Program
A printable copy of the program can be downloaded here.During the “Practice Sessions” you will have the opportunity to practice and receive feedback on the skills you learn in the session.
BIG PICTURE: The POD Network: A Brief History (Or, "Explaining What We Do and Why We Do It") - Angela Linse (T 2:00-3:15pm, Win)
The POD community has an esprit de corps that is truly unique. Members of this community have a strong sense of belonging, a commitment to collaboration, and a fierce loyalty that is rare in the academy. For many of us, being welcomed into the POD Network felt like we had “found our people.” One goal of the INFD is to provide a context and structure that lets you build your own network of colleagues. You will have an opportunity to situate yourself among the collective of where we come from, what we do, and what we value in the field and the profession. And finally, you will begin the process of developing your identity as a faculty, instructional, or educational developer who encourages and guides faculty and future faculty in their own professional development as teachers and mentors. After this session you will be able to:
- Develop an identity of belonging to the POD Network
- Describe milestones in the history of the POD Network and know sufficient history to realize that we are a field of professionals
- Situate your own center within the history, values, and goals of the POD Network
BASICS: Starting Strong: Designing and Facilitating New Faculty Orientations - Laurel Willingham-McLain, Jon Iuzzini, & Susan Pliner (T 3:30-4:45pm, Win)
A well-designed orientation is essential to supporting new faculty in adapting to their roles and navigating the culture of their institution. This workshop will help attendees to consider what it means to be successful, not just as faculty in general, but as faculty in the context of their specific institution’s norms and expectations (i.e., how does one become a contributor to and a citizen of one’s institution?). Using faculty success as a framework, participants will identify and begin planning essential components of a new faculty orientation (e.g., program goals and design, communication, institutional partners, event planning logistics, program implementation, and outcomes assessment). There will be a follow-up informal session to this session on Thursday at 4:15 in Exacta for hands-on work, sharing ideas, and peer feedback. After this session you will be able to:
- Describe what it commonly means to succeed as faculty and identify specific aspects of success in your context. This enables you to implement programming to help incoming faculty start strong and navigate the institutional culture
- Identify and prepare to plan essential components of a new faculty orientation in the context of your institution’s mission (e.g., program design, communication, institutional partners, event planning logistics, program implementation, and outcomes assessment)
PEDAGOGY: Collaborative Learning: The Good, Bad, and Ugly (Practice Session) - Billie Franchini & Thalia MacMillan (T 3:30-4:45pm, Place)
Collaborative learning within a course has potential to yield great results, but also challenges instructors to consider what type of collaborative work they want students to engage in or the goals for having students work together. In this session, we will articulate (and practice!) the essential principles that drive effective collaborative learning, consider how best to help instructors put those principles into action in their own classrooms, and create strategies for solving problems when collaborative learning leads to unexpected outcomes—for instructors and students. After this session you will be able to:
- Articulate key principles of effective collaborative learning
- Compare and contrast specific collaborative learning methods
- Identify potential challenges of collaborative learning and propose solutions to mitigate or avoid those challenges
EDUCATIONAL TECHNOLOGY: Just-in-Time Basics - Kevin Yee (T 3:30-4:45pm, Show)
When it comes to seeking new knowledge or help, many faculty are just like students: they don’t think to seek assistance early and often need information at the last minute. The “just in time” principles that undergird many of today’s businesses are equally adaptable in the faculty development world. We’ll discuss how best to anticipate faculty needs even before they do, and various ways to meet those needs. In this fashion, your center becomes indispensable to your institution. After this session you will be able to:
- List the just-in-time online tutorials/handouts that will be useful at their home institution
- Craft effective workshop materials that appropriately balance surface overviews with opportunities for in-depth learning and details
PARTNERSHIPS: Learning the Culture of Your Institution - Donna Ellis & Erica Bastress-Dukehart (T 3:30-4:45pm, Exacta)
Academic institutions share certain qualities, organizational structures, and missions, while also maintaining their own unique cultures. Whether you are a faculty member starting a new teaching and learning center or are new to an institution that has a center already in place, the institutional culture makes a difference in how you interact with your colleagues, students, administrators, and staff across your campus. In this session we will explore how different academic institutions function and how you can makes sure you have a seat at the decision-making table. After this session you will be able to:
- Have a better understanding of your institutional culture and your position in it
- Analyze your organizational culture according to an existing framework to identify how to work within that culture
- Appreciate the importance of understanding organizational culture to do your work, including trying to make changes
BASICS: Faculty Learning Communities as Grassroots Educational Development - Melissa Himelein & Chris Price (T 5:00-6:15pm, Win)
