Professional Documents
Culture Documents
Tuuri
IDSL 880
Part 1 (1AC Introductory Statement - Veronica)
Good morning. Thank you for this opportunity to speak today about the
importance of faculty being able to demonstrate their proficiency in
online teaching.
My narrative tells a story, and to assure confidentiality, the names of
agencies and personnel I will describe in my talk today have been
changed, and are rather meant to define and illustrate the broad
concerns that are facing colleges with regard to the certification of
online instructors.
The necessity is clear, and our administration at the Right Way
Community College plans to mandate that all online faculty should
possess a minimum of two years' experience when they desire to teach
fully online courses, or they must take the online training course we
provide faculty at Right Way before they begin online teaching. Also,
online faculty must demonstrate proficiency with Microsoft Office,
familiarity with Desire to Learn (D2L) or compatible online learning
systems, and the ability to enter attendance and final grade data in the
college's database.
The facts are evident. College learning environments have drastically
changed over the last two centuries since community colleges,
formerly known as junior colleges, were formed in the United States.
Today's two-year and four-year colleges and universities utilize
technologies that were unheard of in 1920 when the American
Association of Junior Colleges was formed, and barely understood
during the advent of the online classroom in the 1990s. The fact that
online teaching has now come to the fore does not mean that we will
lower our standards for student success by placing instructors who are
otherwise excellent teachers, but who do not know how to teach
online. At Right Way we expect 100% in efforts from all faculty, and we
know that they want to do their best as well for the college. That is
why we initiated a training program for online instruction, and
everyone desiring to teach online must take and pass this course in
order to be certified as online instructors at our college.
I will provide you an excellent example of problems that can occur
when a college assigns ill-prepared online instructors. A case in point
would be our highly regarded Professor Susan Rotweiller. Professor
Rotweiller has been teaching English 101 and 121 at Right Way
They design the course so that the learning path is clear and
consistent. The course content builds on the instructors strengths as
the content expert and a facilitator of student learning.
All activities are designed to engage the learner with the course
material, with classmates, and with the instructor.
The syllabus is comprehensive, with clear descriptions
of the course requirements, quality expectations, communication
protocols, grading
criteria, schedule for completing coursework, and standards of
academic
integrity for online learners.
The course incorporates a variety of learning activities, content format,
and rich media content.
References:
San Diego Community College (2014). Online Learning Pathways:
Online Faculty Certification Program.
http://www.sdccdonline.net/faculty/training/index.htm.
Last retrieved 10-17-14.
Lansing Community College (2014), Center for Teaching Excellence
(CTE). Teaching and Learning Resources.
http://www.lansing.cc.mi.us/cte/. Last retrieved 10-17-14.