Frugal Innovations: Faculty Roles and Programmatic Support
What should we focus on first, next?
This Web Page: http://preview.tinyurl.com/TLTG-FrugalPriorities09
We seek participants' input for determining the
order in which we address some of the following in this 2009 Symposium. We will also welcome
polite responses to "How could you have been so stupid as to omit
XXXYYYZZZZZ, which should be one of the top priorities for this
Cope with $ Cuts
How to cope with current budget cuts just for now? or forever? Planning/hoping for return to "normalcy"?
Info for Decisions
What kinds of information or data will really effect related decisions (by whom?) in the next 12 months?
- Nanovation, Extermissions, & Milli-Everetts
See also: "Milli-Everetts - Smallest Essential Steps for Incremental Exponential Education Revolution: Nanovation?"
Nanovation = Intentional use of new resources for "sharing forward" improvements
and innovations in ways that multiply impact (like "viral marketing,"
- morally and intellectually responsible version of "Ponzi
scheme"/Pyramid/Chain Letter; Extermission = Intentional, informal outreach - used during TLT Group's online
sessions about Twitter in July, 2009.
Milli-Everett = The smallest effort required to enable and encourage at least one teacher to at least:
- Make one improvement in one course,
- Get a little feedback and improve that improvement,
- Help two at least colleagues each make similar improvements - and each help at least two more colleagues ....
- Mid-Level Roles
Role of mid-level academic professionals (dept
chairs, division leaders, deans, …)in success/failure of dissemination, innovation, ...
- Gmail Decision
Tools that appear to have great potential for
teaching/learning and become even more accessible when all students and
others have Gmail accounts - implications for budget, policy, operations, teaching/learning
- Using Un-Owned Resources
Web 2.0 -
the difference between "free beer and a free puppy"; who is
responsible for what kind of support and usage policies, standards when
the college or university cannot own or control the resource? - implications for budget, policy, operations, teaching/learning
- Handheld Devices
Love em or leave em? Use in courses or forbid in classroom? Clickers, PDAs, smart phones, netbooks, audio & video recorders - - implications for budget, policy, operations, teaching/learning
- Back-Channel Communication
Constructive "back-channel" communication - anonymous or not,
sanctioned or not!
- Brief Hybrids
Taking advantage of these compact combinations of plans, media, activities, references, to make small low-risk, low-cost course improvements: Dipping a toe in the shallow, quiet end of the raging technology sea!
- Textbooks: Evolution or Extinction?
Emerging alternatives and variations. How
changes in technology are both impeding and facilitating the
opportunities for students to take their own notes and engage actively
with readings and other learning resources.
The myth of standardized resources for independent learning.
- Fundamental Paradox of Faculty Development
Recognize and try to reconcile these two approaches:
A. Rational: emphasizes data, assessment, "scalable" strategies
B. Personal: emphasizes trust, individual differences, relationships and growth
Address these provocative-but-useful questions:
Why is Faculty Development a low institutional priority?
Why are so many
faculty members still, in 2009, ''assessment-phobic'' and ''rubric-ignorant''? [Maybe we need to
find Latin or Greek terms for ''assessment-phobic'' and ''rubric-ignorant' -
What could be done to avoid or reduce disproportionately large budget cuts for faculty development? So that when we return to better economic times, a larger portion of institutional resources will be committed to faculty development?
- Collection & Dissemination Challenge
Agree/disagree/deal with: Most conscientious and valuable efforts to collect, assemble, publish, and get others to use valuable practices, policies, and ideas for improving teaching and learning in higher education fail to reach more than a few percent of all faculty - ever, certainly not in a year or two. Its getting even more difficult to get anyone to pay attention to any message or information - even about resources they need and are already entitled to!
How can we enable and encourage effective exchange of information and innovations among Symposium participants, their own Institutions, even more widely!
- Faculty Learning Communities - Communities of Practice
- Even More Important!
"How could you have been so stupid as to omit
XXXYYYZZZZZ, which is the one that REALLY important to me? It should be one of the top priorities for this
Return to Top
Try to Exclude the Seductively Plausible and Unrealistically Contingent:
topics, issues, activities, challenges, strategies
We'll try to exclude from our discussions topics, etc. that are
Seductively Plausible but we already know they just don't work or they're unlikely to be
accomplished in a short time with scarce resources
Unrealistically Contingent on
major changes in campus culture that are still not within reach (e.g., changing the promotion/tenure system)