos (tutorials, quick tips, program archives) on YouTube ___ Resources posted on Facebook ___ Resources posted on Twitter ___ Resources posted on LinkedIn

9. I am interested in learning more about the following teaching or teaching-related topics either by attending a

program or reading an article in the TA Connections newsletter (Note: Center’s ability to address suggested topics will be based on its mission and resource availability):

___________________________________________________________________________ 10. I learned about teaching or teaching-related programs, resources, and services offered to GTAs by Faculty

Development through the following methods (check all applicable): ___ Other graduate teaching assistants ___ My department ___ My supervisor ___ NIU Web site

___ NIU Calendar ___ Faculty Development Web site ___ Emails from Faculty Development ___ Twitter (http://twitter.com/tadev) ___ Facebook (http://facebook.com/facdev) ___ Other: ______________________ 11. I would prefer that the Faculty Development communicate with me about workshop schedules and teaching-

related resources via: (Select all that apply) ___ Email ___ Website ___ Facebook ___ Twitter ___ Blog / RSS Feed ___ Calendar Feed ___ Text message

12. I would prefer to attend programs offered by the Faculty Development: (Select all that apply)

___ Face-to-face ___ Online, real-time ___ Online, recorded (on-demand)

14. How meaningful are each of the following recognitions offered by Faculty Development?

Very meaningful Somewhat meaningful

Slightly meaningful Not at all meaningful

Outstanding Graduate Teaching Assistant Award (plaque presented to 2-3 TAs, nominated by department and

http://twitter.com/tadev

http://facebook.com/facdev

73

selected by facdev Advisory Committee) Graduate Teaching Certificate (recognition for attending multiple programs, paper certificate)

Paper certificate for attending TAO or other longer events

15. How meaningful would these potential recognitions be to you?

Very meaningful Somewhat meaningful

Slightly meaningful Not at all meaningful

Paper certificate Digital badge (Mozilla Open Badges)

LinkedIn Endorsement

LinkedIn Recommendation (for Graduate Teaching Certificate)

Other: _________________________________

16. What days of the week would work best for you to attend a workshop? (Check all that apply) ___ Monday ___ Tuesday ___ Wednesday ___ Thursday ___ Friday ___ Not available during the week 17. What time of the day would work best for you to attend a workshop? (Check all that apply) ___ Early Morning (8-10) ___ Late Morning (10-12) ___ Lunch (12-1) ___ Early Afternoon (1-3) ___ Late Afternoon (2-4) ___ Not available during business hours

18. Additional comments/suggestions related to my teaching and teaching-related development needs: ___________________________________________________________________________ :

74

Appendix I: New Faculty Needs and Interests Email

75

From: Jason Rhode Sent: Tuesday, September 16, 2014 4:15 PM Subject: Programs, Needs and Resources for NIU Faculty Dear Colleagues: It was nice meeting many of you at the New Faculty Forum several two weeks ago and at the Teaching Effectiveness Institutes the previous week. I am sure you are busy with your classes and slowly finding more out about NIU and the community. Please note the following below: Program Schedule The Faculty Development and Instructional Design Center offers a number of programs on teaching, technology integration and related areas for faculty. If you haven't received our current schedule of upcoming programs, you can find it online at http://www.niu.edu/facdev/programs/fscurrent.asp and you can register online for the programs of your interest. You will receive monthly program schedules through your NIU email address and you can also sign up for our RSS feed on our website link provided above for our program schedules. Or, if you prefer to receive such information and updates via social media, you can follow our center on Twitter at http://twitter.com/facdev or Facebook at http://facebook.com/facdev. You can find more information about all our programs, resources and services at http://www.niu.edu/facdev Program Needs If you are interested in any programs on general topics on teaching and technology integration which we do not offer currently, please email your recommendations to me and we will consider them in planning our future programs. If your needs fall outside the mission and scope of our center's responsibilities, we will be happy to forward them to other appropriate campus units at NIU. Resources We have a number of resources on teaching, technology integration and related topics including online tutorials on academic integrity, research integrity, effective writing practices and using Blackboard, and you can find them on our website at http://www.niu.edu/facdev/resources. You can assign some of these also for your students for their learning needs. I wish you the best with your fall semester and I hope to see you in many of our programs and events. Thank you. Sincerely, Jason Rhode, Ph.D. Director, Faculty Development and Instructional Design Center Northern Illinois University, DeKalb, IL 60115 815.753.2475 :: [email protected] :: twitter.com/jrhode ============================================= Follow Faculty Development on Facebook and Twitter! facebook.com/facdev :: twitter.com/facdev

http://www.niu.edu/facdev/programs/fscurrent.asp

http://twitter.com/facdev

http://facebook.com/facdev

http://www.niu.edu/facdev

http://www.niu.edu/facdev/resources

mailto:[email protected]

76

Appendix J: Peer Observation Feedback Form

77

Faculty Development and Instructional Design Center PEER OBSERVATION FEEDBACK FORM

Program Presenter(s): Date: Time: Program Title: Program Location: Type of Program (hands-on, etc.): Number of Participants: Type of Delivery: Observer: Handouts posted online: Y/N/NA

Variety and Pacing of Program Delivery (check if each item was observed or not) Observed N/A

1. During discussion, the presenter pauses after asking questions

2. The presenter accepts participants’ responses

3. The presenter draws non-participating audience members into the discussion

4. The presenter provides explicit directions for active learning tasks

5. The presenter allows enough time to complete active learning tasks (or hands-on technology tasks)

6. The presenter is able to complete the topics scheduled for the program

7. The presenter provides time for participants to practice

Comments (include the item number to identify each comment):

Content Knowledge Observed N/A

1. Content is accurate (or reflects current research or practice on the topic)

2. Content is adequate for program duration and objectives

3. Content incorporates current research or practice in the field (if applicable)

4. The presenter identifies sources, perspectives, and authorities in the field (if applicable)

5. The presenter explains the reasoning behind operations or concepts


78

Organization Observed N/A

1. The program begins and ends on time

2. The presenter knows how to use the technology needed for the program

3. The presenter communicates workshop objectives verbally or on screen

4. The presenter provides an outline or structure of the program (verbally, on handout, or on screen)

5. The presenter’s handouts support program content and use of the information

6. The presenter summarizes periodically and at the end of program


Presentation Skills Observed N/A

1. The presenter defines new terms or concepts

2. The presenter makes connections between new information and existing knowledge

3. The presenter presents complex information so that participants understand

4. The presenter uses examples the participants can relate to, from a variety of content areas

5. The presenter draws attention to the most important concepts

6. The presenter allows participants to ask questions

Comments (include the item number to identify each comment): Other Comments:

2011-2016 ASSESSMENT REPORT …In this report, Faculty Development and Instructional Design...

Documents

Transcript of 2011-2016 ASSESSMENT REPORT …In this report, Faculty Development and Instructional Design...