Challenges exist for administrators and faculty employed in hybrid graduate programs in navigating the assessment process. This session will strengthen the participant’s knowledge and understanding of how leaders can support virtual teams throughout the program assessment process.
The impact of COVID-19 on hybrid education continues to evolve, forcing administrators and educators to work in virtual teams regularly. During times of heavy workload, the physical distance of remote work can promote feelings of isolation and hinder collaboration. Leaders have opportunities to humanize the remote work environment by utilizing strategies that promote morale, collaboration, productivity, and innovation.
How do leaders connect with faculty virtually during the formalized assessment of hybrid graduate program? Research shows that the establishment of a supportive learning environment is in alignment with Vygotsky’s Social Constructivism Theory which supports collaboration, problem-solving, and adaptive higher-order thinking in teams. Additionally, leaders embracing this theory while engaging in program assessment may enhance their teams’ knowledge building, reflection, and sharing.
Furthermore, the literature also implies that leaders who support virtual teams effectively will enhance their faculty’s expertise in the assessment process and reduce the barriers related to self-assessment of teaching effectiveness. Effective self-assessment promotes the readiness for administrators and faculty to work collaboratively with each other. However, it can be challenging for leaders in hybrid graduate programs to engage with administrators and faculty while working in virtual teams. Within the context of the Constructivist Online Learning Environment, there is a gap in the literature that combines Social Constructivism with assessment processes in higher education. It is also apparent that uncertainties exist regarding leaders’ potential to engage in analyzing and disseminating their findings during the assessment and compliance reporting process. As leaders strive for collaboration, this research will describe the benefits and opportunities of using virtual teams comprised of administrators and faculty during the assessment of a hybrid graduate.
The purpose of this presentation is to strengthen the participant’s understanding of how the constructivist learning environments can support the engagement of virtual teams during the formalized assessment of a hybrid graduate program. The presenters will provide the participants with numerous examples of insights, challenges, and lessons learned during the initial assessment of a start-up hybrid graduate program in a small liberal arts institution. The presenters will also discuss how their leaders supported virtual team collaboration, problem-solving, and adaptive higher-order thinking leading up to the submission of the departments’ accreditation self-study report.
Plan for activity: If selected as a virtual session, the 45’ presentation will consist of a brief PowerPoint lecture. Speakers will share example activities used during the formalized assessment process in a hybrid graduate Doctor of Physical Therapy (DPT) program in hopes of strengthening the participants’ understanding of how to lead virtual teams and
Abstract here:
The impact of COVID-19 on hybrid education continues to evolve, forcing administrators and educators to work in virtual teams regularly. During times of heavy workload, the physical distance of remote work can promote feelings of isolation and hinder collaboration. Leaders have opportunities to humanize the remote work environment by utilizing strategies that promote morale, collaboration, productivity, and innovation.
How do leaders connect with faculty virtually during the formalized assessment of hybrid graduate program? Research shows that the establishment of a supportive learning environment is in alignment with Vygotsky’s Social Constructivism Theory which supports collaboration, problem-solving, and adaptive higher-order thinking in teams. Additionally, leaders embracing this theory while engaging in program assessment may enhance their teams’ knowledge building, reflection, and sharing.
Furthermore, the literature also implies that leaders who support virtual teams effectively will enhance their faculty’s expertise in the assessment process and reduce the barriers related to self-assessment of teaching effectiveness. Effective self-assessment promotes the readiness for administrators and faculty to work collaboratively with each other. However, it can be challenging for leaders in hybrid graduate programs to engage with administrators and faculty while working in virtual teams. Within the context of the Constructivist Online Learning Environment, there is a gap in the literature that combines Social Constructivism with assessment processes in higher education. It is also apparent that uncertainties exist regarding leaders’ potential to engage in analyzing and disseminating their findings during the assessment and compliance reporting process. As leaders strive for collaboration, this research will describe the benefits and opportunities of using virtual teams comprised of administrators and faculty during the assessment of a hybrid graduate.
The purpose of this presentation is to strengthen the participant’s understanding of how the constructivist learning environments can support the engagement of virtual teams during the formalized assessment of a hybrid graduate program. The presenters will provide the participants with numerous examples of insights, challenges, and lessons learned during the initial assessment of a start-up hybrid graduate program in a small liberal arts institution. The presenters will also discuss how their leaders supported virtual team collaboration, problem-solving, and adaptive higher-order thinking leading up to the submission of the departments’ accreditation self-study report.
Plan for activity: If selected as a virtual session, the 45’ presentation will consist of a brief PowerPoint lecture. Speakers will share example activities used during the formalized assessment process in a hybrid graduate Doctor of Physical Therapy (DPT) program in hopes of strengthening the participants’ understanding of how to lead virtual teams and to strengthen their understanding of the Constructivist Online Learning Environment theory. Questions and answers will generate ideas for the participants to enhance their philosophical stance on program assessment.
Plan for interactivity: If selected as an in-person session, the 45’ session will consist of the following:
· Introduction and background (10’): Presenters will introduce Constructivist Online Learning Environment, Social Constructivism theory, and challenges virtual teams face while conducting assessment and compliance reporting.
· Strategies for virtual team engagement during assessment and compliance reporting: (15’): The presenters will provide participants with a framework for enhancing virtual team engagement during assessment and compliance reporting cycles. The presenters will also provide participants with “lessons learned” from their experiences in assessment and compliance reporting.
· Impromptu networking activity (10’): The presenters will facilitate group sharing ideas for leaders to use while working in virtual teams and to help build new connections outside of their current organization. We will need an open space for participants to assemble for a “think, pair, share” exercise. Participants will find a partner outside of their known relationships. In each round, the partners will have 2 minutes per person to answer three questions: How can leaders support creative thinking in virtual teams? What challenges (if any) have you faced while working in virtual teams? Describe 1-2 strategies to promote self-evaluation and reflection for administrators and faculty working in virtual teams? We will plan three rounds, each lasting 4-5 minutes. We will use a virtual whiteboard to track participants' ideas.
· Debrief: (5): Time for participants to share ideas and key takeaways with the whole group. We will solicit stories of wins and failures to make it fun!
· Wrap Up: (5’) Review of key ideas and recommendations for follow-up.
The Takeaways:
Building a cohesive virtual team is an integral part of the assessment process for hybrid and online programs. Program assessment based on the Constructivist Online Learning Environment and Social Constructivism theory can help leaders create intentional interactions with administrators and faculty that support an iterative formalized assessment plan. Through networking and sharing ideas with peers from other institutions, participants will have new ideas that can translate into assessment and compliance reporting for future reference.