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
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.
While research indicates that 66 to 85 percent of students entering college have experienced a lifetime traumatic event (Read et al, 2011), we know that students have also experienced trauma through systematic oppression, lack of access to resources, and the dramatic shifts in their daily routines caused by the pandemic. This session aims to provide educators and educational developers with the knowledge and tools to recognize the effects of traumatization and develop classrooms based in trauma-informed care. We will review principles of trauma-informed instruction, practices to support students in coping with trauma, and strategies for responding to student triggers.