Chapter 3: Faculty Development that Works

Morrison, J.L., & Brown, D.G. (2002) Faculty Development That Works: An Interview with David G. Brown. The Technology Source, July/Aug. Available online http://ts.mivu.org/default.asp?show=article&id=997


Morrison and Brown discuss initiatives they have implemented at their institution to promote innovation in teaching. Brown suggests that the necessary pre-conditions for increasing the use of technology in teaching is to provide ubiquitous, reliable access, and providing the time for instructors to learn how to use the different tools for teaching. Faculty will be driven to adopt more effective methods of teaching using technology if they determine that there will be a corresponding enhancement in student learning outcomes. Specific recommendations include a laptop program for faculty and students and an environment which encourages instructors to experiment with technology. Recognizing the enormous time commitment that integrating instructional technology takes is a necessary precondition for a successful faculty development program. The authors also suggest that the focus should be placed on effective teaching practices as opposed to learning how to use the technology in order to encourage faculty to seek opportunities for accomplishing new ways of achieving learning outcomes. The article also addresses issue of rewards for faculty and how to provide incentives for educators to learn about technology. They include, “special stipends, hand-written notes from deans, discretionary spending accounts, priority in the receipt of new technology, the capacity to acquire needed computer peripherals and software, distinguished teaching awards, citation in presidential speeches, travel support to share teaching experiences at professional meetings, and additional salary increases.” Most importantly they share the lessons they have learned in fostering faculty development initiatives. One promising idea that failed to work was purchasing release time for faculty. They found that, “if teaching a three-course load takes 70 hours a week, teaching two courses also demands 70 hours a week. In other words, teaching will always take all the time available.” Their greatest successes in faculty development have come in employing students and professional staff to assist faculty members.

I chose this article because it offers a lot of practical suggestions that can be implemented at an institutional level in order to promote the wide-spread adoption of instructional technology. Some of these initiatives are underway at UofT including; wireless networks, individual web space for faculty and students (UTORweb), a laptop program for Art & Science students and pedagogical and technical workshops for teaching online. The current reward structure is in the form of grants which are provided by the Provost's office (with matching funds from the department) to provide the resources and expertise necessary to develop educational resources that integrate technology.