About this Page
Equipping new faculty is essential to the Graduate School. In order for you to feel prepared for your teaching assignment, you need to be well-trained. The majority of the onboarding process has moved from being synchronous (happening in real-time) to asynchronous (happening at your convenience).
This change was made for a couple of reasons:
1) to accommodate our busy schedules
2) to allow more time to process the information at your own pace and allow for repetition if needed
3) to ensure consistency and quality
Once you've finished with the bulk of the training, we will meet via Zoom to address questions you may have and discuss the final things that need to happen before the term begins.
On this page, you will be trained on:
Planner and Preparation Process
On this page, you will:
schedule a meeting with the Instructional Designer
submit a confirmation when the training is completed
Your Trainer and Support Team
Instructional Designer and Educational Technologist
Ginger Howell, PhD
Instructional Designer/Educational Technologist
Phone: (501) 230-4416 (texting is available at this number)
Faculty can contact Ginger for assistance with design, course prep, technology issues, and training. Please email to arrange an appointment to meet via phone or video conference. Ginger can assist students and instructors during weekdays, evenings, and weekends.
Dr. Ginger Howell has been working for the Graduate School since 2014. She works remotely from Arkansas (Central time zone). Her job responsibilities include:
Working with content experts to create brain-based courses
Helping instructors prep and review courses each semester
Onboarding staff and faculty
Ensuring the quality of online courses
Increasing accessibility of online courses
Maintaining the support site
Provide technical assistance
Train students, staff, and faculty on technology, Populi, and teaching skills
Estimated Length: 5 minutes
In this video, I introduce myself and explain this onboarding module in more detail.
Before you Begin
Estimated Length: 0 minutes
You’ll be viewing the training modules on a tool we use called VoiceThread. To play the presentations below, click the “Play” icon to the left side or the center of the interface. Once the slide’s narration is finished, click the arrow on the right side of the interface to navigate to the next slide. The right arrow will be “grayed out’ once you’ve reached the last slide of the VoiceThread.
Estimated Length: 40 minutes
This training will cover the major aspects of Populi that are used when teaching online classes. If you want a more complete training on Populi, let the instructional designer know and she will give you the link to a more detailed training.
Estimated Length: 3 minutes
This training will briefly introduce Office 365. You'll learn how to access this tool, create and share documents from the cloud, and how to access Outlook. Since this is an internet-based tool, you can access O365 on any device as long as you have an internet connection.
Prep and Planner Onboarding
Estimated Length: 14 minutes
This training will explain the process to make sure our courses are prepped and reviewed before the next term begins. It also introduces Planner and how it is used to make the preparation go smoothly.
Support Site Onboarding
Estimated Length: 32 minutes
This training will explain the function of the support site. This will help you become aware of the support tools available to you and your students.
Protocols for Making changes:
If faculty (adjunct and core) are teaching a new course, they should not implement changes in courses—unless a new edition of a textbook has been published, spelling or sentence structure errors exists, adding their own lecture, and so forth. Faculty must contact Michael or Ginger in order to make any substantive changes.
For a new edition of a textbook, Ginger, will modify the page numbers. If a new textbook is adopted for a course, the course needs to be completely redesign; both core and adjuncts are able to redesign the course using the appropriate channels.
The instructional designer will reach out to adjunct faculty directly on first occurrence to provide support and recommendations for improving engagement. She will involve Michael when a noticeable pattern of engagement is not resolved with her initial intervention
Mid-semester surveys (for adjuncts teaching a new course):
The instructional designer will pull the data and will read and send to Michael. they will converge our thoughts and discuss, when necessary, how best to support adjunct professors during mid-semester check-ins, which are conducted by Michael.
Here is a basic summary of what is expected when you teach online.