PROJECT TITLE:Development of On-line Course – PFF 700: Graduate StudentProfessional DevelopmentFunded by the 2014 Faculty Innovator GrantDr. Wie YusufAssociate ProfessorSchool of Public ServiceOld Dominion UniversityDr. David ChapmanSenior Lecturer & MPA Program DirectorSchool of Public ServiceOld Dominion UniversityProject Description: Most graduate students are prepared for high-level courseworkand exceptional levels of work, but many are not prepared for life in the academy andfor future careers in academia. This project will develop an on-line professionaldevelopment course as a mechanism for better preparing graduate students byestablishing a multidisciplinary community of scholars, and encouraging jointexploration of the academy and its expectations, socialization and networking, futurecareer paths, and other relevant issues. The project will be count towards completion ofthe Preparing Future Faculty certificate and will be open to all ODU graduate students.Project Implementation:Development – Summer 2014Pilot testing – Fall 2014Course offering – Spring and Summer 2015Assessment – Continuously throughout development, pilot testing, and offeringCourse Delivery Type: Web-based (online)Student Enrollment:Fall 2014 – 9 studentsSpring 2015 – 8 studentsSummer 2015 – 7 students1
Overview of the Learning Issue Addressed by the ProjectThis project developed an on-line professional development course as a mechanism forbetter preparing graduate students by establishing a multidisciplinary community ofscholars, and encouraging joint exploration of the academy and its expectations,socialization and networking, future career paths, and other relevant issues.Socialization and orientation of new graduate students is an important part of theirgreater education, although in most graduate programs they lie outside of traditionalcoursework. However, the knowledge of the graduate education process andexpectations of the academy, development of key skills in teaching and networking,understanding of professional service requirements, appreciation for a multidisciplinaryperspective, and other issues such as work-life balance are important for the successfulcompletion of graduate school and for future job candidacies in academia.This project addresses three issues key to the success of graduate students both ascurrent students and as future faculty.The primary issue we face is exposing these students to the details and expectations ofthe academy, so that they are well-positioned to acquire the necessary knowledge andskills for later success, both in the classroom environment and in all of the backgroundpreparation needed for later employment.Success in the academy hinges on three key aspects – research, teaching, and service.However, most academic programs place heavy emphasis on research, but tend toneglect teaching and service. This oversight is not intentional, but most graduatecoursework provide more than adequate coverage of research topics. Rarely doacademic programs require courses in teaching, and while students are encouraged toparticipate in professional activities and engage in extracurricular and professionalservice, they are rarely instructed in the importance and relevance of such activities. Theproposed course fills this gap in academic and professional preparation for our graduatestudents.A secondary issue is the need to socialize the students with each other and develop acommunity of scholars from multiple disciplines that students can access for supportover the course of their doctoral education.One of ODU’s focus has been (and is expected to continue to be) on growing its distanceand on-line academic programs, including at the graduate level. As a result, we haveseen growth in the number of graduate students attending ODU remotely. In addition,even in the traditional ‘live’ graduate programs there is a mix of full-time and part-timestudents. Related to this socialization component is the concern that distance/on-lineand/or part-time students may feel alienated and lack the sense of belonging. Agraduate program is difficult enough for most students, and the feeling that they are allalone in dealing with the pressures that the coursework and other program demands2
place on the students, makes degree completion even more daunting. This isparticularly true since part-time students may take classes with different students andthe distance/on-line nature of graduate classes may make interactions with otherstudents more challenging.The on-line learning forum we seek to develop as part of the proposed course willaddress both of these issues by developing a community of interest and engagement,where time and place are not important (i.e., an asynchronous discussion and mutuallearning community). This allows for greater inclusion of distance/on-line and part-timestudents in the support network offered to graduate students.A third issue is to get graduate students who may be interested in future careers inacademia oriented toward or open to on-line education opportunities and toasynchronous instruction and sharing. Given the wide range of age and academicbackgrounds, many students may