This presentation is focused on the practical application of a quality control system used at Colorado Technical University to gauge faculty performance and make recommendations for training and development activities. The Faculty Success Score (FSS) is a multi-faceted assessment model created to intake data on faculty performance and development in a face-to-face, blended, or online environment. Designed to provide meaningful insight into faculty development needs, the FSS addresses some of the common questions institutions may face as they work to train faculty for the changing environment of classroom instruction.
Academic institutions across the nation confront similar struggles when it comes to supporting and developing faculty as a means of fostering student success. Largely part-time adjunct faculty populations, increasing pressures on training resources, evolving demands of students, and the move toward blended and distance course delivery all influence the efficacy of support and development initiatives and complicate tracking and evaluation of success. What is truly the best design for faculty training? How might faculty training improve student retention? How can an institution reward high-performing faculty and provide meaningful development for those who struggle? The FSS model is an innovative quality control system that works to answer these questions. With approximately 22,000 students and 2000 faculty working in face-to-face, blended, and online environments, assessment of faculty performance in a consistent and appropriate manner is challenging to say the least. This quality assurance process reveals areas of success and points for further improvement. Dynamic in nature, this process also brings together various campus departments together to analyze data and make recommendations for continuing improvements. Most importantly, the ultimate focal point of the process is improving both student and faculty experiences.
The FSS includes four categories: observations of faculty, student input on faculty performance, faculty self-evaluation, and professional and faculty development activities. Bringing this information together provides a rich and meaningful picture of faculty performance. The data are used to determine faculty rank and scheduling priority. The FSS model helps the university identify top-tier instructors, as well as specific development needs for instructors.
The problem addressed in this presentation is faculty training needs, specifically as those needs may be connected to student experience and retention outcomes. Institutions throughout higher education institutions seeking quality control measures as a strategy for facilitating student success would be target audience members. The context of the discussion is faculty development within the blended environment. Our approach is to present information regarding the creation of this quality assurance process, techniques for managing the system once it is in place, and initial results from the work at our university. We will present information on a framework for building quality checks in this unique environment, as well as metrics that provide insight into the student experience. Finally, we will share information on using the output of this process to design meaningful, targeted faculty development interventions for improving blended classroom instruction.
Presentation participants will be asked to actively participate by taking part in discussion. This presentation will:
- Demonstrate how a comprehensive database can help determine needed training in specific areas for faculty members.
- Illustrate how the database identifies high-risk instructors.
- Show how similar databases could benefit all academic institutions, especially those that may offer blended or online delivery.
- Provide evidence to support the impact quality checks have on identifying key issues for low-performing faculty, leading to target themes for faculty development and training.
- Outline the submission process for student inquiries so investigation and a timely resolution of concerns can be achieved.
- Document improvements to student retention stemming from their access to a channel in which they can voice their concerns.
- Generate reports to identify reoccurring issues or trends with faculty in order to fine-tune faculty development programs.
Audience members will return to their institutions with new ideas to deploy quality assurance techniques as a means for designing faculty development programs, increasing student satisfaction, tracking faculty performance, and identifying high-risk faculty trends