Faculty learning communities (FLCs) – groups of cross-disciplinary faculty who meet together to study a topic of mutual interest – are an important staple of educational development. We will provide an overview of FLCs’ purposes and impact; present different models for their implementation, including shorter-duration reading groups; and consider the roles and qualities of effective FLC facilitators. Participants will begin planning an FLD model that is appropriate for their campuses and educational development goals. After this session you will be able to:
- Apply the goals and philosophy of FLCs to different campus models of implementation
- Plan for how FLCs can help you meet educational development goals of your campus
PEDAGOGY: Teaching and Learning in STEM Disciplines - Keith Landa & Betty Hurley (T 5:00-6:15pm, Place)
A common theme for STEM learning is that passivity is not effective. In this workshop, we will actively engage participants in approaches to make science, math and technology engaging, approachable and doable. We will share creative ways we have explored that meet these goals, including peer learning, reflective learning, collaboration and self-assessment. Participants will both experience theses strategies for themselves and leave the workshop with resources to help them continue their STEM journey. After this session you will be able to:
- Describe existing projects in STEM learning that encourage active learning
- Provide potential benefits of peer instruction in STEM learning
- Identify approaches for reflective learning and self-assessment and how these can be applied specifically to STEM learning
EDUCATIONAL TECHNOLOGY: Implementing the Community of Inquiry "Presences" in Your Online/Hybrid Course - Rebecca Bonanno & Linda Lawrence (T 5:00-6:15pm, Show)
The Community of Inquiry (COI) serves as a theoretical framework for teaching and learning, which expands on social constructivist education theory and research, and constitutes three interdependent elements considered to be essential to creating a deep and meaningful educational experience for the student: cognitive presence, social presence, and teaching presence. This workshop session will explore the COI Model and the role ‘presence’ plays in design, teaching, and delivery of online/hybrid courses to engage students. Session activities will offer participants an opportunity to apply characteristics of presence to various components of online/hybrid courses and consider the teaching strategies that will support presence within learning activities. After this session you will be able to:
- Explain types of instructor presence to engage students and create rewarding educational experiences
- Identify teaching methods and strategies which engage students and are associated with teaching, social and cognitive presence in online and blended modalities
- Generate ideas for maintaining presence and integration across teaching modalities
PARTNERSHIPS: Build Social Capital Through Establishing and Nurturing Strategic Partnerships - Susanne Morgan & Laura Cruz (T 5:00-6:15pm, Exacta)
Social capital, a metaphor for an economy whose currency is reciprocal relationships, is a lens through which you can view the culture and dynamics of your institution. Our session will help you use the metaphor to assess current development efforts; identify opportunities to increase social capital on both an individual and organizational level; and to develop strategies for enriching your campus as a teaching and learning community. Both presenters are developers who have used social capital in research and practice. You will leave with a framework for strategically cultivating relationships in your role as an educational developer. After this session you will be able to:
- Describe and analyze the culture and dynamics of their institution using the concept of social capital as a framework.
- Devise a particular step or strategy for enhancing their personal social capital and that of their institution.
BASICS: Getting The Word Out: Effective Program Marketing and Communication Techniques - Kevin Yee & Susan Pliner (W 9:00-10:15am, Win)
Experienced faculty developers report that one of the most consistent challenges concerns marketing their services. Do faculty prefer emails, telephone calls, or physical flyers? How much is “too much” that risks overexposure? How do we meet the needs of diverse audiences while also staying current with the newest communication methods and technologies? If a multi-pronged approach is best, how can we keep the workload manageable? We’ll examine best practices for you to take back to your home institution and try immediately. After this session you will be able to:
- Identify and list communication methods for possible implementation
- Craft marketing messages appropriate to audience and the nature of the event/programming
PEDAGOGY: Addressing Challenging Student Behavior (Practice Session) - Melissa Himelein, Carl Burkart & Roben Torosyan (W 9:00-10:15am, Place)
Instructor frustration with student misbehavior is a frequent focus of consultation with faculty developers. Although such student “incivility” takes a toll on faculty work satisfaction, many instructors are reluctant to address their concerns with students, perhaps fearful of conflict or negative course evaluations. In this session, we will consider the nature and causes of student misbehavior, model and practice active listening techniques that can facilitate productive conversations, and discuss strategies for classroom design and management that reduce the likelihood of misbehavior. After this session you will be able to:
- Identify and discuss causes of “difficult” student behavior
- Develop skills in classroom design and management that can mitigate the incidence of challenging behaviors
- Practice active listening techniques for working with challenging students, and model these for colleagues
EDUCATIONAL TECHNOLOGY: Open Educational Resources - Keith Landa & Nathan Whitley-Grassi (W 9:00-10:15am, Show)