never have been introduced to on-line learning. Webelieve the on-line professional development course will help induce some additionalthought about using this technology in students’ later efforts. As on-line courses arebecome more prevalent across colleges and universities, graduate students who havegreater exposure to and knowledge of the on-line environment may be betterpositioned for careers as faculty in the 21st century university.Project Approach and Course DescriptionOur solution of these three issues was to develop an on-line, asynchronous professionaldevelopment course that will be open to all graduate students at ODU. We createdGRAD 700: Graduate Student Professional Development as a 1-credit hour, Pass/Fail,asynchronous on-line course. This course, designed using the Canvas Instructureplatform, establishes a learning forum through which students are exposed to andencouraged to explore issues critical to graduate education, the academy, and successboth in and beyond graduate school. The course also establishes a community ofscholars and a network for peer support, linkages and collaboration, idea andinformation exchange.The course description for GRAD 700 is as follows:This course is a professional development course for graduatestudents that will better prepare them for success in graduateschool and subsequently in their careers and the academy. Itfocuses on establishing a multidisciplinary community of scholars,and encouraging joint exploration of the academy and itsexpectations, socialization and networking, future career paths,and other relevant issues. Students will develop a professionalportfolio to integrate learning, document progress along theirprofessional development plan, and showcase their academic andprofessional achievements.3
The GRAD 700 course is also designed to be integrated with the Preparing FutureFaculty (PFF) program at ODU. Completion of the course will substitute for participationin two PFF events and counts towards meeting the requirements for the PFF Certificate.The intent of the course is to demystify academic life, to help prepare students for theirdoctoral programs, and upon completion of graduate school, to assume academic jobsand be successful at them. The course addresses a set of core issues related to theknowledge and skills necessary to be successful in a graduate program (that are typicallynot addressed within academic departments) and to subsequently be successful as afaculty member. The course is structured around 7 modules that cover the followingtopics:Module 1 – Getting StartedModule 2 – Developing CVModule 3 – TeachingModule 4 – ServiceModule 5 – ResearchModule 6 – Planning AheadModule 7 – ePortfolioThe course modules were also structured around developing the following products: Curriculum vitae Five-year plan (Self-assessment of the curriculum vitae and development of a planfor addressing research, teaching, and service weaknesses/deficiencies in the vitae) Teaching philosophy Research philosophy Sample course syllabus Sample assessments Sample activity/assignment promptThe capstone work product will be a professional ePortfolio. For each student theePortfolio will include the CV, professional development/five-year plan, teachingphilosophy, research philosophy, and sample teaching documents. At the conclusion ofthe course the ePortfolio will document students’ preparation and planning for theireducational endeavors and future academic careers. Over time, the ePortfolio will beuseful for chronicling the students’ professional development and growth over theduration of their academic study. The ePortfolio will also be an important selfpromotional tool for students when they enter the job market. A sample coursesyllabus is included as Appendix A.Project TimelineThe GRAD 700 course was developed in Summer 2014 with input from the PFF SteeringCommittee, CLT staff (Loreta Ulmer), and other stakeholders including the Vice Provostfor Undergraduate and Graduate Programs, and the Associate Vice President forGraduate Studies, and selected Graduate Program Directors. The course was pilot4
tested in Fall 2014 with volunteer graduate students. The course was officially taught inthe Spring and Summer 2015 semesters, with 8 and 7 students, respectively.Assessment of Project OutcomesAssessment of project outcomes were continuously conducted through the course,beginning with the pilot testing phase. Students completed pre-test and post-testsurveys, and provided feedback at the conclusion of each module. Appendix B includesthe pre-test, post-test and module assessment instruments. Specific course outputs,associated with different modules, also serve as deliverables than can serve as the basisfor evaluation of the achievement of some of the learning outcomes. Specific courseoutputs that can be used to measure achievement of outcomes include: A curriculum vitae with an identification of weakness areas and a plan for addressingthese weaknesses Preliminary research philosophy statement that summarizes preliminary explorationof the discipline/field and initial thoughts about future research agenda Preliminary teaching philosophy statement that