<< Chapter < Page Chapter >> Page >

Adapting university-based leadership preparation to changing times

We share a general sense, along with faculty members in other universities, of what Hackmann and McCarthy (2011) describe as a game-changing reality for educational leadership:

"… educational leadership units in U.S. institutions of higher education … face increasing external pressures as states contemplate reducing or eliminating licensure requirements for school leaders. The virtual monopoly that universities enjoyed in providing leadership preparation is no longer assured. School districts are “growing their own” administrators, and professional organizations and entrepreneurs are providing alternative tracks for individuals to become school leaders." (p. 269)

Budding excitement about technology-infused learning

As a faculty body, we have never been students ourselves in a high-quality online course and thus have no experience to draw upon in this respect or touchstones from our background that we bring to these new opportunities. While faculty colleagues in our workplace mostly focus on the challenges and limitations of online learning, there is some recognition of its strengths and capacity for serving diverse students from across the State by, for example, connecting them through quality networks and with knowledge specialists from around the country and world.

Translating current pedagogy to an online world

At this point, we have generated more questions than we have answers about online learning/programming.

  • How do we make an online environment bend to what we need it to do?
  • Can online learning/programming sharpen our competitive edge?
  • Will online learning undermine the human element of teaching?
  • How does the best of what we do translate to online learning?
  • What are the major perils and benefits of online learning?
  • How can we embrace technology and retain our valued idiosyncrasies?
  • To what extent and in what ways does online learning work for diverse groups?

These questions orient and ground our ongoing discussions within PLC sessions and retreats.

We have also established these four goals for continuing with our professional learning.

  1. Creatively rethink time, space, and resources . As an educational leadership faculty, we are beginning to see possibilities and opportunities for redesigning our programs. Examples include incorporating intensive 2- or 3-week, on-campus summer sessions with academic year online learning; utilizing sites beyond our campus for periodic, in-person group sessions and activities, such as team-building activities at a ropes course; “beaming in” experts from around the country to guest-facilitate using online, synchronous learning sessions; and utilizing Web 2.0 tools for online collaboration and student construction of course content.
  2. Establish a directional compass for online learning while upholding faculty values . We recognize that the professional learning and dialogue generated from our collaborative learning initiative will inform strategic planning and visioning and that such efforts will nurture our shared departmental values of equity and inclusiveness; collaboration and partnership; innovation and entrepreneurship; integrity and trustworthiness; engagement; learner centeredness; open-mindedness; renewal; and academic freedom.
  3. Empower faculty, empower ourselves . Faculty comments gained at our Fall 2011 retreat reflect a sense of empowerment that can come from being proactive by developing our own knowledge base and engaging with difficult questions regarding online learning. At the retreat, we discussed that we are being asked to do more with less while expanding technology-delivered courses and programs, in accordance with the President of our university system’s public announcement. We acknowledged that our external funding (IMPACT V) places us in more of a negotiating position than many other campuses facing a deficit in resources. We contrasted this reality with the competitive pedagogical prowess of other institutions in North Carolina that have a fully online capacity for their educational leadership programs, Western Carolina and East Carolina in particular, which pose a threat to our longevity. Being proactive about online learning by engaging in collaborative professional learning the way we are helps us to advocate for what we believe as a faculty is good practice and sound policy with regards to online programming while distinguishing us as learning-centered collaborative leaders. As innovators of 21st-Century teaching and learning, we are not allowing ourselves to be relegated relics of a bygone era or recipients of university mandates.
  4. Transform current programming . Early on in our professional learning, the discourse was framed around how best to transplant or translate what we do in an online world. There is a growing sense, as reflected in our work together, that online learning requires radically reworking our programming, as opposed to tinkering with it, as we make this shift to an online environment. We realize that online courses cannot be replicas of f2f, adaptations of f2f, or alternatives to f2f. In many cases, the practice has been to translate a traditional course syllabus for online learning. Many faculty felt that simply making their syllabus available online meant that they were teaching online. We are coming to understand the many different nuances that inform how different the online learning environment is from the physical classroom, no matter how hard course management systems try to make it seem familiar. The online environment offers many possibilities for learning, but some attributes of the classroom, with which faculty and students take for granted such as non-verbal communication (e.g., eye contact, active listening) do not have a literal translation online or at least vary considerably. To excel at online learning, we will need to be able to transform the environment for learners as well as change faculty perspectives about instructional delivery and content presentation. The online courses we are teaching were initially, in most cases, an attempt at replicating or adapting f2f, but we have found that to be unsatisfactory. With our IMPACT V faculty professional development experience, we are changing the game and, to the extent possible, playing it on our own terms.