The amount of content available for instruction has exploded over the past couple of decades, changing the relationship of faculty, students, and publishers to course materials. The high cost of commercial textbooks has led to a drop in the percentage of students who actually buy the course text. At the same time, projects promoting the adoption of open educational resources have shown improvements in student learning outcomes while reducing the cost of instruction for students. In this session, we will compare open educational resources to publisher materials and library databases; explore how to work with your faculty and course developers to find, vet, and also produce OERs; and review copyright and licensing options that govern the use of OERs. After this session you will be able to:
- Understand what OERs are, and how they compare to using publisher resources, library databases, and other resources to support course development
- Share with their faculty sources and approaches for discovering and evaluating OERs
- Understand processes for working with developers on OERs, including: needs assessment, project planning, evaluation of available resources and support, OER development/creation and dissemination
- Understand how to discuss copyright, creative commons, and related topics with faculty
PARTNERSHIPS: Creating a Support Network for Yourself as a Faculty Development Professional - Susanne Morgan & Laurel Willingham-McLain (W 9:00-10:15am, Exacta)
Moving to a faculty development role may move you out of familiar groups and structures and into a more isolated position. Creating a support network for yourself is particularly important and uniquely challenging. In this session we will explore diverse examples of relationships and structures that promote self-understanding, productivity and community for new faculty developers. Through sketching a potential web of resources you will reflect on your personal strengths, needs and goals. From this you will draft a strategy for your own personalized support network (including steps you can take while still at INFD). After this session you will be able to:
- Explore diverse examples of relationships and structures that promote self-understanding, productivity and community
- Recognize personal choices in charting professional pathways and draft a strategy for your own personalized support network (including steps you can take while still at INFD
BIG PICTURE: What Works in Educational Development? - Mary Wright & Debie Lohe (W 10:30-11:45am, Daily Double)
How can teaching and learning centers (TLCs) use evidence-based practices to plan their programs? In this session, we will draw on core guiding principles of practice and scholarship from the field to address the design of effective TLC services. Because “context is everything” in educational development, we will also examine how to use needs assessment to tailor programs to different campus contexts. After this session you will be able to:
- Apply core principles of effective TLCs to our work as educational developers
- Apply findings from educational development scholarship to our work in TLCs, also reflecting on context-dependent needs for customization
- Draft a preliminary needs assessment plan to understand fit of services for your campus
BASICS: Assessing the Impact of Your Educational Development Programs - Roben Torosyan & Mary Wright (W 1:15-2:30pm, Win)
“Assessment” often scares people, partly because we overestimate what’s required. This session aims to simplify the challenge. You will develop a plan that starts with what your decision makers want to know about what you do. We will also discuss common ways that centers document their activity. Finally, you will tour Google Forms, Sheets reports and charts used to analyze and report on center outcomes. After this session you will be able to:
- Target assessment to whom it will matter
- Develop strategies (from low- to high- work) to identify goals and assess outcomes
- Tour technological templates provided to assess your center’s outcomes
PEDAGOGY: Community-Engaged Learning - Gina Torino (W 1:15-2:30pm, Place)
Students that participate in community-engaged, applied learning activities as undergraduate students gain career self-efficacy and have a smoother transition into the workforce than students that do not engage in such activities. This session will explore adult learner’s experiences in a community based grassroots organization. Implications for education will be discussed. After this session you will be able to
- Understand the benefits of community engaged learning for students
- Identify specific community based opportunities
- Describe the components associated with community-based applied learning opportunities
EDUCATIONAL TECHOLOGY: Mindful Technology (Practice Session) - Carl Moore & Laura Cruz (W 1:15-2:30pm, Show)
Become the Zen master of instructional technology. In this interactive session, participants will practice applying coaching techniques through a series of case studies designed to highlight key aspects of mindfulness and its relationship to pedagogical practice. These techniques will be used to increase your capacity to mentor faculty and graduate students in the use of educational technology. Now, sit back and breathe deeply from the diaphragm. After this session you will be able to:
- Enhance your coaching proficiency as it relates to instructional technology
- Integrate mindfulness practices into educational development as it relates to instructional technology
- Cultivate a toolkit of strategies for facilitating the integration of instructional technology
PARTNERSHIPS: Using Data Analytics to Improve Student Learning - Eli Collins-Brown & Chris Price (W 1:15-2:30pm, Exacta)
