POD 2022 Seattle: Full Schedule

9:00am PST

First Time POD Attendees Event

If you are a first-time conference attendee (in Seattle or online), this pre-conference Zoom event is for you! The session will include welcome messages from our POD Network Presidential Team: Carol Hurney, Fran Glazer & Stacy Grooters, introductions from our Membership Committee, as well as ways you can get involved now with the POD Network. You will have the opportunity to talk in small groups with experienced conference goers who can answer your questions about the conference and the POD Network more broadly. We're all here to support your conference journey. Welcome to the POD Network!

Presenters

Elizabeth Luoma

Director, Center for Teaching and Learning, Sacred Heart University

Dr. Elizabeth "Beth" Morse Luoma is the Director of the Center for Teaching and Learning at Sacred Heart University. She also serves as Chair of the Membership Committee for the POD Network. As a Ph.D.-trained biologist with a decade of experience in educational development, Beth... Read More →

Wednesday November 9, 2022 9:00am - 10:00am PST
Online

8:00am PST

Membership Committee

Presenters

Elizabeth Luoma

Director, Center for Teaching and Learning, Sacred Heart University

Friday November 11, 2022 8:00am - 8:45am PST
Online

Committee/SIG Meeting

8:00am PST

Mindfulness and Contemplative Pedagogy SIG

Presenters

Erin Galyen

Friday November 11, 2022 8:00am - 8:45am PST
Online

Committee/SIG Meeting

9:00am PST

PDC

Presenters

Tazin Daniels

Friday November 11, 2022 9:00am - 9:45am PST
Online

Committee/SIG Meeting

9:00am PST

Small Colleges & Centers SIG

Presenters

Heeyoung Kim

Director of Faculty Development, Rider University

Friday November 11, 2022 9:00am - 9:45am PST
Online

Committee/SIG Meeting

10:00am PST

Diversity, Equity, and Inclusion Committee

Presenters

Gloria Niles

Director of Online Learning, University of Hawaiʻi System

Gloria Niles serves as the Director of Online Learning for the University of Hawai’i System. Dr. Niles has enjoyed a varied career in academia from the time she became a Doctor of Chiropractic and then added a degree in Organizational Management and later degrees in Online Teaching... Read More →

Friday November 11, 2022 10:00am - 10:45am PST
Online

Committee/SIG Meeting

10:00am PST

EPOC

Presenters

Chris Price

Friday November 11, 2022 10:00am - 10:45am PST
Online

Committee/SIG Meeting

10:00am PST

GPPD SIG

Presenters

Denise Leonard

Friday November 11, 2022 10:00am - 10:45am PST
Online

Committee/SIG Meeting

11:00am PST

Adjunct/Part-time Faculty SIG

Presenters

Patricia Guillen

Director, Instructional Services, Maricopa Community Colleges

Patricia Guillen is Director of Instructional Services at the Maricopa Center for Learning and Innovation at Maricopa Community Colleges and an Adjunct Faculty with the University of Dubuque and Glendale Community College. Her main responsibility is designing and developing professional... Read More →

Friday November 11, 2022 11:00am - 11:45am PST
Online

Committee/SIG Meeting

11:00am PST

Learning Analytics Community SIG

Presenters

Marsha Lovett

Friday November 11, 2022 11:00am - 11:45am PST
Online

Committee/SIG Meeting

11:00am PST

STEM

Presenters

Beth White

Education Manager, Oak Ridge Institute for Science and Education

I am an Education Program Manager with the Oak Ridge Institute for Science and Education (ORISE) STEM Workforce Development section. Prior to joining ORISE, I was an educational development professional and professor. I currently administer appointments for the U.S. Department of... Read More →

Friday November 11, 2022 11:00am - 11:45am PST
Online

Committee/SIG Meeting

12:00pm PST

Awards Committee

Presenters

Adrianna Streifer

Friday November 11, 2022 12:00pm - 12:45pm PST
Online

Committee/SIG Meeting

12:00pm PST

CoCreation through Partnership

Presenters

Adriana Signorini

Friday November 11, 2022 12:00pm - 12:45pm PST
Online

Committee/SIG Meeting

12:00pm PST

Equity & Education SIG

We would like to invite all POD Conference attendees to join the new Equity & Education SIG (Special Interest Group)!

The Equity & Education SIG critiques and addresses legacies of racism, colonization, oppression, privilege and power, and systemic inequity that negatively impact the experiences of students, instructors, and educational developers in higher education with the goal of changing individual and institutional practices and policies as they pertain to teaching and learning. The SIG promotes equity-mindedness as a critical, ongoing, reflective and action-oriented process of learning and practices. We ask, “how can we do better?” to inform a process toward equity work by facilitating peer mentoring, a learning community, and collaborative project work. As a member-focused SIG, distinct from a POD Governance Committee, we engage and support educational developers as they work to live up to their equity goals at their institutions as well as their own professional development.

Presenters

Christine O'Donnell

Education Program Manager, American Physical Society

Christine O’Donnell (she/her) is an Education Program Manager at the American Physical Society. Christine leads efforts to strengthen departments' abilities to recruit and retain students, implement more effective courses, and attend to equity, diversity, and inclusion (Effective... Read More →

Friday November 11, 2022 12:00pm - 12:45pm PST
Online

Committee/SIG Meeting

1:00pm PST

DRI Committee

Presenters

German Vargas Ramos

POD DRI Committee Co-Chair & POD Core Committee Member, Otterbein

German Vargas is the Website & Digital Platforms Coordinator at Otterbein University. He has a M.Ed. in Learning Media and Technologies from the College of Education at UMass Amherst, where he is also a Ph.D. student in Education.

Friday November 11, 2022 1:00pm - 1:45pm PST
Online

Committee/SIG Meeting

1:00pm PST

Earth-Centered SIG

Presenters

Bart Everson

Friday November 11, 2022 1:00pm - 1:45pm PST
Online

Committee/SIG Meeting

1:00pm PST

Scholarship Committee

The mission of the Scholarship Committee is to support the POD Network’s strategic goal of “advancing evidence-based practice” through the fostering of the development, application, and dissemination of research, scholarship, and creative works related to educational development and the membership of the POD Network.
Please join us as we explore some of our major projects - POD Speaks, POD Scholarly Reads, and more!

All are welcome, including those who are new to POD!

Presenters

Anna Flaming

Director, Center for Teaching, University of Iowa

Friday November 11, 2022 1:00pm - 1:45pm PST
Online

Committee/SIG Meeting

1:00pm PST

SoTL SIG

Moderators

Elina Salminen

Co-Chair, ISSOTL Publications Committee; Chair, POD SoTL SIG

Friday November 11, 2022 1:00pm - 1:45pm PST
Online

Committee/SIG Meeting

8:30am PST

Affinity Groups Meet-n-Greet

Do you identify yourself as a person of color or in a historically marginalized group? If yes, we would like to invite you to join the Affinity Group Meet-n-Greet Session during the POD Conference. The Affinity groups at POD provide a safe place where POD affinity group members come together and discuss topics that they identify as most pressing. We, Affinity groups, meet once a month to reflect on our experiences as educators and/or educational developers, synthesize lists of strategies for professional development and networking, build community beyond the annual POD conference, and support our growth and development within the POD Network.

In this session, we will begin with a brief introduction and history of POD affinity groups, then break down into 2 short segments for you to learn more about the individual affinity groups.

We currently have the following Affinity Groups hosting regular meetings:

Asian/Pacific Islander/Asian American/South Asian Affinity Group (Convener: Heeyoung Kim)
Black Affinity Group (Convener: Jamiella Brooks)
BIPOC Affinity Group (Conveners: Ching-Yu Huang)
Latinx/Latine/Hispanic/Latin American Affinity Group (Conveners: Carol Hernandez, Melina Ivanchikova)
2SLGBTQ+ Affinity Group (Conveners: Melina Ivanchikova, Michele DiPietro, Malia Piper)

Presenters

Tammy McCoy

TA Development and Future Faculty Specialist, Georgia Institute of Technology | Center for Teaching and Learning

Tammy M. McCoy is the TA development and Future Faculty Specialist for the Center for Teaching and Learning (CTL) at Georgia Tech. In this capacity, she works closely with graduate students and postdoctoral scholars interested in pursuing careers in college teaching through teaching... Read More →

Jamiella Brooks

Director, Student Equity & Inclusion Initiatives, University of Pennsylvania Carey Law School

Melina Ivanchikova

Associate Director, Cornell University

Carol Subiño Sullivan

Assistant Director of Teaching and Learning Initiatives, Georgia Tech, Center for Teaching and Learning

My goal is to listen closely and deeply to the educators I work with in order to understand that professional and personal context, vision, practice, and concerns and collaborate with them to identify new possibilities for creating more meaningful, satisfying, and joyful learning... Read More →

Malia Piper

Graduate Student Instructional Consultant, University of Michigan

Michele DiPietro

Executive Director, CETL, Kennesaw State University

They/them pronouns. Queer, genderqueer immigrant. Storyteller. Passionate about learning sciences, equity and justice, and the chakras

Ching-Yu Huang

Associate Director for Active Learning Initiatives, University of Georgia

Ching-Yu Huang is the Associate Director for Active Learning Initiatives at the Center for Teaching and Learning, where she oversees the development and implementation of active learning instructional development programming to build a culture of active learning in teaching and learning... Read More →

Tazin Daniels

Carol Hernandez

Monday November 14, 2022 8:30am - 9:30am PST
Online

9:30am PST

Employing Graduate Students at Centers for Teaching and Learning (CTLs)

We will engage with colleagues about how their centers envision and structure opportunities for graduate student staff in meaningful and equitable ways (e.g., responsibilities, recruitment and selection practices, training and supervision methods). We will share an overview of conversations we have already had, and invite participants to share successes and challenges with graduate student employment and brainstorm ideas for foci and questions to investigate in this ongoing work. This preliminary conversation will help us identify and recruit colleagues with whom to pursue deeper conversations and further strengthen POD connections between those of us involved in graduate student professional development.

Presenters

Ronit Ajlen

Associate Director, University of Michigan CRLT

Francesca Minonne

Boston College

I oversee programs, services, and resources for graduate students and postdocs at Boston College's Center for Teaching Excellence. I'd love to talk to others about programming for graduate student and postdocs and supervising graduate students.

Karishma Collette

Monday November 14, 2022 9:30am - 10:15am PST
Online

Birds of a Feather Session

9:30am PST

Neighborhood Networking: Reimagining Regional Educational Development Post-COVID

Are we good neighbors to educational developers in our region, area, state, or province? Have we sought to build bridges to local peers and colleagues during these challenging times? How might we reimagine and build sustainable regional networks to support change, growth, and equity in the moving landscape of higher education? This BoF session aims to engage participants in questions like these, asking those with any level of experience with regional networks, or no experience at all, to discuss and question possible new roles for these smaller networks. Come and share your questions, concerns, ideas, and critiques with like-minded colleagues.