Questions & Answers

Is there any normative that regulates the use of silver nanoparticles?
Damian Reply
what king of growth are you checking .?
What fields keep nano created devices from performing or assimulating ? Magnetic fields ? Are do they assimilate ?
Stoney Reply
why we need to study biomolecules, molecular biology in nanotechnology?
Adin Reply
yes I'm doing my masters in nanotechnology, we are being studying all these domains as well..
what school?
biomolecules are e building blocks of every organics and inorganic materials.
anyone know any internet site where one can find nanotechnology papers?
Damian Reply
sciencedirect big data base
Introduction about quantum dots in nanotechnology
Praveena Reply
what does nano mean?
Anassong Reply
nano basically means 10^(-9). nanometer is a unit to measure length.
do you think it's worthwhile in the long term to study the effects and possibilities of nanotechnology on viral treatment?
Damian Reply
absolutely yes
how to know photocatalytic properties of tio2 nanoparticles...what to do now
Akash Reply
it is a goid question and i want to know the answer as well
characteristics of micro business
for teaching engĺish at school how nano technology help us
Do somebody tell me a best nano engineering book for beginners?
s. Reply
there is no specific books for beginners but there is book called principle of nanotechnology
what is fullerene does it is used to make bukky balls
Devang Reply
are you nano engineer ?
fullerene is a bucky ball aka Carbon 60 molecule. It was name by the architect Fuller. He design the geodesic dome. it resembles a soccer ball.
what is the actual application of fullerenes nowadays?
That is a great question Damian. best way to answer that question is to Google it. there are hundreds of applications for buck minister fullerenes, from medical to aerospace. you can also find plenty of research papers that will give you great detail on the potential applications of fullerenes.
what is the Synthesis, properties,and applications of carbon nano chemistry
Abhijith Reply
Mostly, they use nano carbon for electronics and for materials to be strengthened.
is Bucky paper clear?
carbon nanotubes has various application in fuel cells membrane, current research on cancer drug,and in electronics MEMS and NEMS etc
so some one know about replacing silicon atom with phosphorous in semiconductors device?
s. Reply
Yeah, it is a pain to say the least. You basically have to heat the substarte up to around 1000 degrees celcius then pass phosphene gas over top of it, which is explosive and toxic by the way, under very low pressure.
Do you know which machine is used to that process?
how to fabricate graphene ink ?
for screen printed electrodes ?
What is lattice structure?
s. Reply
of graphene you mean?
or in general
in general
Graphene has a hexagonal structure
On having this app for quite a bit time, Haven't realised there's a chat room in it.
what is biological synthesis of nanoparticles
Sanket Reply
Got questions? Join the online conversation and get instant answers!
Jobilize.com Reply

Get the best Algebra and trigonometry course in your pocket!

Source:  OpenStax, Ncpea handbook of online instruction and programs in education leadership. OpenStax CNX. Mar 06, 2012 Download for free at http://cnx.org/content/col11375/1.24
Google Play and the Google Play logo are trademarks of Google Inc.

Notification Switch

Would you like to follow the 'Ncpea handbook of online instruction and programs in education leadership' conversation and receive update notifications?