Supporting Sustained Faculty Engagement in Blended Learning

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Author(s): Catherine Villanueva Gardner (University of Massachusetts – Dartmouth, USA), Joannah Portman-Daley (University of Rhode Island, USA), Jeannette E. Riley (University of Rhode Island, USA)and Kathleen M. Torrens (University of Rhode Island, USA)
Copyright: 2019
Pages: 19
Source title: Handbook of Research on Faculty Development for Digital Teaching and Learning
Source Author(s)/Editor(s): Alev Elçi (Aksaray University, Turkey), Linda L. Beith (Roger Williams University, USA)and Atilla Elçi (Hasan Kalyoncu University, Turkey)
DOI: 10.4018/978-1-5225-8476-6.ch002

Keywords: Business & Management / Business Science Reference / Educational Administration and Leadership / Professional Development

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Abstract

Faculty professional development in higher education, especially at the intersections of pedagogy and technology, is an essential need given rapid, ongoing changes in technology, as well as the digital learning experiences students bring to college that inform how they learn and how they want to learn. This chapter outlines the implementation of faculty development programs at UMass Dartmouth and the University of Rhode Island that have positively impacted blended teaching and learning practices. The authors discuss best practices of blended learning training courses that can transform faculty thinking about course (re)design and student learning assessment, as well as the need for strong faculty peer mentorship programs to create a culture of collaboration, mentorship, and assessment focused on student retention and learning. As the authors conclude, there is a need for concurrent, intentional faculty development programming, and peer mentoring in order to improve student learning outcomes in the blended learning environment.

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