Effective Leadership In Online Higher Education: Leading & Supporting Faculty Through The Launch Of A New or Revised Online Course

Leadership

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Brief Abstract

Training faculty to teach new curriculum offers a chance to strengthen instructional strategies, communication across the cohort, and student success. This presentation will equip attendees with effective practices, strategies and resources to prepare their faculty to teach a new or revised course, from initial planning through post-launch follow-up and analysis.

Presenters

Lead Presenter: Max Fassnacht, Colorado Technical University

Max Fassnacht teaches history in the College of GeneralEducation & Psychology, serving as Lead Faculty of the history, government, and political science courses. He began teaching online in 2009 and has held adjunct, full-time, and lead faculty roles. He currently lives in Portland, Oregon where he enjoys the scenery of the city and its surroundings.

Co-presenter: Sheneka Gioffredi, Colorado Technical University

Sheneka Gioffredi, M.S., originally from Miami, Florida, has served as faculty in the College of General Education & Psychology at CTU since 2016, and is Lead Faculty of Humanities since 2019. For over 15 years she has held leadership positions in management and higher education, as well as adjunct faculty positions teaching courses in the Humanities and General Education. Sheneka is married, speaks Italian and enjoys learning, going for long walks and travel.

Extended Abstract

This session will cover effective strategies to lead and support a faculty cohort through the successful launch of a new or revised course. An informed and well thought out training plan can mitigate uncertainty while leveraging opportunities to strengthen instructional strategies, communication across the cohort, and student success. This presentation will equip viewers with effective practices, strategies and resources to develop and prepare faculty to teach a new or revised course, from initial planning through post-launch follow-up and analysis.

Viewers will be equipped with a set of processes and resources for a multistage plan, that leverages opportunities to:

  • create an organized faculty training schedule
  • set context for and manage change
  • establish instructional expectations
  • manage course health post-launch
  • garner faculty and student feedback

The presenters will cover strategies for how to socialize revisions, organize a faculty training schedule that will prepare faculty to teach a new course, offer check points with faculty as they teach a new course, and follow up once the course has finished. Viewers will gain insight into the leveraging of information points to track the effectiveness and success of the new course, and the faculty teaching it. In addition, viewers will be able to interact with the presenters asynchronously, posting comments and questions.

Learning Outcomes

1.  After reviewing this presentation, viewers will have an understanding of the common challenges that arise before, during and after a faculty cohort teaches a new or revised course, and strategies to manage these challenges.

2.  After reviewing this presentation, viewers will be equipped with tools to support faculty at each stage of the launch of a new or revised course.

3.  After reviewing this presentation, viewers will be equipped with a set of processes and resources to organize an effective faculty training and communication plan.

4.  After reviewing this presentation, viewers will gain insight into how to leverage data points to track the effectiveness and success of the new course, and the faculty teaching it.