One of my favorite places to visit is Las Vegas. I started going to Vegas when I was 21 and I try to go back every three years. Every time I visit I see model of future hotels. These models prototypes are detail and show you how the hotel will look and details about the layout of the hotel. If you go to the certain website they company will lay out most of the detail so an investor will know what he is getting into if he wanted to invest in a property in Las Vegas. The developers show everything on a small scale so future problems can be worked out before money and time is invested in the real thing.
In education we have to look at the bigger picture sometimes and know where problems can occur in the future. For example as teachers we have to look at today student’s and know that they live in a world that is rapidly changing and very technical. We have to gear our lesson plans for the 21 century and embrace the change and try to think how we can make our lessons interesting for someone who is use to seeing change in technology. One example I have tried to do is cell phones in the classrooms. Games such as text me the right answer, or use your cell phone app for a powerpoint, can make a teacher have a connection with a generation has always had the internet.
Chapter 19 discusses instructional design opportunities in military education and training environments. I had the opportunity to work two summers in Orlando on a faculty fellowship in the advanced distributed learning lab (ADL) discussed in the book and saw first hand some of the constraints placed on some of the tools that could be used for learning. Pretend you are hired as a consultant for the military. They want to use technology in its training, but electronic access is not always available. Using the Full Spectrum diagram, what alternatives could you suggest for a successful program?
My first step would be to know my audience. Since the majority of people in the military are under the age of 30 with at least a high school diploma I would use the technical tool they know best, the cell phone. I first would train everyone to use a type of smartphone with hard drive for storage so people would know how to download information. This can be done in a classroom in basic training and to troops around the world. If I needed to train a particular unit, I could download the training to their cell phones or upload it to their cell phones. The particular type of training could be downloaded to a person phone through the internet or through a transfer with a computer just in case electronic internet access is not available. Also could be printed out very fast without internet for hard copy. Training can be show to troops around the world through the use of video and audio capabilities of the phone.
http://www.youtube.com/watch?v=6AOpomu9V6Q&feature=feedf
Chapter 21 looks at radical educational change in P-12 settings. I visited the Chugach School District in Alaska and know Richard DeLorenzo very well. I can assure you that this change can occur in our schools. Review the Step-Up-To-Excellence methodology and the GSTE. Outline a staff development activity that will introduce both methodologies to your colleagues.
I would split groups up in my school in two 4 groups. Groups would consist of different department members, such as 1 administrator to a group with a teacher representative from social studies, science, math, English, electives and support staff. Two groups would handle covering GSTE while the other two groups would have step-up-to-excellence. Group would have 2-3 hours to work together to explain the concept to the whole group. They could use roleplaying, make videos, or do powerpoint or prezi as long as activity was information and fun. I would have prizes for most informative group and best group concept so that the competition would help teacher and staff to learn the concepts while having a good time.
Navigating through the ranks of a faculty member in higher education can be tricky. A good institution has support for its faculty and provides faculty development opportunities to grow and learn. Research three different university offices for faculty development. Answer the following questions for each office:
What are the different names used for faculty development?
What division is it under?
What services does it offer?
How often are programs given and what specifically are they?
The Faculty Development office directly reports to the Vice President for Academic Affairs
The central mission of Faculty Development at Eastern Illinois University is to develop and enable excellent faculty to provide high quality service and leadership across the University's integrated missions of teaching, research, scholarship and creative activities. The aim is to promote overall faculty excellence, morale, and collegiality and to facilitate superior and timely responses to changing external and internal circumstances and priorities.
Beginning Friday, Jan. 28, the Center for Translational Humanities and the Office of Faculty Development, in conjunction with Booth Library, will be sponsoring a monthly interdisciplinary lunchtime meeting for any interested faculty
Faculty Development & Diversity
The Faculty Development & Diversity Office, led by Vice Provost for Faculty Development & Diversity Karen Cook and Associate Vice Provost Jacyn Lewis
Supports the faculty through a variety of programs and information resources. Included are orientation and informational events, resources for new and junior faculty, workshops for department chairs and deans, and initiatives supporting faculty diversity.
Distinguished Alumni Scholars Day was established in 2006 as an institutional response to the scarce presence of diverse racial/ethnic group members within the faculty ranks of our nation’s colleges and universities, and within the Ph.D. programs that produce these faculty. The purpose of this (now) biennial program is to bring Stanford students from cultural groups underrepresented in academia into contact and discussion with distinguished alumni scholars from a broad range of backgrounds, disciplines and institutional types to inspire new generations of students to consider academia as a career. The program's success in its early years resulted in its two-fold expansion in 2008 from 9 to 19 scholars and a broadened programmatic focus the same year to include women in science, engineering and math (STEM) disciplines. The current 2010 program enlarges the scope further to include scholars from biomedical disciplines.
Faculty Forward
The Faculty Development Program is a coordinated and centralized effort administered through the Dean's Office.
The Faculty Development Program strives to align university resources around faculty recruitment, retention and development
Workshops and other activities
February
03 Breakfast with the Dean
08 Workshop: Putting Together Your Academic Packet
11 Mental Models (JCLP)
23 Workshop: Family-Friendly and Career Flexibility Policies
March
01 Dean’s Recognition Reception
11 Leadership and Management Skills: Using the Myers-Briggs Personality Type Indicator to Your Advantage (JCLP)
17 Workshop: How to Give Effective Feedback
31 Workshop: Faculty Merits, Promotions and Tenure
April
08 Negotiation Skills (JCLP)
14 Workshop: HSCP Faculty Promotions Process
Event co-sponsor
JCLP: Junior Career Leadership Program
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