Presenters

Mascha Gemein

Associate Professor of Practice, University of Arizona

I am a faculty member and educational developer with a focus on inclusive excellence. I combine my expertise as an international scholar, my degrees in cultural anthropology and American Indian Studies, and the scholarship of teaching and learning to help instructors implement evidence-based... Read More →

Steven Crawford

District Director, Maricopa Center for Learning & Innovation, Maricopa Community Colleges

Joshua Caulkins

Director, Center for Teaching & Learning Excellence, Embry-Riddle Aeronautical University, Prescott Campus

Monday November 14, 2022 9:30am - 10:15am PST
Online

Birds of a Feather Session

9:30am PST

Using Analytical Data to Improve Undergraduate Student Success

Institutional implementation of Learning Analytics (LA) calls for a unique intersection of skills and approaches and thoughtful management of cultural change. During this session participants will discuss how LA can play an active and collaborative role in supporting CTLs and educational developers. Furthermore, participants will have a chance to share with each other what is happening on their campuses, and identify opportunities to foster collaborations with programs that might not be considered typical partnerships for their teaching centers. Participants will also consider ways to provide LA data and support to teachers, academic support units, and program directors at their institutions.

Presenters

Christina Bifulco

Associate Director for Teaching & Learning Analytics, Rutgers University

Katherine Simeon

Senior Assistant Director, Center for Advancing Teaching & Learning Through Research, Northeastern University

Monday November 14, 2022 9:30am - 10:15am PST
Online

Birds of a Feather Session

10:30am PST

Calling All Educational Development Coaches

POD includes many members who have been formally trained as coaches by programs accredited by organizations such as the International Federation of Coaches or SHERPA Coaching. This session seeks to bring these formally trained coaches together to discuss: 1) how we are incorporating coaching into educational development programs, 2) challenges we face and have overcome in this work, and 3) how we might do a better job increasing the POD Network’s awareness and integration of the large body of literature on coaching into our educational development work. We will also discuss interest in forming a POD Special Interest Group.

Presenters

Esther Jordan

CETL-Faculty Success, Director, Kennesaw State University

Mary Carney

Director of Programming in Faculty Affairs, University of Georgia

Monday November 14, 2022 10:30am - 11:15am PST
Online

Birds of a Feather Session

10:30am PST

Re:Connect and Reflect: Using the ACE/POD Matrix

In this Birds of a Feather Session, faculty developers and center directors discuss ways to use the ACE/POD Faculty Development Center Matrix (Brown, E., Haras, C., Hurney, C., Iuzzini, J., MacGruder, E.D., Sorcinelli, M., Taylor, S., and Wright, M., 2018) as a tool to reflect on our work. Special attention will be paid to four dimensions: Scope, Audience, Content, and Reach with extending Reach as the goal. How does your center select workshops and seminars given the 1) needs of your faculty and 2) expertise of your staff? Similarly, how do you extend the reach of your center in authentic ways?

Presenters

Ted Murcray

Associate Professor, Education, California Baptist University

Ted Murcray, an education professor, speaker, former k12 teacher and school administrator, has spoken at dozens of national and regional conferences. He is currently the Director of the Teaching and Learning Center and associate professor of education at California Baptist University... Read More →

Kenneth Nehrbass

Monday November 14, 2022 10:30am - 11:15am PST
Online

Birds of a Feather Session

10:30am PST

Rethinking Student Assessment

The COVID-19 pandemic has forced many instructors to rethink how they assess student learning. Many are considering “alternative” grading methods such as specifications grading, contract grading, and ungrading. Others are grappling with novel challenges around online proctoring services. The decision to change one’s assessment practices is a challenging one, and is bound up with larger questions about the function of grades in the classroom and university. Participants in this session will discuss practices around assessment in the classroom and strategies for engaging with instructors who want to rethink their use of grades.

Presenters

Pinar Ustel

Graduate Student Instructional Consultant, CRLT

Justin Barney

Monday November 14, 2022 10:30am - 11:15am PST
Online

Birds of a Feather Session

11:30am PST

Game-Based Learning

Whether you have been implementing Game-Based Learning since the 20th century, or new to the pedagogy and just curious, join us for a playful discussion. Let's talk about what games do for learning! Let's share facilitation techniques, design methods, debrief steps, and big ideas. How can we ensure that learning games serve to promote collaboration, equity, and evidence (our POD values and priorities), rather than perpetuate barriers and isolation? If you've found that games have helped you build community in your learning environments and CTLs, we hope to hear from you. Board-gaming opportunities for the in-person conference will be shared.

Presenters

Victoria Mondelli

Founding Director, University of Missouri

Game-Based LearningAllureofplay.com

Monday November 14, 2022 11:30am - 12:15pm PST
Online

Birds of a Feather Session

11:30am PST

Making Space to Reimagine Ourselves: The Potentials of Educator ePortfolios

This Birds of a Feather proposal discusses ePortfolios, one way for educators to articulate our experiences within the academy and reconnect with our professional values and identity. ePortfolios are a popular high-impact practice that prompt creators to collect artifacts related to their experiences, reflect on those artifacts, and integrate them with their stories as learners and professionals. At the end of this session, we will invite participants to join an ongoing community of practice hosted by AAEEBL where they can develop professional ePortfolios together.

Presenters

Tracy Penny Light

Professor and Director, Leadership and Excellence in Academic Development (LEAD) Division, St. George's University

Amy Cicchino

Associate Director, Center for Teaching and Learning Excellence, Embry-Riddle Aeronautical University

I'm an educational developer with a background in writing studies and high-impact practices. I love ePortfolios, reflection, and my two dogs (Archie and Penelope)

Megan Mize

Director, ePortfolios and Digital Initiatives in the Academic Success Center at Old Dominion University (ODU). In this role, she facilitates the development of digital high impact practices which foster integrative learning and digital literacies.

Monday November 14, 2022 11:30am - 12:15pm PST
Online

Birds of a Feather Session

11:30am PST

What’s Next in Remote Faculty Development: Faculty & Developers Converse

Building upon the previously successful BoF session on this topic, this group will discuss opportunities, strategies, and needs related to designing, enhancing, and optimizing remote faculty development. We’ll share insights gained as well as experiences incurred since that session. Given that many faculty will continue to work remotely/hybrid as a ‘new normal,’ this topic remains important if we are to meet our colleagues where they are. Our conversations will draw on the perspectives of diverse participants to address relationship building and peer-to-peer professional development in the remote environment, and the opportunities & challenges of fully remote faculty development positions.

Presenters

Deena Levy

Schreyer Institute for Teaching Excellence, Ph.D., M.Ed.

William Goffe

Monday November 14, 2022 11:30am - 12:15pm PST
Online

Birds of a Feather Session

12:30pm PST

Navigating the Paradoxes of Diversity, Equity, Inclusion, and Justice Work

The past two years have transformed us as a society and as individuals, laying bare economic inequality, barriers to accessibility and inclusion, and the persistence of racism. We all know about the emotional labor involved in facilitating others’ learning in diversity, equity, inclusion, and justice, and we are now working under heightened pressure to do more with less due to increased demand and under resourcing. This session is for DEIJ facilitators who, in spite of setbacks, demoralization, and exhaustion, are still trying to strike a balance between grace and accountability, bravery and compassion, and vulnerability and boundaries.

Presenters

Jean Otsuki

Melina Ivanchikova

Associate Director, Cornell University

Monday November 14, 2022 12:30pm - 1:15pm PST
Online

Birds of a Feather Session

12:30pm PST

Re:Turn-to-Office: Re:Positioning and Re:Imagining New Educational Developers

After two-plus years of the global pandemic, returning to campus life and community can be exciting, overwhelming, and everything in between. For many new educational developers hired during the pandemic, this may be their first time working on campus after the 2020 lockdown. In this session, we invite new educational developers to discuss how we can Re:Position and Re:Imagine our roles and responsibilities as we Re:Turn-to-office. Participants are invited to share strategies for restarting momentum in new workspaces, connecting and collaborating with new/returning colleagues, and reconceptualizing the impact of ED work as we move forward together.

Presenters

Samantha Chang

Faculty Liaison, Pedagogical Support, Teaching & Learning, University of Toronto

Melissa Li Sheung Ying

Alysia Wright

Monday November 14, 2022 12:30pm - 1:15pm PST
Online

Birds of a Feather Session

1:30pm PST

GPPD Networking Hour

Grab your favorite beverage and join us for a virtual networking event! The Graduate student, Professional student, & Postdoctoral scholar Development SIG invites all graduate/professional students, postdocs, and those whose work focuses on supporting these populations to join us for a drink and conversation. Please register to join the conversation: https://bit.ly/3e0QM6J. Participants will be broken into Zoom rooms based on areas of interest indicated on the form and provided with guiding questions to kick off discussion.

Presenters

Michelle Gaston

Assistant Director, Graduate Student Development, University of Texas

Francesca Minonne

Boston College

Monday November 14, 2022 1:30pm - 2:15pm PST
Online

Committee/SIG Meeting

8:30am PST

Core Committee Meeting

This meeting is limited to Core Committee.

Wednesday November 16, 2022 8:30am - 5:00pm PST
702 (Clearwater)

Committee/SIG Meeting

1:00pm PST

Beyond student feedback: Starting a relationship-based pedagogical partnership program

Student pedagogical partnership programs are increasingly adopted in colleges and universities as a means to expand opportunities for students to offer meaningful, informed feedback to instructors. In this workshop, we share our experiences adapting a pedagogical partnership model for the needs and resources at our small public university.

Implementing and facilitating these programs come with complex challenges, which require responsiveness to evolving relationships and vulnerabilities. In this session, participants will have the opportunity to explore different design methods and structures for implementing a student-feedback program across institutional contexts, and imagine what such a program would look like at their universities.

Presenters

Clara Noomah

Instructional Designer, University of Alaska Fairbanks

Elle Fournier

Kendell Newman

Manager of Faculty Development, University of Alaska Fairbanks

I co-manage a very talented design team and collaborate with partners across the university to facilitate responsive, evidence-based, and innovative faculty development opportunities for our community. Recent projects include a semester-long Indigenizing Pedagogy program and LEAP... Read More →

Wednesday November 16, 2022 1:00pm - 4:00pm PST
605 (Snohomish)

Pre-Conference Workshop

1:00pm PST

Decision Making for Equity: A Framework towards More Equitable Outcomes

Have you ever made a professional decision and later realized it had negative unintended consequences? Have you ever observed a decision being made that excluded voices that should have been involved? Have you ever been unsure of how to effectively raise concerns about a decision being made? Workshop participants will learn the difference between inclusive decision making and decision making for equity, and how to apply a framework for more equitable decision making in their work. Participants will reflect upon professional decisions made in the past and consider how better decision making processes can be utilized in the future.

