Teaching with Technology (TwT) Faculty Development Programs
Higher education in the twenty-first century requires that students be prepared for life in a world where digital technologies shape communication, culture, politics, economics, science, and virtually every workplace field that college graduates will enter. For educators, digital technology has transformed the ability to find and present teaching materials, and vastly expanded the ways, times, and places in which students can learn.
Bronx Community College is committed to integrating digital technologies into teaching and learning. CTLT is committed to pursuing this goal by consistently following one guiding principle: good pedagogy and the improvement of student learning always drive decisions about technology. Participants in CTLT-sponsored faculty development programs follow extended sequences of structured activity that allow the time for thoughtful, informed instructional design and careful consideration of how technologies can improve student learning. All CTLT programs emphasize that good use of technology requires rethinking instruction, revising assignments, and aligning decisions about technology usage with underlying academic goals. Thanks to Title V grant funding (see Learning by Design), we are able to combine the development of technology-integrated pedagogies with targeted upgrades of the infrastructure capacity of BCC's classrooms and departmental computer laboratories.
Online Course Development Using the Blackboard System
Participants in this program engage in a six-month cycle of training, preparation of course material, and carefully sequenced activities leading to delivery of a partially ("hybrid") or completely ("asynchronous") online course using the Blackboard learning management system. Two levels of programming are available: Level 1, for first-time online instructors, and Level 2, for experienced online instructors who wish to revise and redesign their course. For both groups, the sequence of program activities is as follows:
Face-to-face meetings, held in early June, followed by online course development activities which meet specified, sequential goals.
Fall semester (Level 1)
delivery of a transitional web-enhanced version of the course selected for development. )"Web-enhanced" means a normal classroom schedule while using a Blackboard site to house documents, provide resources, and offer additional learning activities.) Participants also meet once per month during the fall term to share experiences and troubleshoot difficulties. Level 2 participants deliver their redesigned course during the fall semester.
Spring semester (Level 1)
delivery of a hybrid or asynchronous version of the course. This program structure follows the pattern first introduced at BCC in 2005, and which adds well-designed, well-taught courses to BCC's online offerings each year. Participants collaborate with faculty mentors during all stages of the program, from June face-to-face meetings and online summer course development to fall "web-enhanced" course delivery and the spring hybrid/asynchronous course delivery. Mentors are BCC faculty members who are experienced and skilled online instructors. Participants receive a stipend, paid in increments corresponding to achievement of program benchmarks.
Podcasting and Web 2.0 Faculty Development Programs
CTLT is committed to providing BCC faculty with the instructional technology capabilities they need to stay informed and current. Podcasting and Web 2.0 faculty development programs are designed to build that kind of currency. These programs concentrate on areas that represent the cutting edge of instructional technology applications. Each represents an opportunity to further develop teaching practice and to take advantage of the rapidly changing technology available at BCC, across CUNY, and on the web. Participants receive a stipend, paid in increments, corresponding to the achievement of program benchmarks.
Multimedia: Building Stronger Connections Inside and Outside Your Classroom
This program will provide hands-on training on how to produce screencasts and audio/video podcasts and discover how these tools can effectively enhance the teaching and learning environment of your courses. The workshop will also explore the pedagogical aspect of multimedia as a device for tutorials, for creating activities and assignments, and as an extension of the learning experience beyond class time. Modeling, course design, and alignment of course objectives, will be included in the pedagogical framework of this workshop. Laptop computers and microphones will be provided, though participants are encouraged to bring their own laptop if available. Participants will plan, produce, and deliver multimedia in a Fall 2012 course. No online teaching experience is required. Program Incentive: $1,000 stipend, paid in two increments.
Teaching with Alternative Technology
The term "Web 2.0" (2004-present) is commonly associated with web applications that facilitate interactive information sharing, interoperability, user-centered design, and collaboration on the World Wide Web. This second generation of the Web, enables people with no specialized technical knowledge to create their own websites, to self-publish, share photos and information and complete a variety of other tasks such as social networking and media utilization. During these hands-on sessions we will examine and explore four web 2.0 applications that could be incorporated into coursework that can exist inside or outside a Blackboard environment. Participants will learn about methodologies used by others and guided through their development process, and will utilize a web 2.0 application in a Fall 2012 course. No online teaching experience is required. Program Incentive: $1,000 stipend, paid in two increments.