Big data is currently a big discussion item in higher ed. What opportunities and challenges does this present to faculty and faculty developers? As faculty developers, how can we get that data into the hands of faculty members in ways that will help them target ways to improve their instruction? What types of data could faculty be gathering during a course semester or term that will provide useful information? In this session, we will explore the different types of data readily available to faculty and others that we might not have thought of as being useful. Using case-based learning, we will practice using data in mock consulting situations. After this session you will be able to:
- Identify possible places to find data
- Explore various ways to process available data
- Determine different ways to help faculty use available data to improve their own instruction
BASICS: Fundamentals of One-on-one Consulting Part I: Effective Listening (Practice Session) - Jon Iuzzini & Melissa Himelein (W 2:45-4:00pm, Win)
One-on-one consulting is a primary activity of faculty developers and provides an opportunity to assist our campus colleagues meaningfully and deeply. Effective consulting involves both listening, the subject of this “Part I” workshop, and coaching (Part II, immediately following this workshop). What is the impact of deeply listening, without interruption or self-focus, to a colleague? We will discuss evidence-based elements of effective listening, demonstrate helpful and unhelpful listening styles, and guide participants through paired role-play exercises in which they can practice active listening skills. After this session you will be able to
- Articulate why listening is an essential skill for effective consulting practice and describe key components of attentive listening
- Demonstrate specific nonverbal and verbal skills that communicate attentive listening
- Recognize when consultants need to shift from listening to coaching in the course of a consultation
PEDAGOGY: The Two Essential Ms of Educational Psychology: Motivation & Metacognition - Kathryn Cunningham (W 2:45-4:00pm, Place)
Motivation gets us engaged and metacognition can help us stay successfully engaged. In this session, we’ll collaboratively extract metacognitive and motivational theory from our previous learning experiences. We’ll then analyze a few case studies to expand our repertoire of pedagogical strategies. Although our focus in this session is primarily designed to increase student metacognition and motivation in the classroom, we’ll conclude with a discussion about ways we can apply our findings to our educational development work with educators. After this session you will be able to:
- Describe the main findings from the literature on metacognition and motivation
- Generate pedagogical strategies to increase motivation and metacognitive skills in our students
- Apply these findings to their work with educators (motivating faculty and fostering reflection in them)
EDUCATIONAL TECHNOLOGY: Framing Quality Online/Hybrid Courses - Keith Landa & Carl Moore (W 2:45-4:00pm, Show)
Faculty often contrast online teaching with traditional face-to-face teaching, but in reality there is a diverse continuum of instructional approaches that can be used to meet course objectives and student needs. This session will provide a framework that you can use with your faculty to understand the strengths and limitations of different instructional modalities, and provide experience using some of the more common rubrics to promote quality course design in blended and online course formats. We will also workshop approaches that can be used to evaluate synchronous and asynchronous tools to support different course formats. After this session you will be able to:
- Have a greater understanding of the continuum of teaching modalities
- Identify course design rubrics used for quality assurance in online/hybrid course design
- Use frameworks to evaluate the utility and fit of various asynchronous and synchronous tools in faculty consults and workshops
PARTNERSHIPS: Assisting with Institutional Assessment and Accreditation - Angela Linse & Eli Collins Brown (W 2:45-4:00pm, Exacta)
The Student Learning Outcomes Assessment process is deeply embedded in institutional accreditation and becoming more so in disciplinary accreditation. As a result, teaching centers are increasingly involved in working with degree programs to develop and document student learning. Institutions recognize that faculty developers not only have expertise developing learning objectives and documenting learning, but also that our persuasive, relational, and problem-solving skills are relevant to helping faculty through this change in a way that is responsive to disciplinary cultures and values. Come to this session to learn about institutional accreditation and discuss whether faculty developers really can maintain their commitment to formative assessment and improvement, while helping their institutions and colleagues meet new obligations. After this session, you will be able to:
- Translate course-level learning outcomes assessment skills and apply them at an administratively higher level (degree, department, school/college, institution)
- Respond to common challenges and questions raised when working with faculty on program assessment
- Discuss the assessment/evaluation paradox within faculty development and develop a self-narrative about why these roles are not contradictory
BASICS: Fundamentals of One-on-one Consulting Part II: Developing and Using Coaching Skills for Success in Your Work (Practice Session) - Jon Iuzzini & Susanne Morgan (W 4:15-5:30pm, Win)
One-on-one consulting is a primary activity of faculty developers and provides an opportunity to assist our campus colleagues meaningfully and deeply. Effective consulting involves both listening, the subject of the “Part I” workshop earlier this afternoon, and coaching (our focus in this “Part II” workshop). In this session we will examine the qualities of an optimal coaching experience, differences between mentoring and coaching, and the four stages of a coaching-based consultation. We will demonstrate how to integrate effective listening and asking powerful questions that prompt action, and we will guide participants through paired role-play exercises in which they can practice these coaching skills. After this session you will be able to:
