Operationalize the faculty standards through structured professional learning pathways with modules, microcredentials, and peer review¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends embedding the standards into structured professional learning pathways that include orientation sessions, mentoring, and ongoing microcredential opportunities. A university might introduce a certificate where participants complete modules aligned with each of the six standards, such as designing a digital learning activity for the Instructor standard or conducting a small-scale data analysis project for the Researcher standard. Culminating reflection and peer review activities would allow faculty to demonstrate mastery and plan next steps for continued growth.

Design Implications¶

Context¶

Requirements¶

• The standards must be paired with actionable tools such as self-assessments, rubrics, and measurable outcomes; without these supports the article warns they risk being aspirational rather than practical

Constraints¶

• The article frames these applications as illustrative possibilities for institutions rather than tested implementations

Target Learners¶

• Higher education faculty
• Instructional designers
• Academic support staff including Deans, Provosts, and accreditation leads

Target Learning Goals¶

• Effective technology integration across teaching, research, and service responsibilities

Affordances¶

• Six Faculty Standards Technology Integration Framework

Related Strategies¶

• Sustained teacher professional development with coaching and professional learning communities
• Sequence pathway development activities across three years: buy-in, SCRIPT assessment and summer institutes led by model-district teachers, then piloting with microcredentials
• Provide dedicated peer-led ePortfolio support focused on ePortfolio making skills, and scale professional development longitudinally with adoption
• Implement sustained educator development programs including needs assessment, coaching, communities of practice, and experiential learning
• Invest in sustained, role-specific, discipline-specific professional learning and structured student AI literacy pathways across PK16
• Use sustained professional development and accompaniment—mentoring, coaching, communities of practice and iterative support—for digital integration
• Structure AI-focused professional development as a supported trajectory of planning, reflection, design autonomy, and embedded critical AI literacy
• Provide educational development for instructors on purposefully integrating AI into online learning design
• Shift teacher professional development from information-based training to experience-based AI design activities in sustainability contexts
• Build teacher AI readiness through structured institutional support: professional development, mentoring, technical assistance, and AI literacy in teacher education

Examples¶

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Key Sources¶

• Helen Crompton, Diane Burke and Christine Nickel. (2026). Designing faculty standards for technology integration in higher education institutions: a design-based research study. International Journal of Educational Technology in Higher Education. https://doi.org/10.1186/s41239-026-00584-y