This is Why We Do It

I had the pleasure of attending the Phi Theta Kappa honor society induction on Friday night at the Parsippany Campus. It was a wonderful event, the type that makes you proud to be part of higher education. PTK inductees are adult learners in the associates program who are maintaining a 3.8 GPA or higher. That standard demands near perfection, ensuring that PTK members are learners with a purpose.

The event confirmed for me, amongst others things, that education changes lives. I saw beaming family members filling the seats, camcorders in hand, anxious to record the event into permanence. Afterwards, flashbulbs popped as learners posed proudly with their induction certificates. Flower bouquets were presented and handshakes and hugs issued freely. Inductees, along with their family and friends lingered at the reception that followed, clearly enjoying the moment and savoring the achievement.

The significance of the event was a bit different than commencement (an event I also enjoy immensely). Commencement celebrates the completion of an educational period and the earning of a degree. The PTK induction was, plain and simple, a celebration of education done right.

Nights like these remind you of why you make the personal expenditures that good teaching requires. You do it because it matters.

[As a side note, a tip of the hat to Kathy Gandy, a fellow adjunct instructor, who organized the event, tended to the slightest details, and generated a truly special event to honor the hard work of the learners. Kathy is pictured above, left, with Kathleen Ball, President of the Delta Phi Chapter of PTK. Well done, Kathy!]

It Takes a Team: Letson and Nice (Zimmerman) Present Research Findings at SLOAN

When Centenary College moved to a four-credit curriculum, an opportunity emerged to re-examine how courses are designed. Dr. Deirdre Letson (right), Associate Dean for Curriculum and Faculty Development, and Shelly Nice (Zimmerman) (left), Senior Instructional Designer, spearheaded the course design task for Centenary’s Adult and Professional Programs. They knew the telltale components of a strong course – a student-centered approach, multiple learning options, self-direction, collaborative team work, practical knowledge gain, application opportunities, and continuous feedback. The question was how best to create such courses.

Together Letson and Nice (Zimmerman) systematically researched that very question, comparing courses created individually with those created by a “design team.” The results clearly revealed that a collaborative, team-based approach to course design generates authentic activity development and deeper learning. Those research efforts earned them an invitation to present their findings at the prestigious, nationwide SLOAN conference in November of 2008. A copy of their slide presentation is linked here.

The team-based approach incorporates four key players: a subject matter expert, an instructional designer, a course management system expert, and a quality control specialist.

Subject Matter Expert (“SME”) – using familiarity with the course discipline and industry needs, the SME identifies the knowledge and skills a learner should have upon completing the course. Full-time faculty members often partnered with the team and filled this role.

Instructional Designer (“ID”) – using knowledge of teaching and learning theory, the ID assists the SME in creating authentic activities and assessments to measure if course objectives have been met. The ID also searches for relevant “inputs” for learners, such as journal articles, web resources, and podcasts.

Course Management System Specialist (“CMSS”) -- using technological expertise, the CMSS populates the virtual course site with the course content, making it user friendly and visually appealing.

Quality Control Specialist (QCS) – using an approved Quality Matters rubric, a certified QCS reviews the course and provides feedback and suggested revisions.

All of the accelerated, eight-week courses in Centenary’s associates, bachelors, and MBA programs were created using that intensive team-based approach. As a result, the College continues to fulfill its mission of creating a learner-centered educational experience for its adult learner population.

Welcome to the Faculty Blog

Welcome to YOUR space.

As adjunct instructors, our job is to create "spaces" -- in brick and mortar classrooms, in Blackboard, and beyond -- where learning can take place. We might have divergent reasons for serving as adjuncts but we share a common objective -- to facilitate deep and life-long learning for adults. That makes us a community of shared practice, and this blog is space we are reserving to speak directly with that community. It is our space for sharing ideas about teaching and learning.

So what can you expect to read when you view this blog? Posts might center on developing ideas regarding facilitation, feedback, assessment, classroom management, adult learning, technology, or learning theory. Or perhaps we will discuss a new book or journal article on educational practices. We also want to recognize the work that you are doing in your classrooms. Tell us what you are finding through your own process of trial and error. Yes, this also is a place for stories about good teaching.

The blog will be run by members of the Faculty Development and Curriculum Design team. However, please note that each of you can provide your own personal comments to each blog entry. We hope discussions ensue.

We look forward to sharing this learning space with you.