Teaching and Learning Resources—Worldwide Leadership in Education

Faculty Development Column in the DE Oracle: An Online Learning Magazine for Faculty

2008 Articles | 2007 Articles | 2006 Articles | 2005 Articles | 2004 Articles

2008 Articles

  • Podcasts as Educational Resources (January/February 2008)
    Over the last few months, numerous articles have appeared in the major American media on podcasting.  Of particular interest are three recent newspaper articles, all of which report on the rapid growth of podcasting by well known American schools.  Interestingly, the three newspapers — the Washington Post (December 30, 2007), The New York Times (December 19, 2007) and the Los Angeles Times (November 24, 2007) — point out that these podcasted courses are drawing a huge audience of listeners and that the professors have become internet "stars" with followings and fans both within the academy and amongst non-traditional learners. Read the complete article to learn of ways to incorporate podcasts into your courses.

2007 Articles

  • Tips for Managing Larger Online Classes (November/December 2007)
    An increase in class size will definitely influence how well an existing course design supports the facilitation of teaching and learning. However, instructors can actually do a lot to help both their students and themselves feel more comfortable and be more successful in the classroom by adjusting the design to adapt to the larger class. This article offers tips for fine-tuning the course for a greater number of students while still adhering to the course learning objectives and to UMUC's commitment to student-centered, interactive online classes. Each tip is grounded in the principles of arranging the class so that you can interact more with the whole class and groups of students, encouraging active learning and student initiative, and reserving precious time for providing feedback on major assignments to individual students.

  • Resources for Achieving Teaching Excellence (May/June 2007)
    While the diversity of UMUC's student body can be challenging, it also contributes to a rich and rewarding teaching and learning environment. Faculty Development resources are available for faculty at every point in their teaching careers across all disciplines and levels of experience. Utilizing Faculty Development resources that are available to you can help you to successfully create effective learning experiences for all of your students.

  • Faculty Development's Workshop and Training Options (March/April 2007)
    Faculty Development has been continually expanding its professional development offerings and resources for UMUC faculty far beyond the five-week, "CTLA 201" training course that is required for all UMUC faculty teaching online. Faculty Development not only offers its own faculty development workshops, but also provides access for faculty to SkillSoft self-paced online courses and the newly available Sloan-C online workshops. Faculty Development welcomes faculty to take our workshops on whatever terms best suit their interests and schedules.

2006 Articles

  • Sloan-C Award for CTLA 201: Teaching with WebTycho Training Course (November/December 2006)
    CTLA 201, Teaching with WebTycho Training Course, created and administered by Faculty Development, is the winner of the prestigious Sloan-C 2006 Excellence in Faculty Development for Online Teaching Award. The award recognizes the institution that offers the most outstanding faculty development program for those who teach in the online environment. CTLA 201, Teaching with WebTycho faculty training course was chosen from a field of national entrants for its proven record of excellence as demonstrated by its success in training new faculty to become competent online instructors in a cost-effective manner.

  • Using Classroom Awareness to Help Foster Online Community (September/October 2006)
    Fostering online community can contribute significantly to student persistence and retention. As convenient and flexible as asynchronous communication is, there is evidence that for at least some learners, a sense of immediacy through synchronous communication tools can contribute to a sense of connectedness and community. This article addresses some options for fostering online community in the WebTycho classroom such as the Chat and Classroom Awareness functions.

  • Quality Matters: Assuring the Quality of Online Courses  (July/August 2006)
    Quality Matters as an innovative project that pushes the boundaries of higher education quality assurance. The QM project is a complex venture that involves and benefits constituencies at institutions across Maryland and the United States. Courses are reviewed to determine if they meet the standards for teaching excellence outlined in the QM Rubric. Quality Matters is now a nationally recognized project.

  • Faculty Consultant Service Offers Just-In-Time Support  (July/August 2006)
    The Faculty Consultant Service (FCS) celebrates its second anniversary in July 2006.  The core mission of the FCS is to support faculty members around the world by rapidly responding to their e-mail questions.  The service is available twenty-four hours a day, seven days a week. The warm reception received to date by the FCS is testimony to its efficacy.

  • Faculty Summer Leadership Institute Projects Showcase Teaching with Multimedia (May/June 2006)
    Students and faculty alike are enthusiastic about the power of using multimedia in the classroom. Read about multimedia projects using Impatica, Windows Media Encoder, and Audacity created by your colleagues.

  • Making Time for SkillSoft Training (March/April 2006)
    Participating in self-paced SkillSoft training is an easy way to augment your professional skills.

  • Faculty Development Workshop Certificate Program (March/April 2006)
    Read about how to earn a Basic or Advanced Workshop Certificate that summarizes your professional development experiences.

  • Using Student Feedback to Improve Your Teaching (January/February 2006)
    Student feedback can be a valuable tool that allows you to continually improve your teaching. Learn how to elicit different types of student feedback.

2005 Articles

2004 Articles

  • Assessment, Feedback, and Rubrics (November/December 2004)
    Assessments should grow out of the learning objectives that have been established for students. Making sure that assessments are in alignment with the learning objectives means that students can gain a better understanding of what they have learned and where they have fallen short. This article discusses a variety of assessment types and gives faculty tips on how to implement them.

  • Introducing the New Version of CTLA 201, Teaching with WebTycho (September/October 2004)
    In 2004 the CTLA 201 Teaching with WebTycho workshop was revised extensively. Read about the features of this workshop that were built on extensive input gathered from diverse sectors of the UMUC community.

  • Faculty Development's Summer Faculty Leadership Institute, 2004 (July/August 2004)
    This Summer Faculty Leadership Institute featured the Instructional Strategies and Learning Outcomes track. Participants learned about UMUC outcomes initiatives.

  • Want to Make a Difference at UMUC? Try Peer Mentoring (May/June 2004)
    Learn how peer mentors are improving the quality of teaching at UMUC.

  • Managing "Difficult" Students in the Online Classroom (March/April 2004)
    All faculty members encounter challenging students from time-to-time. However, these situations can be turned into positive learning experiences for instructor and student alike.

  • The Art of Feedback (January/February 2004)
    This article gives concrete feedback techniques that enable students to perform at their best.