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The Eighth Sloan-C International Conference

Audree Reynolds, University of Texas at El Paso
Three graduate nursing courses were designed to prepare baccalaureate prepared nurses for the nurse educator role and teaching responsibilities. Currently, the number of faculty approaching retirement exceeds the number seeking faculty appointment. A foundation in Curriculum Development, Effective Teaching Strategies and Evaluation of Learning will bridge this gap.

Cheryl K. Schmidt, Ph.D., R.N., University of Arkansas for Medical Sciences College of Nursing
SungheeTak, Ph.D., M.P.H., R.N., University of Arkansas for Medical Sciences College of Nursing
Participants will describe teaching strategies used to teach an "Introduction to Research" course in a traditional classroom, discuss logistical problems which occur when applying the same strategies in an online version of the course, and evaluate solutions for these problems.

Cheryl K. Schmidt, Ph.D., R.N., University of Arkansas for Medical Sciences
Participants will identify the challenges of teaching the "language of research" to undergraduate students. They will compare three pathways of teaching introductory research concepts, including a traditional classroom, and online course, and an Honors Seminar. Finally, they will discuss strategies to enhance student learning in each pathway.

Christine Uber Grosse, Thunderbird, The American Graduate School of International Management
After teaching a distance learning course, how do faculty change? What new knowledge, skills, and attitudes do they develop as a result of their experience? How do their roles change? What rewards do they receive? This study examines how six business school faculty changed after teaching via ALN.

Dr. David Sachs, Pace University
Dr. Barbara Farrell, Pace University
Dr. Patricia Giurgescu, Pace University
Professor Nancy Hale, Pace University
Since 1999, Pace University faculty members have been actively involved in teaching ALN courses to many hundreds of individuals in the telecommunications industry in the NACTEL program (see http://csis.pace.edu/nactel). This presentation will focus on the many ways that faculty roles and rewards have been implemented in this program. Faculty members work in teams to develop and (sometimes) to teach their courses, which for many faculty members has been a brand-new experience. Teams consist of other faculty members, staff with specialized skills and graduate students. Two faculty members, and two NACTEL administrators will share their perspectives on the changing roles and rewards for faculty who participate in ALN education.

Dr. K. Kay Delk, Seminole Community College
Benjamin J. Taylor, Seminole Community College
The presentation topics will include a six-year history of teaching online; successful ways to recruit and motivate faculty to deliver quality online courses; the importance of organization and presentation of course content, and the effective use of interactive tools in WebCT. Attendees will also view a live Microsoft Office XP course. This session will particularly benefit those individuals who have interest in building their online course offerings and improving retention in online classes.

Dr. Pamela Lowry, Lawrence Technological University
Dr. Jacqueline Stavros, Lawrence Technological University
This presentation will start with an overview of where education is going in higher education. Examples will be provided on how to train, coach and mentor faculty in integrating technology with their course offering, plus training of students and administration. Case studies will include two online degree programs and several blended and online offerings.

Dr. Paul Dombrowski, University of Central Florida
Pat Fleming, University of Central Florida
How do the attitudes of online faculty towards the disabled connect to the accessibility of their electronic course content? This panel will demonstrate instruments designed to measure both attitudes towards the disabled (The Disability Rights Attitude Scale) as well as the compliance of course web pages and environments with the directives of Section 508 of the Rehabilitation Act of 1973. In addition, the presentation will provide a glimpse at an ongoing institution wide research project investigating such a relationship. Practical suggestions to investigate such phenomena at your institution will be offered.

Edward S. Lubinescu, Middleperson Associates
Research has grown in the area of online distance education, but little research exists focused upon the online teacher. A research investigation of the socialization experiences of faculty members in the new system of online distance education will be described and hopefully, a new path of research will be stimulated.

Gail Tudor, University of North Carolina
Lorraine Alexander, University of North Carolina
Though the first year of online teaching can be frustrating, the rewards of online teaching far exceed the pain. The knowledge and experience that one gains from teaching an online course benefits the instructor in all areas of teaching. This will be demonstrated through examples of course materials and evaluations.

