Abstract:

Faculty face an unending challenge as they work to incorporate ever-changing tools and strategies into their work. Just as they become familiar with a toolset, it is often the case that the tools are changed. While the rate of change is not likely to slow, one way to address this challenge is to shift the focus toward the transferable skills and perspectives that do not change as rapidly. This set of competencies is characterized by their contribution to a generalized capacity to thrive in an ever-changing digital environment.

This paper will introduce a proposed framework for defining and refining personal and collective digital resilience. Drawing from personal experience and informal case studies at Virginia Tech, Boise State University, and University of North Carolina at Charlotte, the examples will demonstrate potential strategies for those interested in establishing a similar program.

The second section of the paper deals with the concepts of personalization and adaptivity in relation to faculty professional development. Drawing from concepts of social learning theory and Puentedura's SAMR framework, an overview of the strategies required to assess and design for adaptivity and personalization will be discussed. The role of self efficacy and the importance of personal investment by faculty is also emphasized.

Keywords:

Faculty, Digital Resilience, Self-efficacy, Digital Fluency, Professional Development, Personalized Learning, Adaptive Learning.