Pre-conference sessions are offered as hybrid events combining asynchronous activities and synchronous meetings. All pre-conference workshops took place in October–November 2021.
Getting Started: Workshop for New Educational Developers
POD Network Sponsored Professional Development Session
- Danny Mann, University of California – Irvine
- Catherine Haras, California State University – Los Angeles
- Carl Moore, University of the District of Columbia
- Amber Young-Brice, Marquette University
- Jim Berg, Borough of Manhattan Community College
- Deandra Little, Elon University
This interactive workshop orients new educational developers to the field. Participants will consider selected educational development research and foundational frameworks and will identify priorities for their contexts. Participants will build core skills with a DEI lens: consulting with individuals and groups; developing effective programming; and assessing work at the individual and program/center level. Participants will leave the session with a big-picture view of educational development, enhanced skills, a set of resources, and a support network to help them achieve their goals. NOTE: This session is not tailored for experienced developers nor those seeking strategies to found a center.
Peer Mentoring for Early to Mid-Career Educational Developers
POD Network Sponsored Professional Development Session
- Taimi Olsen, Clemson University
- Tazin Daniels, University of Michigan
- Esther Jordan, Kennesaw State University
- Ferlin McGaskey, University of Tennessee, Knoxville
- Emily Magruder, California State University
- Carl S. Moore, University of D.C.
- China Jenkins, Texas Southern University
- Jamiella Brooks, University of Pennsylvania
- Cait Kirby, University of Pennsylvania
- Mary Carney, University of Georgia
This four-part session offers early-career educational developers space for consultation, reflection, and relationship building. Registered participants are surveyed and grouped based on long-standing and emergent topics around job functions, professional development, career advancement, and relationship-building with particular attention to issues of diversity, equity, inclusion, and wellbeing. These topics are unpacked during the first live session with a facilitator, and expounded upon through a set of asynchronous activities over the course of two weeks. After a final live dialogue and near-peer mentoring, participants leave with an action plan and opportunities to reconnect with their group in the future.
Planning SoTL Faculty Development Initiatives During Uncertain Time
- Laura Lukes, George Mason University
- Liesl Baum, Virginia Tech University
- Ed Brantmeier, James Madison University
- Kim Case, Virginia Commonwealth University
- Dayna Henry, James Madison University
- Jessica Taggart, University of Virginia
- Melissa Wells, University of Mary Washington
- Lindsay Wheeler, University of Virginia
Are you offering or planning to offer faculty at your institution SoTL professional development programming to support them in developing their own SoTL projects? In this workshop, participants will learn common SoTL support programming models across institution types; exchange lessons learned aspirational ideas; discuss navigating new challenges during uncertain times (particularly with the upheaval of COVID-19); create/refine the strategic SoTL professional development program plan for their institution; and receive peer feedback on their plans. Participants will have access to a shared resource folder and the opportunity to participate in future peer feedback beyond the workshop/conference.
Storytelling and Meaning-Making: Educational Developers in Times of Crisis
- Jessica Raffoul, University of Windsor
- Peter Felten, Elon University
- Nancy Chick, Rollins College
- Michele DiPietro, Kennesaw State University
We will use storytelling to explore our recent experiences as educational developers. We will begin by considering how stories function, practicing with a framework for drafting stories. Between the two synchronous sessions, participants will craft their own stories of educational development in times of crisis. In session two, participants will be invited (not required) to tell their stories, and we will reflect on the experience of telling and hearing these stories. We will close with conversation about the ways we might—individually and together—use storytelling in our work and as a way to overcome and learn from crises.
Catalyzing Department-level Change at your Institution
- Sarah B. Wise, University of Colorado – Boulder
- Courtney Ngai, University of Colorado – Boulder
- Joel Corbo, University of Colorado – Boulder
Successful teaching innovations face pitfalls when their practitioners are embedded in departments that are not ready to support change. The Departmental Action Team Model provides a method for shifting cultural patterns and equipping change agents in ways that catalyze sustained, consensus-driven change. This workshop will help participants learn about the DAT Model and explore how it might be applied within their own institutions. Presenters will provide individual feedback on participant ideas and plans.
Taking Flight: Starting (or Revitalizing) a New Center for Teaching and Learning
- Brian Smentkowski, University of Idaho
- Marina Golding Smitherman, Dalton State College
- Laura Cruz, Pennsylvania State University
Whether opening a new center or revitalizing an existing one, these flipped sessions provide an opportunity to work with experienced coaches to develop short- and long-term plans to help your CTL thrive. The whole group Zoom sessions begin with activities to help participants identify resources, priorities, challenges, and opportunities. Coaches will then share strategies for conducting needs assessments, planning programming, building networks, setting goals, and cultivating a culture that supports successful teaching and learning as part of individual coaching sessions. Working with colleagues and coaches from similar institution types, participants will create action plans to define and achieve their goals.
Advancing Racial Equity Through Truth, Racial Healing & Transformation (TRHT) Campus Centers
- Tia Brown McNair, Vice President of Diversity, Equity and Student Success and Executive Director of the TRHT Campus Centers at Association of American Colleges & Universities (AAC&U)
What are promising ways for dismantling deeply held beliefs in the hierarchy of human value that fuel systemic and structural racism? What is the role of higher education in educating for democracy, advancing justice, and building equitable communities? Truth, Racial Healing & Transformation (TRHT) is a comprehensive, national and community-based process to address the historical and contemporary effects of racism and to plan for and bring about transformative and sustainable change. This facilitated discussion will highlight AAC&U’s TRHT Campus Centers, and the TRHT Framework and process to prepare the next generation of leaders in building just and equitable communities.