TPC Journal-Vol 10- Issue 1

The Professional Counselor | Volume 10, Issue 1 67 Understanding how to develop curriculum for counselor preparation programs is an essential point where online instructional development and program faculty meet. For example, according to media richness theory (Whitty, 2017), media-rich learning environments lend themselves best to subject areas that are “more ambiguous and open to interpretation” (p. 94) rather than topics that are clear and unambiguous, such as mathematical or scientific formulas. Media-rich learning is characterized by the following four criteria: the capacity for immediate feedback (i.e., clarity of the material), the capacity to transmit multiple cues (i.e., the ability to develop clear and meaningful consensus), language variety (i.e., being able to convey context to complex concepts and ideas), and the capacity of the medium to have a personal focus (i.e., making the learning personal and relevant to the perspectives and needs of the learner). Sibley and Whitaker (2015) point out that some faculty may see technology (including media) as a barrier between them and students rather than a tool to facilitate increased insight, conceptual understanding, and skill mastery, so supporting faculty in experimenting and adopting ways of interacting with technology is a logical starting place. Institutional and program leadership can help faculty become familiar with and invested in learning platforms through initial and ongoing training. Leadership also can help support faculty directly by determining what parts of the classroom can be personalized and modified (including learning activities and assignments) and which parts must remain constant for accreditation standards and learning outcomes assessment. Additionally, institutional and program leadership are well-advised to develop processes that can monitor faculty activity within the virtual classroom that will reinforce expectations of what faculty should do weekly in the classroom (e.g., faculty must check into the classroom a minimum of four days per week, respond to 75% of student postings with substantive responses in the discussion forum, must review and grade assignments within 7 days, and must respond to student inquiries within 48 hours of receiving them) without coming across as micromanaging and punitive. Leadership may certainly achieve compliance, but they cannot demand engagement, which is based on the discretionary time, attention, effort, and energy faculty devotes to the learning endeavor based on their deeply held values and commitment to the shared vision they have for educating students. We recommend that leadership strive for transparency in how monitoring of classroom activity is accomplished, its intent, and the use of assessment data. Without transparency, leadership takes on the risk of stoking faculty concerns about negative evaluations and ultimately the security of employment. Establishing peer monitoring through periodic course audits within a collegial, developmental, and supportive approach that is non-threatening to faculty will go a long way to sustaining faculty engagement in the classroom. Some larger distance education programs assign course stewards (i.e., a faculty member responsible for a particular course in the curriculum) who act as the first line of contact for faculty who may have questions about aspects of the course or particular assignments, or who might struggle with a student issue, and can support faculty directly through informal peer mentoring. This becomes especially important for adjunct faculty who need assistance in contextualizing the course into the larger program objectives and feeling invested in the success of program students. These kinds of structures and processes will be helpful if institutional and program leadership is committed to communicating regularly with faculty and promoting an environment of support and accountability. Finally, institutional and program leadership can encourage a culture of openness to peer review and classroom observation that will help faculty improve their techniques and in a way that is non- threatening (Palmer, 2007). Developing and scheduling events and activities that foster professional renewal and connection between faculty can help strengthen the value of reflective practice in teaching