FACULTYDEVELOPMENTASTAGEMODEL.PDFVIP

Faculty Development: A Stage Model Matched to Blended Learning Maturation FACULTY DEVELOPMENT: A STAGE MODEL MATCHED TO BLENDED LEARNING MATURATION Michael L. Fetters and Tova Garcia Duby Babson College ABSTRACT Faculty development programs are critical to the implementation and support of curriculum innovation. In this case study, the authors present lessons learned from ten years of experience in faculty development programs created to support innovation in technology enhanced learning. Stages of curriculum innovation are matched to stages of faculty development, and important lessons for success as well as current challenges are delineated and discussed. KEYWORDS Blended learning and teaching, diffusion of innovation, phases of innovation, early adopters I. INTRODUCTION Babson College, located in Wellesley, Massachusetts, is recognized internationally for its entrepreneurial leadership in a changing global environment. Babson grants BS degrees through its innovative undergraduate program. It grants MBA and custom MS and MBA degrees through the F.W. Olin Graduate School of Business at Babson College. Both programs are accredited by the AACSB International—The Association to Advance Collegiate Schools of Business, and the New England Association of Schools and Colleges. In the 2009-2010 academic year, more than 1,800 undergraduate and 1,600 graduate students attended Babson, representing more than 45 states and 57 countries. About 20 percent of the undergraduates and 16 percent of the graduate students are from outside the United States. Additionally, Babson offers distinct executive education programs to help companies reach their strategic goals: Custom Degree and Credit Programs, Consortium Programs, and Open-Enrollment Programs. By infusing the spirit of innovation into our academic programs, Babson educates leaders