- Understand the variety of uses of the concept of coaching in work with faculty
- Engage in hands-on practice with relevant skills
PEDAGOGY: Using Rubrics to Assess Student Learning: Faculty and Educational Developer Practices - Debie Lohe & Laurel Willingham-McLain (W 4:15-5:30pm, Place)
In this session, participants will do two primary things: (1) engage as faculty members in a simulated workshop on creating and using rubrics to promote student learning, and (2) explore the educational developer’s role in helping instructors use rubrics effectively. This role also entails understanding the implications of rubrics for students, faculty, courses and programs. After the session, participants will have a rubrics workshop plan and materials which they can adapt to their own context. After this session you will be able to:
- Describe different types of rubrics and their various purposes
- Design rubrics based on learning principles
- Guide others in developing rubrics appropriate to their contexts
EDUCATIONAL TECHNOLOGY: Choosing the Right Online Collaboration Tools for Learning - Ann Giralico-Pearlman & Chris Price (W 4:15-5:30pm, Show)
Most active and engaged learning techniques necessitate that students be able to collaborate with each other in groups and teams. There are many online tools that instructors can use to facilitate collaboration for online, hybrid, and face-to-face courses. Since a poorly designed and planned collaborative assignment can do significant damage to the learning environment, it is essential that instructors understand how to choose the appropriate online tools for their learning activities. In this session, you will learn how to select the appropriate online collaboration tools to meet your learning activity goals. You will also be given the opportunity to design a learning activity using online collaboration tools. After this session you will be able to:
- Align online tools for collaboration with learning goals and objectives
- Create a collaborative assignment using online tool(s)
PARTNERSHIPS: Facilitating and Supporting Faculty across the SOTL Continuum - Laura Cruz & Kathryn Cunningham (W 4:15-5:30pm, Exacta)
If you would like to, or are expected to, facilitate a program focused on the Scholarship of Teaching and Learning (SoTL) then this session has been prepared for you! In this session you’ll investigate SoTL programs that span the continuum between a SoTL product and the SoTL process. After this investigation you’ll be able to include program components that could help you prepare to offer multi-faceted SoTL facilitation and support and to expand the foundations of evidence-based practice across your campus. This session complements Friday’s keynote “Engaging with the Scholarship of Educational Development.” After this session you will be able to:
- Evaluate categories/components beneficial to successful SoTL facilitation and support (i.e., personal and professional motivation, institutional culture, knowledge of research techniques, and application of research techniques in college classrooms)
- Determine which component(s) to consider when building a SoTL support program that emphasizes both the product and process of investigating and sharing
BASICS: Conducting Formative Classroom Observations (Practice Session) - Debie Lohe & Mary Wright (Th 9:00-10:15am, Win)
Formative classroom observations are among the most important services a teaching center can offer, but conducting them effectively takes skill and practice. In addition to briefly sharing information about different approaches, this session will provide opportunities to practice observing and organizing feedback. Whether you are new to non-evaluative classroom observations or are looking to hone your skills, this session will offer practical take-aways you can use immediately. After this session you will be able to:
- Articulate general principles related to conducting formative classroom observations, including the role of the educational developer
- Describe different approaches to conducting and reporting on formative classroom observations
- Evaluate (preliminarily) which approaches to use when
PEDAGOGY: Critical Thinking Across the Disciplines - Billie Franchini & Erica Bastress-Dukehart (Th 9:00-10:15am, Place)
What is critical thinking and how can we as faculty developers help our faculty employ it in their classrooms? What is expert thinking and how can it benefit not only faculty but faculty developers? In this session we will explore these two concepts and talk as a group about how we can utilize and teach our critical and expert thinking skills across disciplines and our institutions. After this session you will be able to:
- define critical thinking in a variety of disciplinary and institutional contexts,
- explain key differences between novice and expert thinking, and
- describe strategies for helping faculty members identify the key characteristics of expert thinking in their disciplines.
EDUCATIONAL TECHNOLOGY: Holding Professional Development Online - Eli Collins-Brown & Chris Price (Th 9:00-10:15am, Show)
As colleges and universities turn to online learning to expand access to students, educational developers have also looked to this medium to better accommodate busy faculty and staff. Other than access, what are the other reasons for online educational development? Through case studies you will learn when online educational development makes the most sense and as well as a process for designing online educational development. You will leave the session ready to design and deliver online educational development programs on your campus. After this session you will be able to:
- Identify reasons when and why online professional development makes sense
- Learn how to apply a process for designing online PD program and apply to your own context (including identifying the target audience, context, design team, platform, and evaluating the process, product, and effectiveness of the program.)