Jane Lightcap Brown, Georgia State University
To develop culturally-effective educational materials for employees in a Chinese financial services organization, a U.S. trade association used research-based, e-mailed queries to gather information about the employees epistemic beliefs and preferred pedagogies. Qualitative analysis suggested preferred learning/teaching approaches within a blended instructional environment using computer-based teaching and classroom instruction.

Jane ROSS, Graduate School, University of Maryland University College
Murray BLANK, Graduate School, University of Maryland University College
Mike EVANCHIK, Graduate School, University of Maryland University College
This presentation presents (a) how team teaching is used at University of Maryland University College (UMUC) to build the online graduate MBA program and develop faculty expertise in ALN, and (b) what was learned when two faculty members team taught a cohort of graduate MBA students across two contiguous seminars.

Jane Sims, University of Minnesota, Crookston
Understanding motivators and barriers to faculty participation in distance education is essential in supporting this growing market. Research indicates intrinsic motivators and extrinsic detractors or inhibitors, with differences among administrators, distance education faculty, and non-participating faculty are keys to recruitment and retention. UMC proactively addresses inhibiting concerns and uses a unique compensation model.

Jason D. Baker, Ph.D., Regent University
Presents the results of three university-wide surveys which provide a rich picture of how faculty view their experiences with online courses, their effectiveness as online instructors, and their wish list for improving eLearning experience. The results will be used to suggest ALN program improvements for faculty and administrators to consider.

Joanna Chrzanowski, Jefferson Community College
The dynamics of teaching and learning online have changed dramatically. Much discussion in distance learning focuses on its problematic nature, but it need not be so if it is viewed as a process of accommodation, which can be taught and learned systematically. This presentation will offer design strategies for online classes that facilitate the change, increase student motivation and improve interactions through the process of accommodation.

Joanne Keith, Michigan State University
Francisco Villarruel, Michigan State University
The Great Plains consortium of ten universities is developing an on line master's degree in youth development. The authors will facilitate discussion of the faculty perspectives on the challenges encountered in policy and programmatic decisions, as to their successful or unsuccessful problem solving and resolution.

Karen Solheim, University of Wisconsin - Eau Claire
Andreas Buescher, Institute of Nursing Science, Witten/Herdecke University
Kathryn Anderson, University of Wisconsin-Eau Claire
This presentation describes the experience of European and American faculty who collaborated to teach an on-line transatlantic graduate nursing course focused on interdisciplinary health care across cultures. A rewarding course discussion and a strong sense of community emerged. The process and infrastructure that facilitated this course experience will be described.

Kathleen Emrich, Oakland University
Don't be afraid of the water has many meanings when trying to transform an entire RN/BSN program to online offering. The pace of the academic environment is rarely commensurate with the "real world" rate of change. This presentation will chronicle the successful implementation of an entire course sequence in one academic year.

Keith Geekie, Johnson County Community College
This presentation will describe an online international college composition course that includes students from Kansas, the Russian Federation and the People's Republic of China. It will also discuss the impact such a class has on course content, cultural awareness, and the instructors political and professional growth.

Laura C. Brewer, Arizona State University
Angel Jannasch-Pennell, Arizona State University
Samuel DiGangi, Arizona State University
This presentation highlights the importance of understanding the impact of various intrinsic and extrinsic motivators on faculty decisions as they develop online learning environments. Data comes from an online survey of faculty (N=344) who teach online or online supplements at one university.

lawrence C. Ragan, Penn State's World Campus
This presentation will focus on the design and dissemination of the preliminary results of the Sloan-funded project to develop guidelines for effective strategies and techniques that enable faculty to manage their online teaching workload.

Lisa Isleb, Worcester Polytechnic Institute
Debra Babineau , WPI
Five years and 58 faculty later, the Teaching Technology Fellowship Program has provided intense support to core groups of faculty thus permitting the "seeding" of effective uses of educational technology. This session will highlight the Fellows program as well as provide boilerplates for adoption by other institutions.