summarizes initial thinking aboutteaching Sample teaching materials Faculty mentor letter of evaluation/support of the complete ePortfolio (from facultymember within the student’s discipline)The primary outcomes for this project are graduate students who are better preparedand able to take charge of their education and the planning of their future academiccareers as researchers, teachers, and productive members of both their institutional anddisciplinary communities. This is accomplished through their socialization into theacademy, as well as the establishment of a support network (in the form of acommunity of multidisciplinary scholars) that can be accessed for information sharingand exchange, advice seeking, discussion, etc.Several secondary outcomes include: Graduate students who have developed of electronic professional portfolio(ePortfolio) as a professional development planning tool (during graduateschool) and as a self-promotional tool (during the academic job search process). Graduate students who are able to network with members of the community ofscholars for current and future collaboration, whether in the classroom, forconferences or grants, or in other academic endeavors. Graduate students who have been exposed to the on-line environment asstudents and teachers.Feedback from the respective modules show that students found the material to behelpful for their preparation for an academic career (see Appendix C). Comparison ofthe pre-test and post-test also show that upon completion of the course, studentsperceive themselves to be better prepared for an academic career as a faculty member5
in higher education. Increases in perceived preparedness levels are evident across allthree categories of academic life – research, teaching, and service.Question: To what extent do you agree that you are prepared for an academic careeras a faculty member in higher education?Pre-test (n 23)Post-test (n 12)Strongly isagree13.04%0Strongly disagree00Pre-test and post-test comparison of preparedness for the different expectations offaculty in higher Post-testResearch expectationsExtremely Prepared/PreparedPre-testPost-testTeaching expectationsNeither prepared nor unpreparedPre-testPost-testService expectationsUnprepared/Extremely unpreparedQuestion: How prepared are you for the expectations of faculty?The impact of the project are students who are better prepared for the rigor of graduateeducation, aware of the expectations of the academy, and connected to their colleaguesthrough a well-developed support network. The result will be students with aheightened sense of purpose and belonging, established plan for achievement ofacademic goals, and better positioning for academic careers, which will reflect well on6
the university and its respective graduate programs. This impact will be evident ingreater graduate student success such as higher rates of degree completion and betteracademic career opportunities post-graduate school.Given the recency of project implementation, we are unable to assess the impact of theproject on graduate students who completed the GRAD 700 course. In terms of impact,an evaluation of each student, upon completion of the course and upon graduation, canbe performed using a student survey and focus groups with selected students who havecompleted the course. Specific topics that could be addressed in the survey and focusgroups include level of preparedness for course work and other program demands, levelof preparedness for the academic job market, and level of preparedness for theacademic careers.7
APPENDIX A: SAMPLE COURSE SYLLABUS
GRAD 700: Professional DevelopmentPreparing Future Faculty ProgramOld Dominion UniversitySummer 2015May 18 – July 17, 2015 (9 weeks)Course Site: https://canvas.instructure.com/courses/935015To enroll in the course: ctor InformationNameOffice LocationEmail AddressTelephone NumberDr. Wie Yusuf2096 Constant [email protected] regular office hours are Thursdays from 3.00 - 4.00 PM, either in person or throughAdobeConnect (https://connect.odu.edu/wieyusuf/). **Please notify in advance (via e-mail) ifyou want to meet via AdobeConnect** I am available to meet at other times by appointment.Please e-mail to schedule.Course ReadingsThere is no required text for this course. All required readings are available via the Canvascourse site.The following technology requirements:Technology Requirements Canvas Account: https://canvas.instructure.com/loginDiigo Account: https://www.diigo.com/Blog (more information/options available on the course site)Course DescriptionCouse objective: Students who are better prepared for and able to take charge of theirgraduate education and the planning of their future academic careers as researchers,teachers, and productive members of both their institutional and disciplinary communities.This course is designed to prepare students to: become socialized into the various cultures found in different types of institutions in theacademy; develop a multidisciplinary support network that can be accessed for informationsharing and exchange, advice seeking, discussion, etc.; explore whether a faculty position in higher education is a desirable personal andprofessional goal; identify characteristics of successful college/university faculty; and
