In a world where STEM skills, values, and careers increasingly dominate, what methods of humanities instruction will transparently convey to students core competencies and their value? We invite humanities-based instructors and educational developers to join us to: Introductory session: Articulate core humanistic competencies, and benefits to examining pedagogy at the level of the humanitiesDuring the conference: Catalog evidence-based literature, and institutional programming, around humanities pedagogy that is shared during sessionsWrap-Up session: Identify partners and projects for continued collaboration in gathering, creating, and disseminating resources on evidence-based practices in humanities pedagogy
Many state and multi-campus systems of higher education have people responsible for professional learning across multiple campuses. We invite birds of this feather to join us on 11/9 to compare how we have spent our time in 2020 compared to 2019 and share conference plans. On 11/16, we will reconvene to share conference takeaways, including one thing that each needs help with from this group and one thing each has to offer. In between, we will facilitate a backchannel conversation about how sessions we attend speak to our work and our unique positions in educational development.
Together, we will explore the COVID-19 global pandemic as a type of macro trauma, exploring how it impacts our day-to-day lived experiences, examining trauma-informed pedagogies that support the health and well-being of students and those who teach them. Throughout the conference, participants are encouraged to utilize a trauma-informed lens to understand the content of the sessions they attend. The final wrap-up session will provide the opportunity to debrief and share our learning with one another about how a trauma-informed lens is helpful - both in the current context of COVID-19 and more broadly in the context of higher ed teaching and learning.
This group will discuss opportunities, strategies, and needs related to designing, enhancing, and optimizing remote faculty development. Our conversations will draw on the perspectives of both faculty and educational developers to address questions like: How can remote faculty development activities strengthen and build relationships both among participants and between facilitators and participants? What unexpected opportunities and challenges does a fully remote faculty developer position entail (whether supporting F2F, online, or hybrid teaching)? What new skills might be needed to adapt to fully remote faculty development? How might remote peer-to-peer professional development flourish?
Many CTLs have played essential roles in higher education as the pandemic converges with racism. Given leadership challenges, this BOF provides a place to share questions, challenges, and successes. We will reflect together and explore conference paths, to help us anticipate and plan effectively; advance community; learn and lead through shared stories; and promote positive change. We will consider how we can be a grounding factor for our institutions, share resources that help us orient, and find opportunities to ensure positive outcomes. In focusing on reviewing self and center positionality, we hope to build community among us and promote thriving.
Most campuses sponsor new faculty orientations that aspire to establish sound teaching habits among tenure-track, lecturer, and adjunct faculty—but few initiatives report a significant impact on faculty practice. Our initial BoF pre-conference conversation will bring together faculty developers to identify sessions that could yield innovative perspectives on the new faculty orientation, both as a short-term welcome and as a longer-term exploration of policies and practices to build effective faculty careers. An end-of-conference discussion will build approaches to new faculty orientation based on themes that emerged in conference sessions.
Peter Block's emphasis on authentic belonging and connectedness can inform developers' work in fostering leadership and organizational capacity. During the opening BoF session, facilitators will briefly review Block's framework and invite conversation on how these ideas might frame POD conference engagement. In the closing session, facilitators will prompt dialogue on the ways in which POD sessions engaged Block's principles and practices (e.g., nurturing an alternative future, convening meaningful conversations, and listening across differences) and how participants might apply these practices in their own work. Prior familiarity with Block's work is not required.
This session reports results of a new systematic review of articles evaluating faculty development interventions that support aspects of faculty worklife beyond teaching—here termed "holistic" faculty development—from 1980 to 2019. This is a portion of a broader study, for which 8,847 unique items were retrieved, yielding 3,051 relevant articles, of which 479 evaluated an intervention. Participants in the session will review and discuss the history represented by the results, including the goals, scope, and diversity of interventions and evaluation methods.
In this session, panelists representing broad experience in the educational development profession will offer insights from their various positions and career moves to attendees interested in entering the field. Panelists will discuss i) the rewards of a career in educational development, including advancing professional value for ourselves and colleagues; ii) similarities and differences between faculty and educational development positions; iii) strategies for job-market success and perspectives from hiring committees; and iv) the skills, knowledge, and expertise needed to successfully engage in this work. We will also explore emerging opportunities within our field.
While faculty recognize capstones as vital high-impact practices, questions linger over their purpose and the structures required to support equitable implementation. Faculty stories emerging from our multi-institutional study highlight not only the importance of institution-wide conversations that promote understanding of and investment in the capstone, but also power dynamics that deter instructors from initiating conversations about unclear goals and workload inequities. Our asynchronous, interactive session guides participants through scenarios where they navigate these tensions as an instructor, department chair, or educational developer. These storylines--drawn from our research findings--are accompanied by heuristics designed to promote significant, intersecting conversations across institutional contexts.