Marcy Reisetter, University of South Dakota
This study compares the learning outcomes, attitudes and beliefs of graduate students who took an introductory course in research methods either via. WebCT or in a traditional setting. Conclusions and comparisons for effective on-line delivery and description of faculty experiences will be included.

Michael Beaudoin, University of New England
A 2001 study of fifty classroom faculty now teaching distance education courses provides useful information and insights regarding their perceptions of this new role and its rewards, their students and their colleagues opinions about distance education, and how their institutions facilitate or impede this transition.

Nancy Edwards, Florida Gulf Coast University
There is much written about the increased amount of time required to present courses online. Faculty have reported that teaching online can cause the line between work and non-work time to blur. Participants will discuss this issue and share strategies for coping with it.

Nancy Edwards, Florida Gulf Coast University
What is it like for instructors to teach online for the first time? This program will present the findings from a study of university professors who made the transition from traditional to internet course delivery.

Neal W. Lippold, Waubonsee Community College
Over the past five years I have offered web enhanced classes. The classes have had positive effects in both recruitment of students for online instruction and the consolidation in time and classroom usage; a benefit for both the student and institution. A student can earn six semester hours of instruction in a three hour time slot by taking two web enhanced classes. Class one is offered in a 75 minute time slot one day a week with the other 75 minute period used for online instruction. A second web enhanced class is offered the second day of class with the online component taking the space of the "missing" 75 minute period.

Raymond T. Albert, Ph.D., University of Maine at Fort Kent
Accountability through documentation is crucial to successful promotion attempts. Documentation of new and improved course elements influences the extent to which administrators can appreciate faculty accountability for improvements they make to the teaching and learning environment. The presenter shares a simple technique for achieving "new and improved" accountability.

Robert Heckman, Syracuse University
Hala Annabi, Syracuse University
In a recent study comparing discourse, teaching, social, and cognitive processes in FTF and online case study discussions, we found differences in all four dimensions that profoundly affect the conduct of asynchronous case study discussions. We briefly review the study, and suggest alternative role structures for asynchronous case study discussions.

Russell Mays, East Tennessee State University
This presentation includes a description of the process in use at East Tennessee State University through which graduate students submit their thesis and dissertation documents to the School of Graduate Studies and then to the library for archival purposes and circulation. No paper copy is prepared.

Sandra M. Weiss, Ed.D., Neumann College
The research results of faculty's use of Web-based technology for instruction and its implication for higher education faculty development programmers will be discussed. Faculty as experts in their fields are seldom considered adult learners, yet faculty must learn this new technology and integrate it within their existing educational philosophy.

Stephen Laster, Babson College
Richard Voos, Babson College
Designing and delivering a blended MBA (part e-learning and part face-to-face) is a daunting task. In less than two years, Babson College and Babson Interactive have achieved a successful student-focused program. Babson faculty members willingness and ability to innovate in new media has been a signal factor in the success of this effort. This presentation will explore the faculty experience in adapting and developing learning content for new modes of delivery, examine key learnings, and highlight emerging best practices and future issues.

Vicki Larabell, Oakland University
Gerard Jozwiak Ph.D, Oakland University
For the Winter 2001 term, Oakland University used incentives to encourage a first wave of 10 web only courses across disciplines. Subsequent to their new teaching experience we interviewed the faculty. Their perceptions of web learning varied widely. We analyze their responses and discuss why some of these early adopters chose whether or not to continue with web learning. We contrast this with our experience as adjunct faculty and e-learning trainers and coordinators.

Yvonne J. Kochanowski, DPA, MBA, SteelEdge Business Consulting
Learner-centered online teaching focuses on the individual adult learner and responds directly to their unique needs in the content and methods of teaching. A personal perspective of instructor-as-coach from a seasoned instructor new to the ALN environment within the framework of best practices developed in the traditional bricks and mortar, face to face environment.

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