Using Data to Effectively Evaluate Faculty and Provide the Tools Online Faculty Need to Succeed

Author Information
Author(s): 
Jose Fierro PhD and Dr. Barbara Yankowy
Institution(s) or Organization(s) Where EP Occurred: 
Florida State College at Jacksonville
Effective Practice Abstract/Summary
Abstract/Summary of Effective Practice: 

 

Florida State College at Jacksonville’s Open Campus offers over 1600 online course sections and employ over 600 faculty members residing in 34 states per year. Ensuring quality learning for students is in line with our mission and goals. Hence, course evaluation is a priority. Not only does course evaluation benefit students, it can also be used as a tool to develop and launch interventions that improve course delivery, identify technological needs, promote professional development, and enhance the overall online experience for both faculty and students. With online enrollment growing at alarming rates coupled with limited funding streams, postsecondary institutions are challenged with providing an exceptional education experience to students while navigating the traitorous funding waters.

Description of the Effective Practice
Description of the Effective Practice: 

The purpose of this initiative is twofold; to develop a system to design an individualized improvement plan for faculty who fall in the “development” category. Student success data was used to evaluate and promote development of at-risk online faculty and how to create relationships among faculty and instructional designers, which will lead to the development of online courses that meet both student and institutional needs.
Student success information is derived from the institutional database and examined to determine which courses has the most success and/or failure rates, including withdraw trends. Results are then applied to design a rubric, categorizing faculty into two areas; high performers and development. Opportunities for improvement are provided for faculty who are in the “development” category.
 

Supporting Information for this Effective Practice
Evidence of Effectiveness: 

 

After the data was evaluated, and interviews were conducted 15 faculty members were placed in the development category. The results of the improvement plans ranged from average to excellent, only losing two faculty members at the end of the subsequent term. Faculty members who were not offered courses didn’t implement the action plan and showed no gains through end of course evaluations or student success data. However, remaining faculty members showed improvement, with five of them showing exceptional gains in student success rates. Most importantly student’s comments in the end of the course evaluation showed a great improvement in the area of student-teacher interaction.

How does this practice relate to pillars?: 

Student satisfaction - faculty collaboration and feedback

Faculty satisfaction - professional devleopment opportunities

Learning effectiveness - faculty are more involved with the course design process, student feedback, stronger relationships between student and instructor.

Equipment necessary to implement Effective Practice: 

Computer with Excel spreadsheet and access to student success data

Estimate the probable costs associated with this practice: 

None

References, supporting documents: 

 

References
Boettcher, J., V. (2009). Teaching Online Tip #4: The importance of Feedback: Another Dimension of Presence. Retrieved March 9th 2011 from http://www.rider.edu/files/tlc-RiderTip4FeedbackFS.pdf.

Chua, A. & Lam, W. (2007). Quality assurance in online education: the universitas 21 global approach. British Journal of Educational Technology, Vol. 38(1), pp. 133-152.

Ertmer, P. A., Camin, D., Connolly, P., Coulthard, G., Lei, K., Mong, C. (2007). Using peer feedback to enhance the quality of student online postings: an exploratory study. Journal of Peer Mediated Education, Vol 12(2) Retrieved March 9th 2011 from http://jcmc.indiana.edu/vol12/issue2/ertmer.html.

Gaytan, J., McEwen, B. C. (2007). Effective online instructional and assessment strategies. The American Journal of Distance Education, Vol. 21(3), pp. 117-132.

Glassmeyer, D., M., Dibbs, R., A., Jensen, R., T. (2011). Determining utility of formative assessment through virtual community. The Quarterly Review of Distance Education, Vol. 12(1), pp. 23-35.

Lei, S., A., & Gupta, R., K. College distance education courses: evaluating benefits and costs from institutional faculty and students perspectives. Distance Education, Vol. 130(4), pp. 616-631.

Lewis, K., O., Baker, R., C., Brigan, D., H. (2011), Current practices and needs assessment of instructors in an online masters degree in education for healthcare professionals: First step to the development of quality. Journal of Interactive Online Learning, Vol. 10(1), pp. 49-63.

Sugar, W., Martindale, T., Crowley, F., E. (2007). Online professor’s face to face teaching strategies while becoming an online instructor. The Quarterly Review of Distance Education, Vol. 8(4), pp. 365-385.

Tobin, T., J. (2004). Best practices for administrative evaluation of online faculty. Instructional Development Librarian, Retrieved June 8, 2011 from http://www.westga.edu/~distance/ojdla/summer72/tobin72.html.

Zavarella, J., Ingnash, J. (2009). Instructional delivery in developmental mathematics: Impact on retention. Journal of Developmental Education, vol. 32(3), pp. 2-13.

 

 

Contact(s) for this Effective Practice
Effective Practice Contact: 
Jose Fierro
Email this contact: 
jose.fierro@fscj.edu
Effective Practice Contact 2: 
Barbara Yankowy
Email contact 2: 
byankowy@fscj.edu
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