develop the requisite skills for obtaining a faculty position.These high-level goals will be achieved by addressing the more specific learning anddevelopment outcomes. Students who participate in this course will: explore different career paths in academia and understand the expectations of each; develop an electronic professional portfolio (ePortfolio) as a professionaldevelopment; planning tool (during graduate school) and as a self-promotional tool(during the academic job search process); develop a network of mentors and peers for current and future collaboration,whether in the classroom, for conferences or grants, or in other academic endeavors. participate in peer-review sessions to give and receive feedback; work in an on-line environment as a community of learners.The course will address a set of core issues related to the knowledge and skills necessaryto be successful in a graduate program (that are typically not addressed within academicdepartments) and to subsequently be successful as a faculty member. The course willcover topics such as: the traditional triad of academic work: teaching, research, and service; basic teaching skills (including topics like: teaching philosophy, syllabusdevelopment, assessment, classroom management strategies, etc.); networking and collaboration; ethics; life beyond school (including topics like: time management, work-life balance, etc.)Online Learning EnvironmentsWe will be using a variety of technological, mostly web-based, applications for academicuse in this course. By default, many of these technologies are open to the public for thepurpose of sharing your work with the larger Internet community. To use the web-basedapplication responsibly please observe all laws and ODU policies that are incorporated intothe Codes of Conduct and Academic Integrity. Some specific aspects of law and policy thatmight be well to remember are prohibitions against copyright infringement, plagiarism,harassment or interferences with the underlying technical code of the software.As a student using the web-based applications certain rights accrue to you. Any originalwork that you make tangible belongs to you as a matter of copyright law. You also have aright to the privacy of your educational records as a matter of federal law and may chooseto set your privacy settings to private and only share with the instructor and yourclassmates. Your contributions to the various web-based applications constituteeducational records. By contributing to the web-based applications, and not taking otheroptions available to you in this course equivalent to this assignment that would not beposted publicly on the Internet, you consent to the collaborative use of this material aswell as to the disclosure of it in this course and potentially for the use of future courses.
ScheduleThere are 4 sets of deadlines for course activities. All work is due by 11:59pm on the datelisted. Note: Required activities are marked with an asterisk (*).DEADLINE 1: May 31, 2015Module 1: Getting StartedActivity 1: Watch video tour of the course.Activity 2: Read course syllabus.Activity 3: Post any questions to “Questions about the Syllabus” discussion boardActivity 4: Post at least one comment about the course goals, objectives, topics, and/orteaching and learning philosophy in the “Comments on the Course Objectives and Philosophy”discussion board.Activity 5: Set up an individual blog or other online professional repository space. Share theblog URL in the Google Form*Activity 6: Write an “Introduction” or “About Me” blog post.*Activity 7: Write a “Professional Development Goals” blog post.*Activity 8: Read and reply to a few of your classmates' "PFF Goals" blog posts.*Activity 9: Join our Diigo Group.*Activity 10: Write reflection of what you learned about the Carnegie Classification system.*Module 2: Developing CV -- Final Deadline, 1/31Activity 1: Reading.Activity 2: Find and share at least 3 more resources about CV.Activity 3: Find and share at least 3 example CVs by faculty in your discipline.Activity 4: Write a blog post that discusses what you learned about CVs.*Activity 5: Read and reply to a few of your classmates' "Learning about CVs" blog posts.*Activity 6: Write a blog post that outlines major and minor sections for a CV in your field.*Activity 7: Read and reply to a few of your classmates' "CV Outline" blog posts.*Activity 8: Develop or revise your CV and attach it to your discussion in the “Developing CVs”discussion board.*Activity 9: Read and comment on at least 3 classmates’ draft CVs in the “Developing CVs”discussion board.*Activity 10: Discuss changes you will make to your CV as a reply to your own entry in the“Developing CVs” discussion board.*Activity 11: Look for some creative versions of CVs and/or resumes and discuss them in the“Creative CVs and Resumes” discussion boards.DEADLINE 2: June 21, 2015Module 3: Teaching3A: Teaching PhilosophiesActivity 1: Reading.Activity 2: Watch video on Teaching Philosophy.Activity 3: Find and share some example teaching philosophies.
