Traditionally, faculty training programs have used Information Technology (IT) instructor-led sessions to impart technology skills through pre-scripted exercises. The selection of topics is typically made by IT staff based on available technologies with which they are familiar. While faculty may find these learning experiences initially satisfactory, they are often challenged to make the personal connection to their specific teaching needs.The University of Delaware has reinvigorated its summer faculty institute program by applying constructivist learning principles. The process begins with a competitive application for participation in which a faculty member identifies learning goals for their students and technical skills that the applicant would like to master along with their current skills and barriers to progress. Upon acceptance, faculty learning styles are profiled. The preliminary information is used to establish objectives, identify session topics, and assign staff roles to meet individual needs drawing from a palette of varied learning situations.The participants are provided a laptop-based technology bundle to accomplish their goals. Faculty members are introduced to successful technology applications by their experienced colleagues. Participants work on a project of their choosing throughout the skill-based sessions. Faculty members have the opportunity to form a cohort for continued learning and support after the institute ends.This paper will detail the conceptual framework of the faculty institute and will describe specific tools including: participant applications, daily surveys, and companion course materials. The authors will share the strategies and challenges of applying constructivist principles to a faculty training program.
展开▼
