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Collaboration for Social Justice and Faculty Development Through Online Course Design

Collaboration for Social Justice and Faculty Development Through Online Course Design

Margaret R. Olson, Joanne Tompkins, Greg R. L. Hadley, Fran Hurley, Janean Marshall, Judy Connor, Laura-Lee Kearns, Robert Upshaw
Copyright: © 2021 |Pages: 20
ISBN13: 9781799869443|ISBN10: 179986944X|ISBN13 Softcover: 9781799869450|EISBN13: 9781799869467
DOI: 10.4018/978-1-7998-6944-3.ch007
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MLA

Olson, Margaret R., et al. "Collaboration for Social Justice and Faculty Development Through Online Course Design." Shifting to Online Learning Through Faculty Collaborative Support, edited by Caroline M. Crawford, IGI Global, 2021, pp. 122-141. https://doi.org/10.4018/978-1-7998-6944-3.ch007

APA

Olson, M. R., Tompkins, J., Hadley, G. R., Hurley, F., Marshall, J., Connor, J., Kearns, L., & Upshaw, R. (2021). Collaboration for Social Justice and Faculty Development Through Online Course Design. In C. Crawford (Ed.), Shifting to Online Learning Through Faculty Collaborative Support (pp. 122-141). IGI Global. https://doi.org/10.4018/978-1-7998-6944-3.ch007

Chicago

Olson, Margaret R., et al. "Collaboration for Social Justice and Faculty Development Through Online Course Design." In Shifting to Online Learning Through Faculty Collaborative Support, edited by Caroline M. Crawford, 122-141. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-6944-3.ch007

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Abstract

In this chapter, eight Canadian teacher-educators describe how they collaboratively transformed a face-to-face Master of Education course focused on education for social justice into an online summer course. Each of the eight instructors wrote a short narrative of their experience, and these were woven together to show examples of how this collaborative endeavor worked. Themes emerging from their writing included support through team meetings, faculty development and mentorship through shared resources, support through individuals' diversity of experience, support through building community, transitioning from face-to-face to online learning, and the importance of support from a pedagogically-informed technological support team. Reasons why this collaboration worked are discussed in the conclusion.

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