Presenters

Jeremy Harper

Interim Managing Director of the BUILD Program, Boise State University

Tasha Souza

Vice Provost, Faculty Success, Sacramento State

Wednesday November 16, 2022 1:00pm - 4:00pm PST
603 (Skagit)

Pre-Conference Workshop

1:00pm PST

Equity-Centered Community Engagement: Enacting Strategies for Justice, Solidarity, & Advocacy

Drawing from the scholarly literature of critical race theory, intercultural communication theory, and social-constructivism, this pre-conference “train-the-trainer” presentation will deconstruct normative views of “excellence” in academic-based community engagement and then reconstruct a new pedagogical paradigm of critical service-learning. Specifically, the equity-centered principles of justice, solidarity, and advocacy will be operationalized to enact a better way forward and new conceptual model to guide higher education professionals and faculty in their creation of curricular and co-curricular service-learning, activities, partnerships, collaborations, assessment, and scholarship.

Presenters

Christine Cress

Professor, PACE Program, Graduate School of Education, Portland State University

Dr. Christine Cress is Professor of Educational Leadership, Higher Education Policy, and Service-Learning at Portland State University (PSU). She received her Ph.D. from UCLA, has been a Fulbright Senior Scholar at Middle East Technical University in Ankara, Turkey, and a Visiting... Read More →

Stephanie Stokamer

Pacific University

Wednesday November 16, 2022 1:00pm - 4:00pm PST
604 (Skykomish)

Pre-Conference Workshop

1:00pm PST

Getting Started: Workshop for New Educational Developers

This interactive workshop orients new educational developers to the field. Participants will consider educational development research, foundational frameworks, and will identify priorities for their contexts. Participants will build core skills with an equity and inclusive lens: consulting with individuals and groups; developing or re-imagining effective programming; and assessing work at the individual and program/center level. Participants will leave the session with a big-picture view of educational development, enhanced skills, resources, and a support network to help them achieve their goals. NOTE: This session is not tailored for experienced developers nor those seeking strategies to found a center.

Shared Session Notes

Presenters

Carolyn Ives

Coordinator, Learning & Faculty Development, TRU

Carolyn Ives is a faculty member in the Centre for Excellence in Learning and Teaching (CELT) at Thompson Rivers University. A former English professor, her work shifted to educational development in recent years through her roles as Academic Integrity Officer and then Curriculum... Read More →

Kristi Verbeke

Director, Wake Forest University

Paul Martin

Director, Curriculum Development and Delivery, Open Learning, Thompson Rivers University

Amber Young-Brice

Assistant Professor, Marquette University

I come to educational development with a nursing background. Areas of interest and experience: consultations, coaching, workshops, course redesign, book groups, Community of Practice, orientation and onboarding of new faculty. Coordinate and teach a 5 course certificate in teaching... Read More →

Shaun Longstreet

Wednesday November 16, 2022 1:00pm - 4:00pm PST
602 (Nooksack)

Pre-Conference Workshop

1:00pm PST

Leveraging an Inclusive Professional Framework: ReImagining Personal and Organizational Transformation

Centers for Teaching & Learning are key players in institutional diversity, equity, inclusion and social justice work. This session will engage participants in Re:Imagining their work through hands-on exploration of the Inclusive Professional Framework for Faculty, a research-informed, holistic professional development model that identifies foundational equity-based competencies transferable across faculty roles. Participants will “audit” their mental models around social identities and intercultural awareness—key elements of an equity mindset. They will consider programming conducted by their centers and develop action plans to make more transparent programming decisions and identify transferable skills, supporting their faculty development of an equity mindset.

Presenters

Don Gillian-Daniel

Director of Inclusive Teaching Programming, University of Wisconsin-Madison

Jess Gregg

Associate Director, STEM Center, UCLA

Rachel Kennison

Director, CEILS, UCLA

Robin Greenler

Assistant Director CIRTL, University of Wisconsin-Madison

Part of:Center for the Integration of Research Teaching and Learning (CIRTL) - https://www.cirtl.netNSF INCLUDES Aspire Alliance - https://sites.google.com/view/aspire-alliance/aspire-home?pli=1Inclusive STEM Teaching Project - https://www.inclusivestemteaching.orgPostdoc Academy... Read More →

Wednesday November 16, 2022 1:00pm - 4:00pm PST
606 (Twisp)

Pre-Conference Workshop

1:00pm PST

Toward Racial Justice: Disrupting Cultures of Whiteness in Educational Development

This pre-conference session answers Brooks’, Dwyer’s, & Rodriguez’ call for educational developers to “engage in critical reflection upon their own profession to avoid perpetuating racism, colonization, and oppression in the academy” (2022). Facilitators -- a cis-gendered African American woman DEI consultant and faculty developer, a cis-gendered Chicana sociologist of racism and center fellow, and a cis-gendered White center associate director -- will guide participants through practices specifically developed for white educational developers to interrogate whiteness and racism in their centers. Collectively, we will think through short and long term strategies for redress and repair, and conditions and resources needed for success.

Presenters

Rose Buckelew

Whitney Peoples

Dorothe Bach

Wednesday November 16, 2022 1:00pm - 4:00pm PST
601 (Hoh)

Pre-Conference Workshop

7:00am PST

Running

Lace up those sneakers and stretch your legs before a full day of conference sessions. Meet in the Hyatt Lobby for a 3- or 4-mile route through Downtown Seattle. Find the planned routes on RunGo by searching for "POD Run."

Running Captain: Kate Williams

Presenters

Kate Williams

Assistant Director, Center for Teaching and Learning, Georgia Institute of Technology

An industrial-organizational psychologist with 20 years of experience on a variety of college campuses as department head, faculty member, and student affairs professional, I now lead the teaching certificate programs for graduate students and postdoctoral scholars and coordinate... Read More →

Thursday November 17, 2022 7:00am - 8:00am PST
Regency Lobby

8:00am PST

Child Care Room

Thursday November 17, 2022 8:00am - 8:00pm PST
705 (Palouse)

8:00am PST

Lactation Room

Thursday November 17, 2022 8:00am - 8:00pm PST
704 (Newaukum)

8:00am PST

Quiet Room

Thursday November 17, 2022 8:00am - 8:00pm PST
706 (Pilchuck)

8:30am PST

Core Committee Meeting

This meeting is limited to Core Committee.

Thursday November 17, 2022 8:30am - 5:00pm PST
702 (Clearwater)

Committee/SIG Meeting

9:00am PST

Directors as Catalysts: Transformative Pathways for Center and Professional Growth

Directing Centers for Teaching and Learning demands flexibility, strategy, and the ability to tell meaningful stories about the data and information you gather and analyze. Join experienced directors for a session that uses dynamic small group exercises to introduce tools and approaches that will help you unleash your catalytic power as a new or aspiring center director. In the course of our time together you will brainstorm how to advance your center’s mission in alignment with institutional priorities, and develop an evidence-informed narrative.

Presenters

Angela Rasmussen

Teaching and Learning Center Director, Spokane Community College

By training, I am an English instructor, but my passion is student learning. I have explored that goal in a variety of ways - through interdisciplinary team teaching, centering courses on pop culture, developing a College Success course, and most recently, building a Teaching and... Read More →

Angela Linse

Assoc Dean & Executive Director, Pennsylvania State University (Penn State)

I am the head of Penn State's Center for Teaching and Learning, the Schreyer Institute for Teaching Excellence. I've been in this position for more than 15 years. Our center has a primary strategic goal to center issues of equity and inclusion in our work. This includes ensuring... Read More →

Victoria Mondelli

Founding Director, University of Missouri

Game-Based LearningAllureofplay.com

Julia K Metzker

Director for the Washington Center for Improving Undergraduate Education, The Evergreen State College

Julia Metzker believes in the power of a liberal arts education to transform individuals and heal communities.She has experience in many aspects of building effective learning environments and assessing student growth. Julia is thrilled to be able to continue this work as the Director... Read More →

Thursday November 17, 2022 9:00am - 12:00pm PST
605 (Snohomish)

Pre-Conference Workshop

9:00am PST

Getting Started: Workshop for New Educational Developers

Presenters

Carolyn Ives

Coordinator, Learning & Faculty Development, TRU

Kristi Verbeke

Director, Wake Forest University

Paul Martin

Director, Curriculum Development and Delivery, Open Learning, Thompson Rivers University

Amber Young-Brice

Assistant Professor, Marquette University

Shaun Longstreet

Thursday November 17, 2022 9:00am - 12:00pm PST
602 (Nooksack)

Pre-Conference Workshop

9:00am PST

I love my job: But what's next?

The primary goal of this pre-conference workshop is to guide participants through the process of creating a specific, reasonable, and aspirational career plan. Individuals will reflect upon their values, goals, interests, career self-efficacy, and professional identity. We will reframe the “great resignation” as the “great aspiration”. Participants will identify how they can find meaningful and flexibility work in their next leadership opportunity. Tips for working with search firms will be discussed, as well as information from top search firms revealing what they are looking for in the next generation of academic leaders.

Presenters

Rebecca Campbell

Professor, New Mexico State University

Gypsy Denzine

Professor of Educational Leadership and Higher Education Leadership Coach, Virginia Commonwealth University

Thursday November 17, 2022 9:00am - 12:00pm PST
604 (Skykomish)

Pre-Conference Workshop

9:00am PST

Leveraging an Inclusive Professional Framework: ReImagining Personal and Organizational Transformation

Presenters

Don Gillian-Daniel

Director of Inclusive Teaching Programming, University of Wisconsin-Madison

Jess Gregg

Associate Director, STEM Center, UCLA

Rachel Kennison

Director, CEILS, UCLA

Robin Greenler

Assistant Director CIRTL, University of Wisconsin-Madison

Thursday November 17, 2022 9:00am - 12:00pm PST
603 (Skagit)

Pre-Conference Workshop

9:00am PST

Re:Claiming Joy: A Transpersonal Approach to Overcoming Burnout

It's no secret that many teachers in higher education feel disengaged (McClure and Fryar, 2022) and burnt out (Lederman, 2022). As we re:imagine, re:connect and re:start, this workshop takes a transpersonal approach to faculty restoration by using intention, mindfulness, and compassion to align our actions to values, meet our own needs, interrogate beliefs, and hold boundaries. Using mindfulness-based practices and guided reflection, participants will re-envision how life in higher education can look and feel. We will open our awareness to new possibilities that be difficult to see in a state of limited self-conception (Friedman, 2013).

