How can educational development respond nimbly to the changing diversity of instructors' perspectives and needs? In this session, we will reflect together on 15 years of longitudinal evaluation data from a national STEM faculty training program, the Summer Institutes on Scientific Teaching. Themes include variation in program participants' incoming knowledge over time, value of measuring long-term impact of educational development training, and transparent framing of inclusive teaching pedagogy. Through scaffolded activities, participants will reflect on emerging themes from our work and develop strategies for integrating the findings and evaluation elements into their own program initiatives.
The COVID-19 crisis required faculty to transition courses online with minimal preparation time. For many, this placed them in the role of a learner as they were required to navigate new technologies and re-design courses for the new learning environment. At the semester's conclusion, faculty reflected and metacognitively processed their learning experience. Both quantitative and qualitative analysis provides information on the impact this experience had on their teaching practices and philosophy. This research required faculty to "look inward and think forward" about their teaching.
Narrative is powerful -- even in small doses. Narrative pedagogy transforms by disrupting traditional teaching practices to co-construct knowledge (Ironside 2006), which is also true in educational development. Using narrative is an inclusive and transdisciplinary approach that enables educational developers to reimagine themselves as transformative "boundary crossers" (Cruz, Manginelli, Parker, Strahlman, 2018, p. 2). This session draws upon the authors' small narrative interventions in graduate student and faculty orientations to increase participants' sense of belonging, community, and self-efficacy. Facilitators will describe and model these generalizable narrative activities, and participants will identify storytelling strategies for their unique educational development contexts.
In the midst of a global pandemic, how do we teach to the lonely, to the anxious, and to the broken?To be truly effective, the teaching and learning process must incorporate all aspects of a person: the cognitive, the socio-cultural, and the emotional. Holistic approaches to education take into account the learner's and educator's entire being, including their perceptions, their experiences, and their appreciation of beauty within the discipline. This session will explore how educational developers might help facilitate an enactment of a pedagogy of love and beauty, and how that might manifest in our physical or virtual classrooms.
Taking a step forward from CTLD's learning consultation services, National Taiwan University developed a Pre-Calculus Self-evaluation System (PCSS). It is an online learning system that allowing students to self-evaluate their Calculus ability through a set of Calculus questions before their first Calculus class in university. In the Full semester 2019, 462 students from 14 freshman Calculus courses used the system. Our preliminary study results showed that using PCSS can positively impact students' learning outcomes, especially their mid-term grades in the first semester. Moreover, students' results in PCSS provide information for instructors to make necessary teaching adjustments in the course.
BOF: What Works (or not) in Remote Faculty Development: Perspectives from Faculty & Developers (Meets 11/9 & 11/16)November 9, 2020
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?
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.
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.
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.
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