PARTNERSHIPS: Utilizing Faculty Fellows - Donna Ellis & Jon Iuzzini (Th 9:00-10:15am, Exacta)
What is a faculty fellow, and how might utilizing one (or more!) enhance the work of your Center and institution? Our workshop will present diverse approaches to faculty fellows programs, highlighting the exciting ways these unique faculty roles can expand your Center’s reach while also supporting the development of faculty who take on these roles. You will be guided to think about designing a new (or refining an existing) faculty fellows program that fits within your institution’s culture and needs. After this session you will be able to:
- Identify diverse approaches to faculty fellows programs and the potential impact on your center’s work and on the fellow(s)
- Design (or refine) a faculty fellows program using a program planning template
BASICS: Small Group Instructional Diagnosis/Student Focus Groups (Practice Session) - Kathryn Cunningham & Mary Wright (Th 10:30-11:45am, Win)
One of the most powerful tools in an educational developer’s toolbox is Small Group Instructional Diagnosis (SGID) — a process that uses learning-focused formative feedback from students to promote instructional change. In this session, we will highlight the research basis for SGIDs and walk through the SGID process. We will experience a sample SGID and then engage in a consultation roleplay based on “student” feedback. We will also discuss possible SGID variants (e.g., a survey-based method) and considerations for center staff who might offer SGIDs (e.g., resources needed, norms of confidentiality). This workshop is an excellent complement to “Classroom Observation Techniques.” After this session you will be able to:
- Describe the role of SGIDs (research basis, intended outcomes) as an educational development strategy
- Express self-efficacy about engaging in SGIDs in our respective campuses and making adaptions as needed
- Explain structural considerations for implementing SGIDs in a TLC, e.g., norms of confidentiality, resources, challenges to adaptation
PEDAGOGY: Inclusive Teaching and Learning Practices (Practice Session) - Carl Moore & Angela Linse (Th 10:30-11:45am, Place)
The world become increasingly interdependent, college education plays a more important role in future success. However, the structural roots of our institutions are riddled with exclusionary practices. Faculty developers are situated at the frontier of change and have an unprecedented opportunity, and responsibility, to help our institutions ensure that all of our students experience learning environments in which they are respected as individuals and valued as unique contributors. You will likely be asked by faculty unfamiliar with what it feels like to be excluded or marginalized how to be more effective teachers of a diverse student population or make their courses more inclusive. Participants in this session will practice identifying inclusion issues and working with faculty to address them. You will also reflect on your own diversity and the role it plays in interactions with others. After this session you will be able to:
- Realize when diversity/inclusion are an issue
- Work effectively with faculty to address diversity and inclusion related issues You will have:
- Increased awareness and knowledge of diversity and inclusion issues in higher education, including self-awareness of one’s own diversity.
EDUCATIONAL TECHNOLOGY: Cultivating Communities of Practice at Scale: How to Engage More Faculty in Effective Instruction (ACUE SPONSORED SESSION) - Martha Bless & Steve Mark (Th 10:30-11:45am, Show)
How can you ensure that all faculty feel validated in their work with students? Supporting faculty in their teaching efforts is contingent on your ability to reach them. Learn how Housatonic Community College and the Association of College and University Educators (ACUE) are training educators across campus—and across the Connecticut system—in effective instruction. In this session, you will hear from a campus facilitator at Housatonic Community College about his experience using ACUE’s online Course in Effective Teaching Practices to build a community of faculty learners. You will also have an opportunity to engage with the Course to see how faculty, working together, learn the research-based practices known to increase student engagement, deepen learning, and improve student outcomes. After this session you will be able to:
- Plan for scaling your faculty development efforts
- Form communities of practice using an online faculty development resource
PARTNERSHIPS: Educational Developers and Educational Technologists: Collaborating across Cultures - Melissa Himelein & Debie Lohe (Th 10:30-11:45am, Exacta)
Collaboration between educational developers and educational technologists is crucial to ensuring that faculty attain the support, understanding, and growth they need. Depending on the institution, distinctions between these two roles may be ambiguous. This session will consider similarities and differences between both the work and cultures of developers and technologists. Participants will consider their own institutional contexts, identify educational development activities that may be strengthened through collaboration with educational technologists, and develop a plan for collaborating with technology partners on their own campuses. After this session you will be able to:
- Describe likely similarities and differences between educational developers and educational technologists and the implications of these differences on our work
- Identify educational developer activities that may be strengthened through collaboration with educational technologists
- Develop a plan for collaborating with technology partners on your home campus
BIG PICTURE: Learning Theory & the Science of Learning - Kevin Yee (Th 1:15-2:30pm, Daily Double)
Educators have debated for decades how learning occurs and how best to optimize the process, especially if there are differences between learners. Increasingly we have clear answers about the learning process from randomized controlled trials in the field of cognitive psychology. Some older ideas, while winningly intuitive, are not borne out by the rigors of scientific testing. The more we know about how the brain learns, the better we are able to capitalize on these principles for enhanced classroom practice. To stay focused on student learning, faculty developers need to communicate the lessons of learning science to faculty. After this session you will be able to:
- Identify the main principles and lessons from cognitive science, as it relates to learning
- Transform learning science principles into actionable classroom, online, and curricular practices
BASICS: Helping Faculty Document and Reflect on their Teaching - Susanne Morgan & Laurel Willingham-McLain (Th 2:45-4pm, Win)
