This presentation focuses on leveraging adaptive technology to redefine faculty engagement and instruction in introductory courses where content and assessment are delivered via adaptive technology.
With the national focus on first year student experience, student success and overcoming barriers in introductory courses, Colorado Technical University (CTU) has been piloting and implementing a variety of innovative pedagogical approaches in its highest risk General Education courses. The inclusion of adaptive technology has been a central element of CTU's initiatives in online courses, and the implementation of fully-adaptive experiences in both its introductory college success course and math courses has been notably successful.
Central to this implementation of fully-adaptive courses has been partnerships with both faculty members and student advising to create a sustainable model of support. This model of support extends not only to students, but also to faculty. Colorado Technical University has learned that both student and faculty support is critical when innovative (and, at times, "disruptive") technology is utilized. This presentation will focus on how to leverage adaptive technology in a way that redefines faculty engagement and the instructional approach in courses where the majority of content and assessment is delivered via adaptive technology, transforming the classroom into an individualized student learning experience, which allows for more intentional faculty engagement and outreach to students.
The presenters include the Vice Provost at Colorado Technical University and an online Lead Faculty for General Education at Colorado Technical University. Using a case study approach, the presenters will cover both the strategic curricular and student support vision as well as the operationalization of the recalibrated faculty approach when adaptive technology plays a central role. In addition, participants will understand how the academic team works directly with student advising partners to support student success in these fully-adaptive courses. The presenters will also facilitate discussion on the opportunities and challenges of implementing fully-adaptive courses. Online program managers, faculty and faculty leadership, and cross-functional partners (student support and student advising) will benefit from this session.
The goals of this session include:
? Describing opportunities and challenges of implementing a fully-adaptive classroom experience
? Sharing best practices for managing faculty engagement and pedagogical support in fully-adaptive courses
? Reviewing goals and corresponding data to scope pilots of fully-adaptive courses and determine initiative efficacy
? Explaining how to effectively partner with student advising when implementing innovative tools