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.
Scholarship on the science of learning focuses on empirical research, theoretical implications, and practical applications related to how people learn and remember, particularly in the classroom. In these BoF sessions, led by educational developers with backgrounds in cognitive psychology, we will first consider what we currently know about the learning literature, including learning myths that permeate the academy, in order to help frame participants' perspectives as they attend POD sessions. In the final session, we will reconvene to share resources and discuss how we might be able to apply the science of learning to concepts encountered during the conference.
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.
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.
Teaching centers can help faculty engage in thoughtful teaching approaches by providing resources that facilitate ideation and planning around teaching and learning. Faculty often have multiple competing demands on their time; therefore, customizable templates may prove effective in supporting faculty course redesigns, particularly when rapid modifications to course design are needed. This presentation highlights an approach to scaffolding faculty engagement in course (re)design using visual organizers that guide faculty as they articulate learning outcomes, create and align learning activities and assessments, and write instructional plans. Participants will receive information and resources that will help them create templates for their settings.
MENGES AWARD RECIPIENT. This session presents faculty development strategies to transform instructors' perceptions and practices of online course design and teaching. We explore: Which methods utilized in a blended faculty learning community, categorized by the presences of the Community of Inquiry framework, had the most impact on participants' perceptions and practices of online course design and teaching? Why were these methods impactful? The answers speak to the roles that community engagement and a reflexive process of "looking inward" play in navigating personal and institutional change. Learn research-tested, practical techniques that establish Teaching, Cognitive, and Social presence to inspire teaching transformation.
Professional development is a sought after resource for faculty, both personally and professionally. However, funding for this essential support can be challenging for faculty to obtain, particularly for those that hold part-time positions, work remotely, or teach in online and hybrid modalities. Yet, this group represents the largest growing population of instructors with the least amount of support in higher education. Discover how one Midwestern institution's teaching and learning center hosted its first fully online Virtual Academic Conference, learn faculty perspectives and cost-effective strategies that informed the design, and the timely implications for educators moving towards an increasingly virtual environment.
To meet new expectations for the shift from a conventional teacher-centered method to more learner-centered teaching, coupled with the increased needs of teaching in English in a Japan university, collaboration across countries is needed. What should a good global FD program be, and how can it be assessed? This presentation will focus on the development of an FD program between Waseda University in Japan and University of Washington in the US as well as its assessment. We will describe our program and its assessment along with findings from the past two years in order to stimulate discussion regarding future development.
Female instructors are sometimes rated lower by students than their male counterparts. To examine whether this pattern is also evident for graduate teaching assistants (TAs), we analyzed evaluation data from five recent semesters, investigating whether students ascribe different values to TA behaviors based on gender of the TA. We explored correlation strength between survey questions and overall TA rating, and differences due to TA gender. Females' scores were slightly but significantly lower than for males. Student comments included more words associated with nurturing behaviors for female TAs, and fewer terms of 'general approval' as compared to male TAs .
Rapidly shifting to a remote teaching and learning environment brought questions about inclusive grading and assessment to the forefront: First, how did this transition reveal gaps and inequities in our current practices? Second, how did the shift encourage us to examine (and perhaps reset) our expectations about assessments? Third, after the immediate crisis has passed, how will we use this knowledge to inform our work to promote inclusive and equitable assessments and learning environments? This session will help participants examine ideas about assessment, discuss equitable grading practices, and plan for inclusive assessment practices in remote, hybrid, and face-to-face learning environments.