You will probably be asked to help faculty members with their portfolios for reappointment or tenure, and often these dossiers are seen as hurdles the administration requires faculty to jump. How can you support faculty members to approach the task with the tools of their discipline: asking questions, examining the evidence, and communicating the analysis? Student ratings may be the initial focus, yet you can help faculty build a fuller and more accurate narrative when you encourage reflective teaching and an assets-based approach. You will leave this session with strategies you can adapt in your consultations and workshops. After this session you will be able to:
- Describe the role that reflection and teaching narratives can play within tenure and reappointment review processes
- Review and adapt practical, asset-based approaches for guiding faculty to effectively document and reflect on their teaching
PEDAGOGY: Facilitating Reflective Learning - Keith Landa & Billie Franchini (Th 2:45-4pm, Place)
Instructors often get so bogged down in teaching the content of their courses—or feel so rushed to move through everything they feel compelled to “cover”—that they overlook the value of having students take time to reflect on their own learning. In this session, we will consider the value of reflection for student learning and articulate the processes associated with meaningful reflection. Using a couple of well-known frameworks for reflection, we will then review and evaluate key strategies for helping instructors develop effective reflection prompts and implement reflective learning strategies in their own classes. After this session you will be able to:
- Explain the key components of reflective learning and the importance of reflection in learning processes
- Assist faculty in building tasks and prompts for different types and levels of reflective learning
PARTNERSHIPS: Lead from the Middle: Getting Program Buy-in and Support from the Faculty and Administration - Donna Ellis & Jon Iuzzini (Th 2:45-4pm, Exacta)
Regardless of our job titles, we all need to demonstrate leadership in order to help our centers achieve the buy-in and support needed to survive and thrive. Yet we typically need to lead from a middle position, which can require extra awareness and finesse. At this workshop, you will learn about two approaches to leadership to help you work effectively from this unique position. You will first identify strengths and areas for further development in the area of emotional intelligence, which includes interpersonal and intrinsically focused components that influence how you interact with others. Then we will discuss specific, proven leadership strategies that you can use to help positively influence the success of your center. You will also have the opportunity to reflect on how you plan to apply one or more of the ideas from this workshop to your practice as a leader. After this session you will be able to:
- Identify your leadership potential regardless of your formal title
- Adapt and apply leadership strategies that prepare you and your center for a position of influence
BASICS: Assisting Faculty with the Interpretation of Student Ratings of Instruction (Practice Session) - Angela Linse & Susanne Morgan (Th 4:15-5:30pm, Win)
Whether you love or hate them, student ratings are in your future. Student ratings are important to faculty because they play an important role in faculty evaluation at most institutions. A common reason faculty first seek faculty development is to get help with their ratings. Whether those faculty continue to develop their teaching may depend on how successful you are in helping them interpret and use their ratings for improvement. If you have not worked with others’ student ratings or you are unfamiliar with the research, this session is important for you! You will need to be objective in your analysis, adept at interpretation, and able to provide advice for responding. This session will provide you with processes and tools to build your student ratings consultation skills. After this session you will be able to:
- Identify common concerns related to student ratings of instruction (SRIs) and analyze the history, culture, and politics related to SRIs at your institution
- Explore effective strategies for working with faculty clients to use their SRI as a tool for improvement, and practice using a template devised at Pennsylvania State University
PEDAGOGY: Proven Models for Effective Course Design - Kathryn Cunningham & Ann Giralico-Pearlman (Th 4:15-5:30pm, Place)
Effective course design is a valuable skillset for educational developers. In this session you will practice techniques you can use for facilitating faculty efforts to align their course objectives, activities and assessments. You’ll learn how a skilled educational developer also coaches faculty in the course design process through active listening to determine when to suggest small instructional techniques and when to suggest big teaching strategies. We’ll also brainstorm solutions for resolving various issues that have come up, or may arise, during your course design consultations. After this session you will be able to:
- align student learning objectives, activities, and assessments for effective course design
- apply methods for assisting faculty in designing and aligning courses
- analyze the course design consultation process to address potential issues
EDUCATIONAL TEHCNOLOGY: Using Universal Design for Learning (UDL) Throughout Educational Development - Carl Moore & Roben Torosyan (Th 4:15-5:30pm, Show)
Take a moment and visualize curb cuts, ramps, and doors that open automatically. You are picturing the power of Universal Design. The principles have been further operationalized to make education inclusive, through Universal Design for Learning (UDL). Join us to experience the three guiding principles of (UDL): 1) stimulate interest in learning and motivation in varied ways (“why” engage at all); 2) vary how content is presented (“what” is learned); and 3) allow learners show what they know differently (“how” to plan and perform tasks). Take-aways include practical strategies and resources to help faculty integrate UDL into teaching practices and materials. (This session aligns with “Inclusive Teaching and Learning Practices.”) After this session you will be able to:
- Experience what value UDL adds to learning experiences for all
- Create inclusive learning environments by treating learning variation as a strength rather than as strictly a barrier
- Identify ways to use three key UDL principles throughout all educational development interactions and to assist instructors
BASICS: New Faculty Orientation Follow-Up Session - Laurel Willingham-McLain, Jon Iuzzini, & Susan Pliner (Th 4:15-5:30pm, Exacta)
Those who attended the Tuesday new faculty orientation session are invited to attend this session to complete hands-on work, share ideas, and get peer feedback.