Presenters

Joelle Adams

English Professor, Santa Monica College

Thursday November 17, 2022 9:00am - 12:00pm PST
607 (Wishkah)

Pre-Conference Workshop

9:00am PST

Ready, Set, Reconnect: Engaging Faculty to Reimagine and Lead Change

In this workshop, we explore a powerful model (Symposium) for engaging faculty in campus initiatives and supporting them in taking a more active role during times of change. We have used symposia successfully to broaden faculty participation in change initiatives, subsequently connecting this work to what matters most for faculty and providing avenues for more inclusive collaboration across disciplines and divisions. Much of the workshop will be devoted to helping participants (1) identify areas where they can lead change on their campuses and (2) develop a draft plan for using symposium to increase faculty engagement in these efforts.

Presenters

Denise Domizi

Director of Faculty Development, University System of Georgia

Faculty Development, Scholarship of Teaching and Learning, USG Chancellor's Learning Scholars. TiLT.

Marina Smitherman

Director, Center for Excellence in Teaching & Learning, Chair, Department of Life Sciences, Professor of Biology, Dalton State College

Educational Development, Organizational Development, Change Management, Launching or Revitalizing Developing Undergraduate Research Programs, LEAP, Transparency in Learning & Teaching.

Rod McRae

Assistant Provost – Faculty Development, Middle Georgia State University

Thursday November 17, 2022 9:00am - 12:00pm PST
608 (Wynoochee)

Pre-Conference Workshop

9:00am PST

Reimagining our center through an inclusive, holistic, community-building visioning process

During the pandemic, many centers struggled—burnout, meaninglessness, uncertainty. A visioning process helped our center rediscover our identity and purpose. Unsatisfied with corporate models, we modified them to fit our context, incorporating insights from historically marginalized voices. The result was an inclusive, bottom-up, holistic process. We have used the process for our own organizational identity statements (mandate, vision, mission, and values), as well as to guide other academic units in their own visioning process. In this interactive pre-conference workshop, participants will experience the key steps of the process and discuss adaptations to their institutional context.

Presenters

Michele DiPietro

Executive Director, CETL, Kennesaw State University

They/them pronouns. Queer, genderqueer immigrant. Storyteller. Passionate about learning sciences, equity and justice, and the chakras

Thursday November 17, 2022 9:00am - 12:00pm PST
606 (Twisp)

Pre-Conference Workshop

9:00am PST

Toward Racial Justice: Disrupting Cultures of Whiteness in Educational Development

Presenters

Rose Buckelew

Whitney Peoples

Dorothe Bach

Thursday November 17, 2022 9:00am - 12:00pm PST
601 (Hoh)

Pre-Conference Workshop

12:30pm PST

Affinity Group Meet-n-Greet

The POD Network is pleased to invite your participation in the 2022 POD Network Conference Affinity Group meetings.

Do you identify yourself as a person of color or in a historically marginalized group? If yes, we would like to invite you to join the Affinity Group Meet-n-Greet Session during the POD Conference. The Affinity groups at POD provide a safe place where POD affinity group members come together and discuss topics that they identify as most pressing. We, Affinity groups, meet once a month to reflect on our experiences as educators and/or educational developers, synthesize lists of strategies for professional development and networking, build community beyond the annual POD conference, and support our growth and development within the POD Network.

In this session, we will begin with a brief introduction and history of POD affinity groups, then break down into 2 short segments for you to learn more about the individual affinity groups.

We currently have the following Affinity Groups hosting regular meetings:

Asian/Pacific Islander/Asian American/South Asian Affinity Group (Convener: Heeyoung Kim)
Black Affinity Group (Convener: Jamiella Brooks)
BIPOC Affinity Group (Conveners: Tammy McCoy, Carol Hernandez, Ching-Yu Huang)
Latinx/Latine/Hispanic/Latin American Affinity Group (Conveners: Melina Ivanchikova, Carol Hernandez, Carol Subiño Sullivan)
2SLGBTQ+ Affinity Group (Conveners: Melina Ivanchikova, Michele DiPietro, Malia Piper)

Presenters

Tammy McCoy

TA Development and Future Faculty Specialist, Georgia Institute of Technology | Center for Teaching and Learning

Jamiella Brooks

Director, Student Equity & Inclusion Initiatives, University of Pennsylvania Carey Law School

Melina Ivanchikova

Associate Director, Cornell University

Heeyoung Kim

Director of Faculty Development, Rider University

Carol Subiño Sullivan

Assistant Director of Teaching and Learning Initiatives, Georgia Tech, Center for Teaching and Learning

Malia Piper

Graduate Student Instructional Consultant, University of Michigan

Michele DiPietro

Executive Director, CETL, Kennesaw State University

They/them pronouns. Queer, genderqueer immigrant. Storyteller. Passionate about learning sciences, equity and justice, and the chakras

Ching-Yu Huang

Associate Director for Active Learning Initiatives, University of Georgia

Tazin Daniels

Carol Hernandez

Thursday November 17, 2022 12:30pm - 1:45pm PST
602 (Nooksack)

2:00pm PST

Career Moves: Preparing Yourself for Work That Matters

In this interactive 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 facilitate conversations on 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.

Shared Session Notes

Presenters

Kristin Rudenga

University of Notre Dame

Victoria Mondelli

Founding Director, University of Missouri

Game-Based LearningAllureofplay.com

Denise Leonard

Thursday November 17, 2022 2:00pm - 2:45pm PST
607 (Wishkah)

Committee/SIG Session

2:00pm PST

A CDI facilitator training to promote racial equity and justice

Course Design Institutes (CDIs) are well-established components of the educational development toolkit. CDIs promote learning-centered course design and inclusive practices, but they do not always explicitly commit to equity, justice, and anti-oppressive pedagogical practices. Reflecting upon the ways educational development has ignored and perpetuated racism and oppression, our CTL has redesigned its CDI to center racial equity and justice. This session introduces participants to an equitable course design framework and a CDI facilitator training that were created to equip faculty and educational developers to center racial equity and justice in their course design and facilitation practices, respectively.

Shared Session Notes

Presenters

Adriana Streifer

Assistant Professor, University of Virginia, Center for Teaching Excellence

Rose Buckelew

Thursday November 17, 2022 2:00pm - 2:45pm PST
602 (Nooksack)

Interactive Session

2:00pm PST

Asset-Based Educational Development: Empowering Faculty and Students in Collaborative Programming

In Summer 2021, the Center for Teaching and Learning reimagined faculty development programming to meet better the evolving needs of our faculty and students seeking more meaningful connections and dialogue about teaching. This session will describe our program (Summer C.A.M.P. - Collaborating to Advance Meaningful Partnerships) that intentionally honors faculty strengths and students' voices, supports goal-focused work within interdisciplinary faculty cohorts, and infuses the students as partners model. Participants will learn about the program's structure, challenges, and successes and consider how to incorporate elements into their context.

Shared Session Notes

Presenters

Erin Whitteck

University of Missouri St. Louis

Thursday November 17, 2022 2:00pm - 2:45pm PST
707 (Snoqualmie)

Interactive Session

2:00pm PST

Choose Your Own Adventure! A Gamified Professional Development

As educational developers, we have developed a variety of offerings to provide training and development to support faculty. The topics of these offerings can range from effective teaching strategies to technology usage, to pedagogy. Although traditional training methods such as lectures and workshops are still valuable, a new way to increase faculty engagement can be developed using gamification. This session will focus on a gamified professional development experience specifically engaging first time teaching faculty at the institution. Participants will be able to engage in a similar gamified experience used to create this professional development.

Shared Session Notes

Presenters

Heather Rozar-Bergmann

Associate Director, RCTLE, Embry Riddle Aeronautical University-Worldwide

Angela Atwell

Thursday November 17, 2022 2:00pm - 2:45pm PST
701 (Clallum)

Interactive Session

2:00pm PST

Informative Evaluation - Identifying impact of programs on different faculty-groups

Often, a subset of faculty are deeply engaged with professional development sessions that focus on teaching. The evaluation responses of these faculty provide limited information about the larger group of faculty who rarely engage in professional development. We describe our integration of data tracking previous participation with qualitative and quantitative evaluation data to identify the types of programming that are most impactful for faculty with different levels of past engagement. We discuss key outcomes from this evaluation and applications to other settings. Attendees will learn an approach to program evaluation that can be applied broadly and results in actionable findings.

Shared Session Notes

Presenters

Betsy Barre

Executive Director, Center for the Advancement of Teaching, Wake Forest University

Karen Singer-Freeman

Director of Research, Wake Forest University

I am the Director of Research in the Center for the Advancement of Teaching at Wake Forest University. My research examines educational interventions that support the academic success of underserved students. Previously, I served as the Director of Academic Planning and Assessment... Read More →

Anita McCauley

Associate Director, Curriculum Development and Assessment, Wake Forest University

Thursday November 17, 2022 2:00pm - 2:45pm PST
601 (Hoh)

Interactive Session

2:00pm PST

Leveraging the Diversity of Your Institution to Drive Your Programming

How can we support faculty development when resources are scarce and knowledge and skills are distributed among diverse stakeholders? This interactive session explores how small centers with little funding can create faculty development programs that leverage resources in large decentralized institutions. We share research from an ongoing collaborative program designed as a series of sessions offered by experts across the university and incentivized through a certificate of completion. Participants will be prompted to define program competencies, conduct an inventory of available resources, and consider how to assemble programming into a cohesive series.

Shared Session Notes

Presenters

Christina Bifulco

Associate Director for Teaching & Learning Analytics, Rutgers University

Chris Drue

Associate Director of Teaching Evaluation, Rutgers

Thursday November 17, 2022 2:00pm - 2:45pm PST
703 (Hoko)

Interactive Session

2:00pm PST

Reinvigorating Anti-racist Action through White Accountability Groups

White accountability groups are courageous spaces where people commit to examine their beliefs and actions in order to better enact anti-racist values back out in their cross-racial contexts. Beginning in January 2021, we formed such a group across three different institutions, meeting every 2 to 3 weeks for an hour. We shared pathways and pitfalls of disclosure, backlash for DEI work, and using white privilege on behalf of parents of color. Join us to share strategies for building trust, and to have structured time and space articulate your own anti-racist goals and concrete objectives for personal and professional action.

Shared Session Notes

Presenters

Roben Torosyan he/his

Senior Associate Director for Assessment, Northeastern University

Appreciative anti-racist inquiry. Center impact. Time. Feedback. Integrating human flourishing. Facilitating transformation.

