Project Title

Investigating the Potential for Badging in Faculty Development Programs

Presenter Hometown

Berea

Major

English

Department

English and Theatre

Degree

Graduate

Mentor

Russell Carpenter

Mentor Department

Other

Abstract

Faculty development programs are increasingly offering digital badges as “proof” of participation and engagement in levels of professional development. Such programs now exist at Grand Valley State University, Auburn University, and Kent State University, to name a few. While researchers such as Dyjur and Lindstrom (2017) have examined perceptions and uses of digital badging systems, much remains to be learned about the potential for such a process at regional teaching-intensive universities to demonstrate professional development. In many cases, faculty participants receive digital badges, which “recognize a particular experience or signify accomplishments, such as completion of a project or mastery of a skill” (Diaz & Smith, 2014, n.p.). “They can be added to a digital portfolio,” as Dyjur and Lindstrom (2017) explained, “and many can be printed off and added to a physical portfolio” (p. 386). As Frick (2015) found, digital badges can impact community building and a gaming approach that impacts learning and growth. Building on this previous research, in this poster presenters will discuss research and development taking place to investigate badges in faculty development programs--especially those related to teaching and learning--at EKU. Presenters will share the results of their pilot research and development, including processes designed and implemented to date. Through this project, the researchers investigate the process of designing and implementing a badging system for faculty development, along with the viability and future priorities. The poster will generate additional discussion for teaching and learning contexts.

Presentation format

Poster

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Investigating the Potential for Badging in Faculty Development Programs

Faculty development programs are increasingly offering digital badges as “proof” of participation and engagement in levels of professional development. Such programs now exist at Grand Valley State University, Auburn University, and Kent State University, to name a few. While researchers such as Dyjur and Lindstrom (2017) have examined perceptions and uses of digital badging systems, much remains to be learned about the potential for such a process at regional teaching-intensive universities to demonstrate professional development. In many cases, faculty participants receive digital badges, which “recognize a particular experience or signify accomplishments, such as completion of a project or mastery of a skill” (Diaz & Smith, 2014, n.p.). “They can be added to a digital portfolio,” as Dyjur and Lindstrom (2017) explained, “and many can be printed off and added to a physical portfolio” (p. 386). As Frick (2015) found, digital badges can impact community building and a gaming approach that impacts learning and growth. Building on this previous research, in this poster presenters will discuss research and development taking place to investigate badges in faculty development programs--especially those related to teaching and learning--at EKU. Presenters will share the results of their pilot research and development, including processes designed and implemented to date. Through this project, the researchers investigate the process of designing and implementing a badging system for faculty development, along with the viability and future priorities. The poster will generate additional discussion for teaching and learning contexts.