BASICS: Designing and Delivering Effective Workshops - Billie Franchini & Susan Pliner (F 9:00-10:15am, Win)
Developing and delivering workshops is one of the most fundamental tasks that many faculty developers will be asked to do. We know that effective workshops require active engagement from participants and should do more than simply convey information, but how do we choose and sequence activities to ensure the greatest effect and facilitate meaningful discussions with participants? In this session, we will articulate (and put into practice) some key strategies for designing and facilitating workshops that maximize learning for participants and lead to some meaningful impact. After this session you will be able to:
- identify and explain the components of a successful workshop
- explain key strategies for planning an effective workshop
PEDAGOGY: Small Teaching: Manageable Practices for Knowledge, Understanding and Inspiration (F 9:00-10:15am, Practice Session) - Roben Torosyan & Kathryn Cunningham (Place)
Colleagues often face so many demands on their time that they want to know what few small changes to their practice will generate the biggest bang for the buck in terms of student learning. In this session, you’ll experience the three dimensions of 1) knowing content (e.g. predicting, retrieving); 2) understanding and applying content (e.g. making connections, self-explaining); and 3) finding inspiration (e.g. through larger purposes). You’ll then use those experiences to plan a session on “Making small changes to your teaching” for you to take back for your own use (this session aligns with “Motivation and Metacognition”). After this session you will be able to:
- Give your own definition of the “Knowledge” strategy of “Retrieving”
- Generate “Inspiration” in others by using a) motivation, b) growth mindset, and c) expanding beyond the obvious
- Experience 3 ways of “Deepening Understanding”: self-explaining as you go (by the facilitator), mapping connections from the session itself, practice planning a “Make small changes to your teaching” session for your own colleagues
EDUCATIONAL TECHNOLOGY: Helping Instructors Learn to Use Educational Technology Tools Effectively - Eli Collins-Brown & Chris Price (F 9:00-10:15am, Show)
Technology has revolutionized teaching and learning in higher education. Gone are the days when college instructors could make do with only chalk in their pedagogical toolbox. This change has occurred so quickly that many instructors have found it difficult to keep up with the latest educational technology options. As a result, many instructors select tools that don’t line up with the learning goals of their courses. In this session, you will learn how to assist instructors with selecting appropriate educational technology tools. You will also be given a model program that you can use to create your own mini-workshop for instructors to learn how to use educational technology effectively in their courses. After this session you will be able to:
- Categorize educational technology tools according to how they facilitate engagement and learning
- Create a mini-workshop for instructors on an educational technology tool(s)
PARTNERSHIPS: Global Collaborations - Getting Students There from Here - Ann Giralico-Pearlman (F 9:00-10:15am, Exacta)
In today’s global society, colleges are charged with preparing students to be world citizens who possess holistic perspectives on diverse international cultures. Many colleges and universities now offer technology enhanced global networked courses that partner national campuses with international institutions. Educational developers play an essential role in designing internationally linked courses. In this session you will learn how to prepare faculty for global collaboration, international curriculum development using applied learning, and team teaching with a colleague from a different culture. You will have the opportunity to work in teams to develop a global networking module for a course. After this session you will be able to:
- Use applied learning techniques to learn how to prepare faculty for global collaboration, international curriculum development, and team teaching with a colleague from a different culture
- Develop a plan for an interdisciplinary international collaborative course
BIG PICTURE: Becoming a Scholar of Educational Development - Laura Cruz (F 10:30-11:45pm, Daily Double)
Have you considered how you might develop a scholarly agenda in your role as an educational developer? The scholarship of educational development (Amundsen & Wilson, 2012; Felton, et. al, 2007; Little, 2014) has emerged as a significant field of inquiry, and there is enormous potential for this field to leverage the work that we all do more effectively. This interactive session focuses on key aspects of reading, research, and publishing in educational development, including discussions of what kinds of questions, methods, frameworks, theories, and strategies you can use to enhance your practice. After this session you will be able to:
- Understand the foundations of the scholarship of educational development.
- Discern opportunities for scholarly inquiry in the field of educational development
- Apply and evaluate a taxonomy of the scholarship of educational development
- Begin to create a scholarly agenda related to your practice as an educational developer