Meghan McCoy

Michele DiPietro

Executive Director, CETL, Kennesaw State University

They/them pronouns. Queer, genderqueer immigrant. Storyteller. Passionate about learning sciences, equity and justice, and the chakras

Thursday November 17, 2022 2:00pm - 2:45pm PST
605 (Snohomish)

Interactive Session

2:00pm PST

TILTing Research Assignment Re:Design for Equity: Strategies for Developers

Our session will model equity-focused strategies that we, a team of academic librarians, have used with instructors to re:design research assignments, and which developers can also use in their work with instructors. After a brief overview of how research assignments may contribute to equity gaps, participants will be guided through two activities developers can use to help instructors identify what students need to know to be successful on these assignments and how to use the Transparency in Learning and Teaching (TILT) framework to assess and redesign assignments to support more equitable outcomes.

Shared Session Notes

Presenters

Amanda Folk

Head, Teaching & Learning, The Ohio State University Libraries

Jane Hammons

Teaching and Learning Engagement Librarian, Ohio State University

Hanna Primeau

Instructional Designer, The Ohio State University Library

Katie Blocksidge

Library Director, The Ohio State University at Newark/Central Ohio Technical College

Thursday November 17, 2022 2:00pm - 2:45pm PST
603 (Skagit)

Interactive Session

2:00pm PST

Towards a Relationship-Rich Education: Improving Culture, Student Success, & Faculty Development

For many institutions, Leo Lambert and Peter Felten’s 2020 book, Relationship Rich Education was exactly the right book for the right time. It was published during the pandemic and offered many ways for colleges to reconnect to a physical place after a period of remote learning where faculty, staff and learners felt isolated and siloed. In this session, faculty developers share how a Relationship-Rich Education was a call to action—using it to frame retention and persistence plan, how it is being used to rebuild culture as well as improving teaching and learning.

Shared Session Notes

Presenters

David Humphreys

CTL Director, Assistant Professor, Southern New Hampshire University

Lynn Murray-Chandler

AVP, Learner Engagement and Academic Innovation, SNHU

Thursday November 17, 2022 2:00pm - 2:45pm PST
606 (Twisp)

Interactive Session

2:00pm PST

High Burnout, Low Turnout: Re-imagining Learning Communities for Inclusive Teaching

To promote greater inclusivity within DEI programming, we developed inter-rank, community-led learning communities supported by a POD mini-grant. We invited graduate students, postdoctoral scholars, and faculty to facilitate and/or participate in inclusive teaching learning communities with varying topics (e.g., anti-racist pedagogy, trauma-informed pedagogy) and formats. Despite benefits for our trained facilitators, we struggled in recruiting and retaining participants. We will discuss strategies for encouraging greater participation in DEI programs, in the context of COVID-19 burnout and exhaustion. How can we reconnect with and re-energize our campus communities? How do we re-imagine programming to turn out the ‘burned out’?

Shared Session Notes

Presenters

Ashley Hooper

Danny Mann

Director of Graduate Student & Postdoctoral Scholar Instructional Development, University of California, Irvine

Andrea Aebersold

Director, Faculty Instructional Development, UC Irvine

Thursday November 17, 2022 2:00pm - 2:45pm PST
702 (Clearwater)

Roundtable Discussion

2:00pm PST

Reimagining Assessment: Starting with Inclusion and Equity in Organizational Development

In Fall 2022, The Ohio State University will implement a new undergraduate general education curriculum that centers the use of ePortfolios. We are preparing to support this implementation through instructor development and research and assessment initiatives. We hope to learn from others with similar experiences. This roundtable will engage attendees in conversation about how educational developers: (1) ask appropriate questions of ourselves, instructors, and students, (2) prepare to gather useful data so that we can successfully socialize a campus-wide initiative in an era of change fatigue, and (3) leverage antiracist and critical perspectives to promote more equitable policies and practices.

Shared Session Notes

Presenters

Laura Struve

Teresa Johnson

High-Impact Curriculum Expert, The Ohio State University

I have been in Ed. Development for 15 years and have come to POD every year, except the year my daughter was born and I wasn't ready to travel with a 5 week-old! I love thinking about how curricula and co-curricular programming come together to help us educate students. I facilitate... Read More →

Matthew Van Jura

The Ohio State University

Missy Beers

Thursday November 17, 2022 2:00pm - 2:45pm PST
604 (Skykomish)

Roundtable Discussion

2:00pm PST

Concentric Reflecting Teams: Team-based Knowledge Construction and Meaning Making

Concentric reflection teams is an authentic learning activity that combines a Re: Imagining of clinical reflecting teams. Participants are invited to bring diverse ways of knowing to bear on a shared teachable moment that they view in the session, thus creating space for participants to Re.Connect with colleagues on their team and among the whole group. Each group’s reflections add to collective, deeper, more inclusive, and holistic sense-making of the teachable moment. This activity can be used by faculty developers and faculty alike and has implications for multiple uses.

Shared Session Notes

Presenters

Dana Grossman Leeman

Senior Associate Director, Center for the Enhancement of Learning and Teaching, Tufts University

I came to educational development after a 32-year career as a clinical social work educator and Associate Dean for Online Education. My areas of interest are experiential and engaged learning approaches. I am always excited to talk about teaching, all kinds of creative and dynamic... Read More →

Thursday November 17, 2022 2:00pm - 2:45pm PST
608 (Wynoochee)

Workshop-in-a-Box

3:00pm PST

The GPPD Showcase: Re:Connecting Pedagogy and Professional Development

The 6th Annual GPPD Showcase features programs chosen for innovation, effectiveness, creative use of resources, and transferability from a range of institution types and sizes. Participants will “Re:Imagine” and “Re:Connect” in conversations with presenters about successful support and training programs for grad students. During timed mini-sessions, participants will rotate to table presenters, who will share programs supporting graduate and professional students and provide a handout that describes the objectives, implementation, and use of resources. At the end of the session, participants will have the opportunity to reflect upon the presentations to "Re:Start" as they consider program transferability.

Featured Programs

The Future Educators Academy: A Hybrid, Multi-Mentor Approach to Supporting Graduate Teaching Assistants
Eric Belt, EdD, Senior Academic Innovation Specialist, Faculty Center for Teaching and Learning, University of Maryland, Baltimore
Erin Hagar, Senior Instructional Designer, Faculty Center for Teaching and Learning, University of Maryland, Baltimore

Bass Digital Education Fellowship
Hugh Crumley, PhD, Assistant Dean for Academic Affairs, Duke University Graduate School
Sophia Stone, EdD, Senior Consultant, Duke Learning Innovation

Louisiana Scicomm Summit by Graduate Students for Graduate Students
Aimee Hollander, PhD, Director of Center for Teaching Excellence, Nicholls State University
Dani Dilullo, Director of Education and Outreach, Louisiana Sea Grant

Certificate of Practice in University Teaching
Jennifer Imamura, Program Manager for Graduate Teaching, Center for Teaching, Learning, and Outreach, Caltech

Reimagining Pedagogy Training for Access and Equity through Hybrid Programming
Hee Eun Kwon, Graduate Teaching Consultant, Teaching + Learning Commons’ Engaged Teaching, University of California, San Diego
Erilynn Heinrichsen, Assistant Director, Teaching + Learning Commons’ Engaged Teaching, University of California, San Diego

Asynchronous Online TA Orientations: Promoting Engagement with Scenario-Based Immersive Experiences
Glenn Wright, Director, Graduate School Programs, Syracuse University

Shared Session Notes

Presenters

Michelle Gaston

Assistant Director, Graduate Student Development, University of Texas

Ashley Harlow

Coordinator of Faculty and Graduate Student Development, University of Georgia

I am passionate about creating both inclusive and equitable learning environments in higher education classrooms.

Thursday November 17, 2022 3:00pm - 3:45pm PST
608 (Wynoochee)

Committee/SIG Session

3:00pm PST

Advancing Inclusion, Internationalization, Diversity, and Equity through Collaborative Faculty Development

Students deserve inclusive and empowering spaces to engage in high-quality learning experiences. Addy proposed that faculty “take ownership in educating a diverse group of learners” (2021), to fulfill missions of teaching and learning. In this session, leaders of a teaching and learning center reflect on the “good, bad, and the ugly” of their recent experiences collaborating with campus partners to facilitate a professional educational development program designed to advance inclusion, internationalization, diversity, and equity, as they re-imagine future interdisciplinary learning communities. Participants will leave this interactive session with ideas to advance inclusive pedagogy in their own campus communities.

Shared Session Notes

Presenters

Matthew Garrett

Director, University Center for Innovation in Teaching and Education; Professor, Music Education, Case Western Reserve University

Hi all! My name is Matthew Garrett (he/him) and I am a professor of music education and director of our campus teaching and learning center, UCITE (University Center for Innovation in Teaching and Education). Our center's mission is to "empower people to learn," and we endeavor to... Read More →

Jennifer Hadingham

Assistant Director, UCITE, Case Western Reserve University

Thursday November 17, 2022 3:00pm - 3:45pm PST
702 (Clearwater)

Interactive Session

3:00pm PST

Collaborating with Faculty to Assess an Institutional Social Justice Outcome

A new Equity and Social Justice college-level learning outcome provided an opportunity (and demonstrated a need) to reimagine the way our college approached Assessment, moving from an endeavor that placed a heavy workload on department chairs and rarely involved adjunct faculty to one focused on collaboration and learning, facilitated by our center for teaching and learning.

In this session, participants will work through the initial steps of this process (defining the outcome and piloting a rubric), discuss facilitating faculty conversations around the learning outcome and connecting the Assessment process to professional learning, and brainstorm opportunities to engage students.

Shared Session Notes

Presenters

Heather Mayer

Associate Dean of Teaching and Learning, Everett Community College

David Owens

Instructional Designer, Everett Community College

Thursday November 17, 2022 3:00pm - 3:45pm PST
607 (Wishkah)

Interactive Session

3:00pm PST

Decolonizing Academic Integrity

Participants in this session are encouraged to question the process of academic integrity policy creation and application. Academic integrity is typically the product of westernized and colonizing institutions rather than an equity-minded relational system designed to foster ownership of, and integrity within, the learning process. A decolonizing reflection affords educational developers the opportunity to champion more equitable academic integrity. We will strategize means to encourage our faculty and administrative colleagues to move away from making education a demonstration (and then enforcement) of disciplinary, intellectual, and dominating cultural norms of post-secondary education institutions.

Shared Session Notes

Presenters

Carolyn Ives

Coordinator, Learning & Faculty Development, TRU

Paul Martin

Director, Curriculum Development and Delivery, Open Learning, Thompson Rivers University

Shaun Longstreet

Thursday November 17, 2022 3:00pm - 3:45pm PST
602 (Nooksack)

Interactive Session

3:00pm PST

Re-inhabiting and re-thinking learning spaces for engagement and inclusion

Though the senses and the spaces in which we teach and learn may feel beyond the purview of instructional design, in fact, classrooms and the bodies that inhabit them impact learning in significant ways. How might we re-inhabit, re-think, and leverage this “physical context of learning” (Huse, 2005) toward inclusion and engagement? This session presents outcomes of a learning community centered on emplaced and embodied instructional practices as a context and provocation for collective exploration. Participants will experience and reflect on evidence- and experience-based possibilities for intentionally engaging the senses, physical spaces, and objects in instructional design and educational development.

