How to Help Support Your Faculty During the Transition to Online
This webinar provides information about supporting educators during the transition to online learning and the strategy required in for faculty to promote student success.
The transition to online learning last spring brought significant challenges. From faculty already having experience online to faculty brand-new to online learning, learning curves dealing with technology, communication, and pedagogy were and are still a reality. The reality is that in spring 2020, universities had little time in moving course offerings online, let alone the ability to promote quality instruction or learning. However, many in the educational arena assert students will most likely have higher expectations for their online courses as they transition to online teaching in the fall and beyond.
After this session, you will be able to:
- Understand the importance of instructional continuity and these realities in moving classes online
- Quality Assurance
- How university resources can be leveraged for training of faculty in quick transition to online modality
- Learn the importance of innovation to promote faculty support of other faculty on online pedagogy during a crisis
- Promoting quality online instruction by flexibly offering resources to faculty that go beyond the basic transition online
- Importance of keeping pace with university online infrastructure to support needs of students and faculty in the online environment
David MontagueExecutive Director of Online Learning & Faculty Mentoring at The University of Arkansas at Little Rock.
David Montague is the executive director of online learning & faculty mentoring at the University of Arkansas at Little Rock. A 16-year proponent of innovative solutions to education in online, hybrid, and face-to-face settings, Montague has significant experience leveraging resources to benefit students and faculty as the footprint of online learning continues to expand. Prior to joining higher education, he completed federal investigations for fourteen years in law enforcement and intelligence capacities working for the United States Drug Enforcement Administration, United States JFK Assassination Records Review Board, and as a consultant on national security matters with US Investigations Services, Inc. He has served on numerous academic and community boards and delivered over 180 presentations at academic conferences and community events, including research presentations in 6 foreign countries. Montague earned degrees at Howard University (PhD), George Washington University (MA), and Morehouse College (BA).