Activity 4: Discuss your teaching philosophy in the “Ideas About My Teaching Philosophy”discussion board.*Activity 5: Write a basic teaching philosophy. Post it as an attachment to the discussion board“Teaching Philosophy.”*Activity 6: Read and comment on at least two Teaching Philosophies posted by colleagues in the“Teaching Philosophy” discussion board.*3B: SyllabusActivity 1: Reading.Activity 2: Watch video.Activity 3: Share your observations in the “Twitter Syllabus” discussion board. Read andcomment on at least two of your colleagues’ observations.*Activity 4: Create a course syllabus. Submit as an assignment (in Word or PDF format).*3C: Learning ActivitiesActivity 1: Share your thoughts about your favorite learning activities in the “Learning Activity”discussion board.*3D: AssessmentActivity 1: Reading.Activity 2: Watch video.Activity 3: Discuss issues of assessment in the discussion board “Assessment.” Read andcomment on at least two of your colleagues’ discussion.*Activity 4: Build an assignment rubric. Post your draft rubric to the discussion board “DraftRubric.” Read and comment on at least two other draft rubrics posted the discussion board.Submit your revised rubric as an assignment (in Word or PDF format).*Activity 5: Watch video about plagiarism.3E: Other Teaching TopicsActivity 1: Review material on Copyright, Public Domain, Fair Use, & Creative Commons.Activity 2: Review material on Ethics.Activity 3: Review material on Family Educational Rights and Privacy Act (FERPA) of 1974.DEADLINE 3: July 5, 2015Module 4: Service4A: Academic AdvisingActivity 1: Post your reflection on the duties and responsibilities of an academic advisor in thediscussion forum “Thinking About Advising.” Read and comment on at least one colleague'sdiscussion.*Activity 2: Develop your personal statement/philosophy on advising and post it to yourblog/ePortfolio.*4B: FERPAActivity 1: Review material on FERPA
Activity 2: Take the on-line quiz about FERPA.*Activity 3: Post a discussion to the discussion board “FERPA Lessons.” Read and comment onat least one colleague's discussion.*4C: Professional OrganizationsActivity 1: Discuss your exploration of professional organizations and service to yourdiscipline, profession, and the academy in the discussion forum “Preparing to Serve.”*Activity 2: Read and comment on at least two other discussion posts.*Module 5: ResearchActivity 1: Complete (if you have not already) the appropriate RCR modules (for your academicprogram). Submit your Completion Certificate as an assignment.Activity 2: Report on your investigation of faculty research expectations in a blog post“Reflections on Faculty Research Expectations.”*Activity 3: Develop your research statement. Share it in the discussion board “DevelopingResearch Statements.” Read and comment on at least two colleagues’ Research Statements.*Activity 4: Review your Research Statement. Post the revised statement to yourblog/ePortfolio.*DEADLINE 4: July 16, 2015Module 6: Planning AheadActivity 1: Find and share at least three resources about work/life balance.Activity 2: Share some ideas on how you prioritize work and maintain a work/life balance.Post your ideas in the discussion board “Keeping Balance.”*Activity 3: Create a long-term plan. Share your plan in the discussion board “Long TermPlanning.” Read and comment on two colleagues’ long-term plans.*Module 7: ePortfolioActivity 1: Find and share at least three examples of websites or professional portfolios byfaculty in your field or discipline.Activity 2: Write a blog post that outlines the major and minor sections for a professionalwebsite/ePortfolio in your field or discipline.Activity 3: Develop or revise your website/ePortfolio. Attach a link to and discuss yourwebsite/ePortfolio in the “Developing Websites/ePortfolios” discussion boad. Read andcomment on two colleagues’ discussion about their websites/ePortfolios.*Grading PoliciesThis is a pass/fail course. You must complete all the REQUIRED activities by the deadline topass.