Shared Session Notes

Presenters

Caitlin DeClercq

Thursday November 17, 2022 3:00pm - 3:45pm PST
708 (Sol Duc)

Interactive Session

3:00pm PST

Re:Thinking Virtual Faculty Learning Communities

Kickstarted with a POD Early Researcher Grant in 2016 and subsequent Research Grant in 2017, Virtual Faculty Learning Communities (V-FLC) have become a staple offering at our center. Since their inception, times and conditions have changed but the idea of reconnecting with colleagues, specifically remote colleagues remains at the heart of these V-FLC experiences. In this session, participants will explore the value and flexibility of V-FLCs by reviewing the development process, analyzing the concept of community, and scrutinizing the impact of size on a V-FLC. Participants will also leave with access to a framework for creating Virtual Faculty Learning Communities.

Shared Session Notes

Presenters

Angela Atwell

Thursday November 17, 2022 3:00pm - 3:45pm PST
701 (Clallum)

Interactive Session

3:00pm PST

Redesigning BioCalculus using the Preparation, Engagement, and Application (PEA) Framework

UC Irvine, CSU Fullerton, and CSU Fresno were awarded a California Learning Lab grant to develop a curricular framework to address opportunity gaps in BioCalculus. The framework consists of preparation, engagement, and application, including building community and preparing students for BioCalculus and beyond. The curricular redevelopment is a collaboration between math and biology faculty and includes pedagogical training and support. The goal is to create an open educational resource curricular package centered around active and collaborative learning. In this session, we will outline project components, highlight our progress, and facilitate discussion around evidence-based approaches to re:imagine interdisciplinary curricular redesign.

Shared Session Notes

Presenters

Matthew Mahavongtrakul

Thursday November 17, 2022 3:00pm - 3:45pm PST
606 (Twisp)

Interactive Session

3:00pm PST

Reimagining and Adapting Concierge Support for Evolving Educational Development Contexts

The Concierge Model encompasses a four-step process and 9 Keys that offer strategies for course/academic program design. Using a case example, facilitators describe how a concierge approach informs faculty support and course/activity-level refinement, and how the model can be reimagined to apply to other areas of educational development (i.e. creating faculty development opportunities and working with campus stakeholders/collaborators). The session culminates with participants generating adaptations of the Concierge Model that apply well to the challenges experienced in their work as educational developers, particularly as we navigate the variable requirements associated with our current pandemic/endemic environment.

Shared Session Notes

Presenters

Bonnie Mullinix

Co-President & Sr. Educational Development Consultant and Researcher, Jacaranda Educational Development, LLC

Dr. Bonnie Mullinix has worked as an educator for 30+ years in domestic and international educational settings with learners ranging from toddlers to adults. She has served as founding director/designer for two+ Centers for Teaching and Learning and taught in undergraduate, liberal... Read More →

David McCurry

Co-President & Sr Researcher, Jacaranda Educational Development, LLC

David McCurry is the Co-President (with wife Dr. Bonnie Mullinix), and Senior Researcher for Jacaranda Educational Development. He is a former Fulbright Scholar (Malawi, 1988-91) and US Peace Corps Volunteer (The Gambia, 1980-83). His career spans over four decades in educational... Read More →

Casey Carroll

Instructional Designer, University of South Carolina

Penny Edwards

Faculty Development Program Manager, UofSC School of Medicine Greenville

Thursday November 17, 2022 3:00pm - 3:45pm PST
703 (Hoko)

Interactive Session

3:00pm PST

There is No Template: Re:Framing Professional Development as PBL

In this session, we will discuss how to cultivate a Project-Based Learning (PBL) approach to professional development. The first half of the session will focus on applying PBL best practices to professional development. Five higher education leaders will share how the framework operates across a range of institutional contexts (small private engineering school, large research-intensive minority-serving university, and minority-serving community college). In the second half of the session, attendees will nominate problems of practice. Together, we will trace these potential barriers through the framework and discuss potential strategies for addressing them.

Shared Session Notes

Presenters

Samantha Shields

Instructional Consultant, Texas A&M University

Dr. Samantha “Sam” Shields currently works as an Instructional Consultant in Texas A&M University’s Center for Teaching Excellence, where her main role is facilitating the Program (Re)Design process with programs interested in taking a deep dive into their existing curriculum... Read More →

Michael Reese

Associate Dean, Academic Affairs, Bellevue College

Kris Wobbe

Director, CPBL, WPI

Kristin Wobbe is director of WPI’s Center for Project-Based Learning. She has used projects in biochemistry courses, and directed WPI's project-based first year program for 12 years. Her teaching awards include the Moruzzi Prize for Innovation in Undergraduate Education, and she... Read More →

Kimberly LeChasseur

Senior Research and Evaluation Associate, WPI

As a Senior Research & Evaluation Associate with the Center for Project-Based Learning, Kimberly LeChasseur focuses on what we know about the value of project-based learning, both here at WPI and at other colleges and universities where the Center is facilitating professional learning... Read More →

Irene Shaver

Thursday November 17, 2022 3:00pm - 3:45pm PST
707 (Snoqualmie)

Interactive Session

3:00pm PST

Who Cares for Faculty? Reimagining Support for Faculty in Crisis

Most universities have “Care Teams” to help struggling students identify and access support resources, but students aren’t the only ones struggling in post-pandemic higher education. As we "re:imagine, re:connect, and re:start," we should consider support structures for faculty in crisis. Many faculty were struggling pre-pandemic, but pandemic-related challenges have made life in the academy daunting at best and untenable at worst. This session explores Faculty Care Teams as structures that might serve as an effective intersection where faculty development entities, along with other institutional resources, could assist and support faculty in crisis.

Shared Session Notes

Presenters

Shawnalee Whitney

Vice Provost for Faculty Success, University of Alaska Anchorage

I lead a blended center that includes educational/faculty development, instructional design, and support of academic technologies. We're housed in the Office of Academic Affairs and are generally grouped around things that contribute to Faculty Success. My interests include effective... Read More →

Thursday November 17, 2022 3:00pm - 3:45pm PST
601 (Hoh)

Interactive Session

3:00pm PST

Re:Imagining Educational Development Opportunities for STEM Lab Instructors

STEM educators have increasingly moved to transform their traditional lab courses that focus on reinforcing classroom instruction to those that focus on scientific inquiry and research practices. To better support STEM lab instructors in developing these research-based or inquiry-based lab courses, educational developers could benefit from leveraging cross-institutional experience and expertise to generate more effective approaches to support lab instructors and adapting them for our local contexts. In this 45-minute roundtable, we invite educational developers to collectively challenge current approaches to supporting STEM lab instructors, and reconsider their advantages and limitations in our current teaching and learning context.

Shared Session Notes

Presenters

John Foo

Assistant Director | Science and Engineering | Faculty Programs and Services, Columbia University

Christopher Chen

Thursday November 17, 2022 3:00pm - 3:45pm PST
605 (Snohomish)

Roundtable Discussion

3:00pm PST

Reimagining Course Policies: Student Voices and Instructor Actions

Instructors had a unique opportunity to reimagine course policies when faced with a global pandemic, both with emergency remote instruction and returning in-person during the pandemic. This roundtable highlights course policies developed during this time and how they reflect student-centered policies that can and should stay. We connect these to student voices through a study about how the pandemic was impacting students at UC San Diego and what educators could do to support them. During this roundtable, participants will be able to share their experiences and co-create a call to action, which involves radically reimagining our classrooms and campus policies.

Shared Session Notes

Presenters

Leah Klement

Erilynn Heinrichsen

Thursday November 17, 2022 3:00pm - 3:45pm PST
603 (Skagit)

Roundtable Discussion

3:00pm PST

Reimagining Cross-Institutional Influence as Leaders, Collaborators and Advocates

The urgency of the pandemic and struggle for social justice afforded unexpected opportunities to reimagine our center’s position of influence through cross-institutional leadership, collaboration and advocacy, thereby moving ourselves closer “to the center of institutional change efforts” (Kelly et al., 2017). In this roundtable, we will discuss how we built momentum towards change by reconnecting with trusted partners on campus in new ways and by building new coalitions to influence change, with our center as the fulcrum. Participants will reflect on their center’s institutional position and relationships to reimagine themselves as drivers of meaningful, equitable, and inclusive change.

Shared Session Notes

Presenters

H. Naomie Nyanungo

Director, Educational Technology, Temple University

Stephanie Fiore

Assistant Vice Provost, Temple University

Thursday November 17, 2022 3:00pm - 3:45pm PST
604 (Skykomish)

Roundtable Discussion

4:00pm PST

Co-constructing meaning with assessment in a faculty learning community

Faculty learning communities (FLCs) provide an opportunity for meaningful and collaborative learning and sensemaking, but their impact is difficult to assess. How can assessment of FLCs fit the greater need for meaningful work and demonstrate how they contribute to individual and organizational growth? In this interactive session, participants will work collaboratively to reimagine ways of assessing FLCs by considering how we can create simple yet rich assessment questions and methods with the potential to capture the complexity of individual change and organizational development within an FLC. We will also discuss how we can promote authentic assessment in our FLCs.

Shared Session Notes

Presenters

Sara Nasrollahian Mojarad

Assistant Director, University of Iowa

I am a SoTLer and a qualitative researcher. My passion in Educational Development is to promote Pedagogical Praxis in Higher Education through fostering equitable assessments and reflective teaching practice.

Kari Weaver

Director, Jane B. Nord Center for Teaching and Learning, Cleveland Institute of Art

Cultivating change agents, equity in education, qualitative research

Thursday November 17, 2022 4:00pm - 4:45pm PST
607 (Wishkah)

Interactive Session

4:00pm PST

Deciding how to Decide: Reimagining Decision-Making in Educational Development

Programmatic decision-making is an important component of educational development work, but approaching the process intentionally can be a challenge. We are faced with a growing number of facets to consider in our decision-making as we reimagine our priorities in light of the shifting landscape of higher education. In this session, we will introduce a framework for engaging in programmatic decision-making which draws on existing models for rational decision making and group decision making. Participants will apply the framework to a case study drawn from our institutional context, and they will consider ways to apply the framework to their own decision-making.

Shared Session Notes

Presenters

Rachel Stumpf

Academic Coach, Stanford University

Michelle Rossi

University of California, Davis

Thursday November 17, 2022 4:00pm - 4:45pm PST
703 (Hoko)

Interactive Session

4:00pm PST

Faculty Peer Review Training for More Equitable Evaluation of Teaching

Peer review of teaching (PRT) has become an increasingly important method for evaluating teaching to supplement student evaluations. PRT has numerous benefits for both reviewers and reviewees, but to obtain these benefits, the review must be done well, following best practices. We have developed a year-long Faculty Peer Review Training program to help instructors learn best practices in peer review, and to practice the required skills with their peers. Our program prepares faculty to competently and confidently execute peer reviews, while also enabling CTLs to help address the growing institutional need for trained peer reviewers.

