But What Exactly Do I Need to Know? Developing Core Instructional Technology Competencies for Faculty

Where: Four Points Sheraton Hotel and Conference Center
1125 Boston Providence Turnpike
Norwood, Massachusetts 
Directions

Event Overview

Faculty report feeling overwhelmed by the demands that learning technology skills place on their time. This causes some to simply “give up” on the tools that we know can actually enhance student learning and save faculty time. One response that can help is to provide faculty a clear and finite list of instructional technology essentials needed for basic competency in traditional, blended and online teaching. Such a list can also serve as a benchmark for faculty development staff to evaluate the success of their programming, and potentially even as a tool for tenure and faculty review committees.

The purpose of this workshop is to develop a list of instructional technology competencies suitable for your institution, and to attempt to identify a core list applicable in a wide range of settings. You will learn about writing effective, measurable competencies from an expert in assessment design. We will hear student and faculty perspectives on the value of having a list of competencies. Following that, you will then work in small groups to outline and begin drafting a detailed inventory of faculty instructional technology competencies that are appropriate to your institution’s needs. These competencies could then be taken back to your institution as a discussion draft to be reviewed with key stakeholders (faculty, administrators) at your university.

After the hands-on work, we will reconvene as a large group to see if we can forge a “common core” of these competencies that would be appropriate to a wide range of higher education settings. Among the benefits of having a common list of core faculty instructional technology competencies would be providing a standardized benchmark against which to compare your faculty with faculty at peer institutions; offering a source of desired learning outcomes to reference when putting together faculty development initiatives at our institutions; and promoting common understanding of expectations for those new to teaching. 

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