This roundtable is a place to collectively explore models of self-leadership critical to healing institutional inequities and harms laid bare during the COVID-19 pandemic. Facilitators and participants will share what we've learned from the pandemic about what we need as servant-leaders, about harmful norms to reject, and about clarified values to retain. We aim to build a peer mentoring network that honors personal storytelling and inner wisdom in pursuit of growth in self-leadership. We will collectively chart a forward-looking path that creatively responds to the changing higher education environment and that promotes equity, mindfulness, courage, creativity, and compassion.
On many campuses, a narrative of innovation as large-scale disruptions (e.g., MOOCs) has placed innovation out of reach of many centers' budgets. This interactive workshop will introduce key terminology about innovation in order to reclaim it. Participants will map their innovative practices using tools adapted from the innovation literature as a reflective exercise. We will affirm ways in which we innovate daily and use this new language to tell our innovation story.
Join us for this interactive session where participants will be introduced to the concept of wicked problems as applied to educational development. Participants will be invited to learn about and apply a critically reflective heuristic we developed to leverage their intersectional identities as educational developers in navigating wicked problems specific to their individual context. Educational developers from all institution types are welcome.
The upheaval created by the COVID-19 pandemic makes it more important than ever that educational developers advocate for effective, equitable policies and practices. Educational developers have knowledge our institutions need. And yet effective, ethical advocacy in our complex institutional settings is no easy proposition. In this highly interactive session, participants will collaboratively engage with narratives of advocacy, reflecting on and generating wisdom to apply as they work to improve practices and policies within their institutions.
Curriculum redesigns are complex endeavors. When educational developers are invited to support a unit's curricular revision, we enter a network of relationships, histories, and power structures. The success of the project depends as much on our ability to facilitate within these human dynamics as on our facility with learner-centered curriculum design. Our Center for Teaching Excellence and Office of Organizational Excellence have collaborated to develop a new model for curriculum design facilitation that strategically and systematically addresses the human dimensions of curricular change. This workshop introduces participants to key strategies for structuring and facilitating curriculum redesigns as complex change processes.
Connecting with one another in times of change and challenge is vitally important. While the literature is replete with stories of best practices and success, there is also much to be learned from how we respond to failure. We are two educational developers who embarked on a self-study of failure in our educational development practice. Our analyses led to a framework which has helped us to interpret our experiences of failure and become more nuanced in our practice. Through sharing our stories and framework, we hope to decrease the stigma around narratives of failure and help others to catalyze growth.
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.
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?
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