Shared Session Notes

Presenters

Lisa Kurz

Principal Instructional Consultant, Indiana University Bloomington

Eric Metzler

Instructional Support & Assessment Specialist, Kelley School of Business - Indiana University

Business Education & Pedagogy; Course Development & Design; Learning Outcomes Assessment (accreditation); Faculty Peer Review, esp. Observations; New Faculty & Graduate Student formation

Thursday November 17, 2022 4:00pm - 4:45pm PST
702 (Clearwater)

Interactive Session

4:00pm PST

Mindsets and Methods to Affirm Autistic Learners

Educational spaces have always been neurodiverse, but mainstream perspectives and practices continue to marginalize neurodivergent learners, including those on the autism spectrum. In this interactive session, participants will unpack conventional views of autism and ableist expectations of what learning should look like. We will contrast deficit-based attitudes still prevalent in education with an asset-based neurodiversity mindset, and discuss tangible steps instructors can take to affirm and support the success of Autistic learners. The inclusive teaching strategies we enact with Autistic students in mind will help us better welcome and support the wide variety of learners in our classes.

Shared Session Notes

Presenters

Leslie Bayers

Associate Director, Center for Teaching and Learning, University of the Pacific

Thursday November 17, 2022 4:00pm - 4:45pm PST
605 (Snohomish)

Interactive Session

4:00pm PST

Overweighing Relatedness to Restore Student Motivation

In the return-to-campus classroom of endemic Covid, students seem less motivated. Deci/Ryan's Self Determination Theory (1985) argues that intrinsic motivation comes from autonomy, competence, and relatedness. We posit that the learning modalities commonly employed during Covid provided far less emphasis on competence and relatedness. The time during Covid shutdowns appears to have altered students' fundamental view of the value proposition of higher education, translating into continuing issues with competence and relatedness even back in the classroom. Overweighting relatedness seems likely to be the only way to return motivation to pre-pandemic levels.

Shared Session Notes

Presenters

Kevin Yee

Director, Faculty Center, UCF

Kirby Whittington

Instructional Specialist, University of Central Florida

Thursday November 17, 2022 4:00pm - 4:45pm PST
707 (Snoqualmie)

Interactive Session

4:00pm PST

Re-imagining our roles: An emerging framework for ED professional competencies

How do we define competencies for our field when it evolves so rapidly? The Professional Development Committee (PDC) is in the midst of developing a competency framework inclusive of the diverse individuals and career pathways that comprise the field of educational development (ED). In this session, we will share results that have emerged from a collaborative process used to identify key competencies for educational developers across multifaceted contexts and realities - centering co-creation, critical reflection, and divergent viewpoints. This session invites all participants to join PDC in a collective re:imagination of our roles as educational developers.

Shared Session Notes

Presenters

Ted Murcray

Associate Professor, Education, California Baptist University

Kristi Verbeke

Director, Wake Forest University

Anna Santucci (she/lei/sie/ella)

CIRTL Senior Lecturer, Teaching & Learning Enhancement, University College Cork

Hello dear colleagues!My values: I believe in education for liberation and its power to perform better futures into existence. I cherish human connections, collaborative exploration, and the playful adventure of encountering each other authentically, with curiosity and generosity... Read More →

Larry Hurtubise

Curriculum and Instruction Consultant, The Ohio State University College of Medicine

I encourage educational development through consultation on curriculum and instructional design and engagement in collaborative educational research. I have written journal articles and been an invited speaker at regional and national medical education conferences on competency-based... Read More →

Francine Glazer

Associate Provost for Educational Innovation & Director, CTL; President, POD Network, New York Institute of Technology

Amber Young-Brice

Assistant Professor, Marquette University

Julia K Metzker

Director for the Washington Center for Improving Undergraduate Education, The Evergreen State College

Anna Donnell

Associate Director, CET&L, University of Cincinnati

Chris Price

Thursday November 17, 2022 4:00pm - 4:45pm PST
602 (Nooksack)

Interactive Session

4:00pm PST

Re:Imagining Curriculum Mapping to Promote Inclusion & Equity

As Centers for Teaching and Learning are increasingly called upon to advance institutional goals, this session explores curriculum mapping as a concrete point of entry for meaningful diversity, equity, and inclusion work. Specifically, this session offers an overview of a four-stage consultative curriculum mapping process. This session will highlight key strategies for implementing this process and critical lessons learned during the presenters’ initial experience implementing the process with multiple academic programs. Attendees will consider the nuances of diversity/curriculum work on their respective campuses and will engage in a scenario-based exploration of the organizational context of this work.

Shared Session Notes

Presenters

Kathleen Landy

Associate Director for Assessment & Evaluation, Cornell University

Melina Ivanchikova

Associate Director, Cornell University

Thursday November 17, 2022 4:00pm - 4:45pm PST
701 (Clallum)

Interactive Session

4:00pm PST

Re-imagining educational development at the intersection of equity and ecology

Post-secondary institutions are prioritizing and incorporating a diversity, equity, and inclusion (DEI) lens into their mission, course design, and teaching. The mindset that underlies oppressions of marginalized human communities is the same mindset that underlies oppressions of the natural world. This roundtable will invite participants to explore ways that we can expand DEI initiatives so that the Earth has a place in our pedagogical considerations in any discipline.

As a result of this roundtable discussion, participants will:

Gain a perspective of ecological pedagogy that they can apply to their own work, and
Identify at least one actionable item that will help them re:imagine education development practice at the intersection of equity and ecology.

What will we do?

Setting the stage for a new way of looking at equity that includes the Earth
Introductory meditation
Discuss understandings of an ecological lens and explore ways to apply the lens to educational development practice
Explore the prompt: "If we are decentering whiteness, can we also decenter "humanness"?"
Consider ways that you, as an educational developer, could use your sphere of influence to combat oppression of racism and of the Earth?

Shared Session Notes

Presenters

Janet Pivnick

Educational Developer, Centre for Educational Excellence, Simon Fraser University

I support faculty in addressing topics that require significant transformation in perspective in their students and themselves. Bringing together a doctorate in Philosophy of Education, a background in culture change, and extensive experience in the environmental field, I take great... Read More →

Rachel Horak

Senior Specialist, American Society for Microbiology

I organize a large, international biology faculty learning community that aims to help STEM educators continue to find solutions to today's teaching challenges. Project manager of ASM Conference for Undergraduate Educators (ASMCUE, www.asm.org/asmcue) and several professional development... Read More →

Thursday November 17, 2022 4:00pm - 4:45pm PST
603 (Skagit)

Roundtable Discussion

4:00pm PST

Recognizing and Rewarding Advancement in Teaching

This session starts by saying the quiet part out loud: student evaluations of teaching are not an adequate way to recognize and reward passionate educators for their work. Representatives from UNL's Center for Transformative Teaching will share the Reflective Practitioner Program, a new effort to move an R1 institute toward a culture that can more appropriately recognize educational professional development. After conducting a pilot offering of the program in AY '21-'22 we've prepared some modifications, but we'd love to hear how others are approaching this challenge and hear feedback from the broader higher ed community.

Shared Session Notes

Presenters

Steven Cain

Senior Instructional Designer, University of Nebraska-Lincoln

Thursday November 17, 2022 4:00pm - 4:45pm PST
604 (Skykomish)

Roundtable Discussion

4:00pm PST

Community Matters: Identifying and Developing Your Mentoring Network

In this interactive workshop, participants will explore delivering a mentoring network program for faculty. Using concrete tools, developers will walk through the workshop for faculty by identifying professional needs, collaborating on ways to connect with others in their professional communities, and formulating an action plan to build their mentoring network. Participants will share insights on their experience and brainstorm ways they can modify the workshop for their specific institutional context.

Shared Session Notes

Presenters

Chad Rohrbacher

Associate Director for CTLE, Embry-Riddle Aeronautical University

Dr. Chad Rohrbacher is an Associate Director for the Center of Teaching and Learning Excellence at ERAU. Dr. Rohrbacher provides support to faculty through competitive teaching and learning grants, faculty development programs, awareness workshops, and individual consultations, CTLE... Read More →

Teha Cooks

Associate Director, CTLE, Embry-Riddle Aeronautical University

Dr. Teha Cooks is an Associate Director for the Center of Teaching and Learning Excellence (CTLE) at Embry Riddle Aeronautical University, Daytona Beach, Florida campus. Dr. Cooks provides support to faculty through competitive teaching and learning grants, faculty development programs... Read More →

Thursday November 17, 2022 4:00pm - 4:45pm PST
601 (Hoh)

Workshop-in-a-Box

4:00pm PST

Who Tells Your Story? Reflection and Agency in Documenting Teaching

When it comes to teaching effectiveness, who tells your story? Often, documentation of teaching privileges student or colleague voices or simply lets materials speak for themselves. Using the Critical Teaching Behaviors (CTB) framework, we discuss a documentation method that promotes instructor agency in shaping teaching narratives while fostering reflective habits that improve teaching. The framework provides guidance to instructors crafting their first teaching narrative and presents more experienced teachers with a new lens to think about their teaching. Participants will begin framing a persuasive, coherent teaching narrative using the CTB and evidence from instructional artifacts easily available to them.

Shared Session Notes

Presenters

Claudia Cornejo Happel

Associate Director Center for Teaching and Learning Excellence, Embry-Riddle Aeronautical University

RECENT SCHOLARSHIP With my colleagues, Lauren Barbeau, I co-authored Critical Teaching Behaviors: Defining, Documenting, and Discussing Good Teaching (now available for pre-order from Stylus Publishing, 2023). The Critical Teaching Behaviors (CTB) framework and aligned tools offer... Read More →

Lauren Barbeau

Assistant Director, Learning and Technology Initiatives, Georgia Institute of Technology

My current co-authored research project, Critical Teaching Behaviors: Defining, Documenting, and Discussing Good Teaching (Stylus Publishing, 2023), offers instructors a framework for identifying, implementing, and documenting effective teaching behaviors as well as aligned peer... Read More →

Thursday November 17, 2022 4:00pm - 4:45pm PST
708 (Sol Duc)

Workshop-in-a-Box

5:00pm PST

First-Timers & Buddy Program In-Person Meet & Greet

Welcome to Seattle and welcome to POD! Come join us for a chance to connect and re:connect. This will be a space for informal conversation, a welcome to in-person first-time conference attendees, a chance to learn more about ways to get involved with the Membership Committee, and a central location for Buddy Program pairs to meet up.

