Designing, Implementing and Assessing a University Technology-Pedagogy Institute

This article describes two models for designing and implementing technology-pedagogy institutes as part of university wide faculty development. Each model contains similar learning objectives for Institute participants, yet describes different institute designs. The authors describe the strengths and weaknesses of each model as learned through assessment evidence gathered during institutes on their campus. Assessment of student learning in relation to technology introduced within the class is discussed. Suggestions for more effective Institutes and assessment tools are addressed

The Essential Role of Faculty Development in New Higher Education Models

There is a growing interest in and active discussion about new educational environments, which shift the emphasis of education from faculty and their teaching to students and their learning. This shift enables us to view the education of students in multiple educational environments beyond the traditional model of faculty teaching students in a classroom. Combining both different instructional roles and educational settings into new higher education models of undergraduate education will demand that faculty learn new roles. It also holds out the hope that reducing the demands on faculty time and increasing the availability of other institutional resources will enhance the quality of faculty worklife. To successfully address factors like financial constraints and accountability while creating, implementing, and sustaining new higher education models will require the commitment of a number of significant groups in the institution. Among the most important will be the work of faculty development professionals and the centers they lead