This session discusses the scalability of a faculty development program focused on online teaching. We give a brief background of the target learners and our experiences transitioning to a more scalable enrollment model. Logistics, enrollment processes, course facilitation, course management, final certification, and other administrative procedures are discussed.
As a large public research institution committing to serving metropolitan Orlando and its surrounding communities, University of Central Florida (UCF) offers over 200 degree programs within 13 colleges. Faculty members at UCF often teach at least one online or blended course. UCF has two primary faculty development courses that prepare faculty members to succeed as online instructors. One (IDL6543) involves a comprehensive approach that requires a considerable amount of training on design, development, and delivery, while the other (ADL5000) serves to prepare faculty for delivering a pre-existing course with less focus on design and development. Recent efforts to scale ADL500 have yielded opportunities for improvement in the areas of enrollment processes, management roles, and participant certification.
This session discusses the scalability with specific application to institutions facing similar challenges. First, we give a brief background about ADL5000 and the target learners. Then we share our experiences as we transition to a more scalable enrollment model. We expand upon the logistics of the enrollment, course facilitation, course management, final certification, and other administrative procedures.
Although institutions may have different approaches for their faculty training, this discussion provides value for those constructing and/or maintaining a similar professional development course(s).