Storytelling is found to be an impactful tool for dialogue among faculty, students, and organizational administrators, but how can crafting narratives lead to individual reflection on one's positionality, power, privilege, history, and future? How can storytelling move from a focus on empathetic listening to reconciliation and collective action? This session equips participants in skills and theory for arts-integrated, critically reflective storytelling strategies for personal, action-oriented reflection. Participants will experience an arts-based written, embodied, and visual arts practice that move from individual reflection to meaning-making.
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.
This interactive session will focus on equipping educational developers with narrative and visual reflective practices to better empathize with and make visible the aspirations and needs of faculty in their curricula efforts. In adopting these practices, educational developers can address opportunities to foster faculty agency toward educational change and invite discussions about inclusive and learner-centered practices. Participants will engage in activities to prototype narrative-based reflections, explore research results based on these exercises, and generate approaches for implementing narrative-based reflection within their educational development practice.