APPENDIX B: ASSESSMENT INSTRUMENTS
Module 1 - Survey1. Approximately how long (hours) did it take to complete this module?No. of hours2. How clear were the instructions and content for this module?Extremely clearClearNeither clear nor unclearUnclearExtremely unclear3. What new knowledge/skills did you learn/develop in this module?4. What items/topics were you already familiar with?5. Do you feel that content of this module will help you prepare for an academic career? Explain.1
GRAD700 Pre-Test1. To what extent do you agree that you are prepared for an academic career as a faculty member inhigher education?Strongly DisagreeDisagreeNeutralAgreeStrongly Agree2. How prepared are you for the research expectations of faculty?Extremely preparedPreparedNeither prepared nor unpreparedUnpreparedExtremely unprepared3. How prepared are you for the teaching expectations of faculty?Extremely preparedPreparedNeither prepared nor unpreparedUnpreparedExtremely unprepared4. How prepared are you for the service expectations of faculty?Extremely preparedPreparedNeither prepared nor unpreparedUnpreparedExtremely unprepared1
5. Which of the following are your top 5 professional development needs?Career explorationSocialization into academiaAcademic planningWork-life balanceEthical behaviorResearch foundationsTeaching foundationsMultidisciplinary/interdisciplinary perspectiveCareer planningNetworking and collaborationService expectationsTime managementTechnologySocial supportExtracurricular activities6. Which of the following best describes you?Full-time student taking courses primarily on campusFull-time student taking courses primarily via distance learningPart-time student taking courses primarily on campusPart-time student taking courses primarily via distance learning2
GRAD700 Post-Test1. To what extent do you agree that you are prepared for an academic career as a faculty member inhigher education?Strongly DisagreeDisagreeNeutralAgreeStrongly Agree2. How prepared are you for the research expectations of faculty?Extremely preparedPreparedNeither prepared nor unpreparedUnpreparedExtremely unprepared3. How prepared are you for the teaching expectations of faculty?Extremely preparedPreparedNeither prepared nor unpreparedUnpreparedExtremely unprepared4. How prepared are you for the service expectations of faculty?Extremely preparedPreparedNeither prepared nor unpreparedUnpreparedExtremely unprepared1
5. Which of the following are your top 5 professional development needs?Career explorationSocialization into academiaAcademic planningWork-life balanceEthical behaviorResearch foundationsTeaching foundationsMultidisciplinary/interdisciplinary perspectiveCareer planningNetworking and collaborationService expectationsTime managementTechnologySocial supportExtracurricular activities6. What knowledge or skills, developed in this course, have you applied?7. What topics or issues, if any, do you feel should have been included in this course?8. Which course module(s) did you find most relevant to your academic career? Select all that apply.Module 2: Developing a CVModule 3: TeachingModule 4: ResearchModule 5: ServiceModule 6: Planning AheadModule 7: ePortfolio2
9. How and why?3
APPENDIX C: SUMMARY OF ASSESSMENT RESULTSModule Feedback (Fall 2014, Spring 2015, Summer 2015)No. of Hours to Complete Module:Module 1 Module 2(n 15)(n 10)Min22Max815Mode44Mean4.77.0Module 3(n 8)41568.1Module 4(n 11)21023.4How clear were the instructions and content for this module?Module 1 Module 2 Module 3 Module 4(n 15)(n 10)(n 8)(n %66.67%Neither6.67%10%00clear norclearUnclear010%00Extremely0000unclearModule 5(n 8)2543.5Module 6(n 11)262, 43.5Module 7(n 16)12034.1Module 5(n 9)44.44%Module 6(n 12)50%Module 7(n 18)44.44%44.44%11.11%50%044.44%11.11%000000
Module 1:What new knowledge/skills did you learn/develop in this module? Social bookmarking was new to me. Refined goal setting. diigo was an awesome new thing that I learned, and the new types ofclassifications was interesting too. Navigating blogs and online presence for professional purposes. The Carnegie Classification gave me insight into how others might see ODU. Idon't think it gives a very accurate impression. Creating a blog and blog posts, joining and using Diigo, and learning about theCarnegie Classification System I learned to develop a blog and tag on the blog. How to use Diigo and create a blog space. Blogs--I have never started one, and am not proficient in making/updating one. I learned more about the Carnegie Classification system, and was surprised atthe number of categories used to classify institutions. I thought the basicclassification was primary, but clearly the combined classification system issignificant. Carnegie Classification System Learned about creating personal blogs, diigo, the Carnegie classification Access to and use of Canvas Access to and use of Diigo Access to and use ofCarnegie Website and Classifica
the Preparing Future Faculty certificate and will be open to all ODU graduate students. Project Implementation: Development – Summer 2014 . Pilot testing – Fall 2014 . Course offering – Spring and Summer 2015 . Assessment – Continuously throughout development, pilot testing, and offering .