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.
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.
Abstract: This session focuses on directors in new-to-them places and on those seeking such positions. Professional guidance exists for entering educational development and for starting centers, but not for transitioning to new directing roles. CTL directors need both heightened self awareness and thorough understandings of their new environment. Participants will have multiple reflection guides available to prompt their thinking for both self and situational awareness. Guides are also presented for outlining strategic questions to prepare a personal gap analysis (e.g., business/technical, socio/political). Participants will use these tools to identify development foci as they aspire to new CTL director roles.
Whether stated or unstated, our Center's values shape how we treat each other, reflect our underlying assumptions about our work, and influence our priorities. Articulating these values can build a sense of stability and cohesion within our department and make our organizational culture more transparent. But how do we develop value statements that meaningfully reflect who we are? We share the processes used to articulate our unit's values and explore how they relate to other identity statements, such as vision, mission, and mandate. Participants will engage in activities to uncover values that they can adapt to their own unit.
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.
Teaching center leaders are at the forefront of shifting priorities and activities. Sector-wide and institutional changes necessitate centers to be nimble and pivot quickly in order to be successful. One key competency helping centre leaders prepare in times of major change is human resources (HR) leadership (Dawson, Britnell, & Hitchcock, 2010). We outline four critical HR leadership aspects – organizational structure, direction-setting, capacity-building, and accountability – relevant to centre leaders, and provide prompts to encourage reflection on these aspects and plan next steps.
With increasingly interconnected global higher education, the shortcomings of dominant Anglo-American models of educational development are exposed when transposed upon emergent higher education communities and global First Nations' contexts. Moreover, as educational development becomes increasingly professionalized, harmful gaps and toxic cultures arise from blind spots created by disciplinary "best-practices". This experiential session examines our profession's limitations and the potentially detrimental constraints of faculty development modes we practice on our own campuses. This session encourages strategies for more critical reflexive practices that will benefit the profession and underserved populations of faculty and students.