Presenters

Elizabeth Luoma

Director, Center for Teaching and Learning, Sacred Heart University

Thursday November 17, 2022 5:00pm - 5:45pm PST
Regency A

6:00pm PST

President's Address - Re:Calibrating Your Educational Development Compasses

Navigating the complex landscapes of higher education as educational developers requires trustworthy compasses we can use to guide our work, inform our career paths, and support the ways we maintain a healthy work-life balance. Given the changing nature of our work and lives, how can we ensure that our compasses are calibrated to guide us as we strive to enhance the academic missions we support, align our personal and professional values, and productively guide our career paths? During this address, we will explore ways to Re:Calibrate our compasses using resources that can help us negotiate unexpected terrain and guide us to our true North.

Captions for this session are available live via this online captioning site. If you have join the session late, you may also scan back in the online captioning site transcript to see what you’ve missed.

Presenters

Carol A. Hurney

Thursday November 17, 2022 6:00pm - 6:45pm PST
Regency B

7:00pm PST

Dinner

Thursday November 17, 2022 7:00pm - 8:00pm PST
Regency B

6:30am PST

Yoga

Join us for a yoga session that will re-connect you to your body, mind, emotion, and spirit and leave you feeling re-energized for the conference. This is an all-levels yoga class with a meditation session, and beginners are particularly welcome!

Bio: Rachel Horak is a certified and registered yoga instructor (RYT-200 from Yoga Alliance) who has been practicing yoga for 23 years. While she started yoga as an undergraduate to improve her swimming performance, she has now found the teachings of a contemplative practice, such as yoga, to be the foundation for her own personal growth and wellbeing, not just improving the physical body. She believes that yoga can benefit all bodies, and her favorite quote about yoga is: “yoga is not about touching your toes, it’s about what you learn about yourself on the way down.”

Presenters

Rachel Horak

Senior Specialist, American Society for Microbiology

Friday November 18, 2022 6:30am - 7:30am PST
Regency A

7:30am PST

Continental Breakfast

Friday November 18, 2022 7:30am - 8:45am PST
Regency B

8:00am PST

Presidents Panel: The State of Diversity, Equity, and Inclusion in the POD Network

Join the POD Presidential Team for a discussion of the preliminary findings and recommendations from the work of the Think Again Consultants and the POD Network Change Advisory Team. Both these groups convened during the last year to review organizational materials and engage a range of stakeholders and POD members in focus groups about their experiences in the POD Network.

Carol A. Hurney, POD Network President; Associate Provost of Faculty Development & Diversity; Founding Director, Center for Teaching and Learning, Colby College
Francine S. Glazer, POD Network Past President; Associate Provost for Educational Innovation; Founding Director, Center for Teaching & Learning, New York Institute of Technology
Stacy Grooters, POD Network President-Elect; Executive Director, Center for Teaching Excellence, Boston College

Captions for this session are available live on Zoom and via this online captioning site. If you have logged into the meeting late, you may also scan back in the online captioning site transcript to see what you’ve missed.

Presenters

Carol Hurney

Associate Provost of Faculty Development and Diversity; Founding Director of the Center for Teaching & Learning, Colby College

Francine Glazer

Associate Provost for Educational Innovation & Director, CTL; President, POD Network, New York Institute of Technology

Stacy Grooters

Executive Director, CTE, Boston College

Friday November 18, 2022 8:00am - 8:45am PST
Regency B

8:00am PST

Child Care Room

Friday November 18, 2022 8:00am - 8:00pm PST
705 (Palouse)

8:00am PST

Lactation Room

Friday November 18, 2022 8:00am - 8:00pm PST
704 (Newaukum)

8:00am PST

Quiet Room

Friday November 18, 2022 8:00am - 8:00pm PST
706 (Pilchuck)

9:00am PST

Re:imagining the value of partnerships to POD members

Partnerships are defined in the POD Governance Manual as “longer-term professional affiliations or reciprocal contractual relationships with other academic or non-profit organizations, businesses, or corporate entities.” The External Partnerships and Outreach Committee (EPOC) led the POD Core Committee through an exercise at the June Core meeting to think about the value and purpose of partnerships to POD members. Attendees at this session will be led through a similar brainstorming activity to help them think about how partnerships are of value to their own work and POD to see how their responses compare to those at the Core meeting.

Shared Session Notes

Presenters

Christopher Price

Academic Programs Manager, SUNY Center for Professional Development

Christopher Price is the Academic Programs Manager for the SUNY Center for Professional Development.

Francine Glazer

Associate Provost for Educational Innovation & Director, CTL; President, POD Network, New York Institute of Technology

Teresa Johnson

High-Impact Curriculum Expert, The Ohio State University

Friday November 18, 2022 9:00am - 9:45am PST
707 (Snoqualmie)

Committee/SIG Session

9:00am PST

A Community Reconnected: Collaborating to Create an Inclusive Teaching Workbook

This high-engagement session begins by offering participants brief scenarios that reflect interactions between educational developers and faculty who are working collaboratively to support inclusive teaching and course design. Following the modeling activity, participants will be asked to work in small groups and share their experiences related to faculty support and DEI work. Based on the shared examples, each group will add to a curated collection -referred to as the session workbook- of scenarios, engagement questions, and suggested strategies. Upon conclusion, participants will have access to the session workbook so that it may be adapted for use at their own institutions.

Shared Session Notes

Presenters

Melissa Jones

Instructional Systems & Learning Technologies, Florida State University

My primary area of research is in how we can create inclusive and equitable spaces for students in online learning environments. Situated between studies in both the cognitive and affective domains, my work explores the ways in which marginalized learners understand their identities... Read More →

Carla Nevarez

Instructional Designer, University of Central Florida

I joined the Center for Distributed Learning at the University of Central Florida (UCF) Go Knights! as an instructional designer with over 15 years of experience working in higher education. Holding an MBA with a focus on Computer Information Systems from the University of Turabo... Read More →

Friday November 18, 2022 9:00am - 9:45am PST
605 (Snohomish)

Interactive Session

9:00am PST

Adding Breadth and Depth to Active Learning

It is time to stop thinking of active/engaged learning as an overarching concept, as we are
getting a sense of its complexity. In the mid 1990s, higher education began a shift from
teaching to learning, resulting in a focus on active learning. Thirty years later, active learning is
typically considered a single overarching concept. There is solid research emerging that helps us
to understand active learning better. In this session, we will consider how best to split
active/engaged learning into categories and, within those categories, consider how we would
differentiate introductory levels from advanced levels.

Sponsored by ITLC-Lilly Conferences

Presenters

Todd Zakrajsek

Conference Director, ITLC Lilly Conferences

Todd Zakrajsek

Director, ITLC-Lilly Conferences

Friday November 18, 2022 9:00am - 9:45am PST
602 (Nooksack)

Interactive Session

9:00am PST

Designing & Re:imagining Student Partner Programs: Exploring Three Institutions' Models

Student partnerships are not new. This idea has become a successful approach at higher education institutions. Cook-Sather et al. (2014) define student partners as a collaborative and reciprocal relationship between the faculty member and the student partner where the focus is on curriculum or pedagogy, decision making, implementation, investigation, or analysis. Institutions from three universities in the Intermountain West will share their approaches to using student partners and how each institution has adapted it to its own needs. Participants will create their own plan and consider options that could benefit a student partner's program for them.

Shared Session Notes

Presenters

Trevor Morris

Travis Thurston

Director of Teaching Excellence, Utah State University

Dr. Travis Thurston is the Director of Teaching Excellence at Utah State University. In addition to leading faculty development programming, he serves on the editorial board for the Journal on Empowering Teaching Excellence, and was lead editor for the open-access book Resilient ... Read More →

Ursula Sorensen

Center for Teaching and Learning, Brigham Young University

Joshua Holt

Teaching & Learning Consultant, Brigham Young University

Laurie Toro

Friday November 18, 2022 9:00am - 9:45am PST
703 (Hoko)

Interactive Session

9:00am PST

Improving Writing Cultures in General Education Programs

General Education programs present a unique pedagogical challenge: on the one hand, students enrolled in Gen Ed courses are highly diverse in terms of their academic background; on the other hand, instructors are drawn from departments with specific disciplinary norms. This divergence can create significant misalignment in individual courses or assignments, where instructors often deploy genres of writing—or the uses of writing—whose norms they have naturalized without explaining them to students. In this session we will explore a new resource that addresses this problem from three perspectives: instructors designing assignments, instructors teaching assignments, and students engaging with assignments.

Shared Session Notes

Presenters

Jonah Johnson (he/him)

Assistant Director of Writing Pedagogy, Harvard University

Friday November 18, 2022 9:00am - 9:45am PST
608 (Wynoochee)

Interactive Session

9:00am PST

Integrating Undergraduates into Course Design Towards Inclusivity and Design Justice

Participants in this session will: [1] Discuss ideas of how to more equitably integrate undergraduates into course revision and design (e.g. Learning Assistant programs or Departmental Action Teams), considering how to integrate faculty development toward more inclusive teaching as part of these undergraduate integrations; and [2] Devise next steps they want to take in integrating undergraduates towards Design Justice (i.e. move towards “Designing with” rather than “Designing for”). As examples, presenters will share existing models and approaches at their own institution, discussing where and how they are continuing to reimagine these models.

Shared Session Notes

Presenters

JoAnn Roberts

Associate Director JEDI in Teaching, UCLA

Shanna Shaked

UCLA

Naomi Hammonds

Undergraduate Teaching Assistant

K. Supriya

Associate Director, UCLA- CEILS

Friday November 18, 2022 9:00am - 9:45am PST
702 (Clearwater)

Interactive Session

9:00am PST

Re-Imagining MidCareer: Designing for Today’s Faculty

This session is designed to help faculty developers re-imagine their mid-career programming to be more inclusive of all faculty lines – tenured and non-tenure track. The University of Denver, recognized for its non-tenure track work through the Delphi Award (2021) has created new programming targeted at full-time non-tenure track faculty at midcareer through emeritus. The presenters will share their experience and engage participants in design activities around best practices to support faculty development toward meaningful careers and lifelong learning.

Shared Session Notes

Presenters

Laura Sponsler

Clinical Associate Professor, University of Denver

Ask me about faculty development; inclusive teaching, learning, and assessment; and faculty off the tenure track.

Alison Staudinger

Director of Faculty Development, University of Denver

Friday November 18, 2022 9:00am - 9:45am PST
701 (Clallum)

Interactive Session

9:00am PST

Re:Claiming Our Joy through Intentional Reflection, Dialogue and Choice

Our work as educational developers has changed substantially during the past few years, influenced by shifting institutional priorities, societal change, the pandemic, and widespread burnout in higher education. Within the changing landscape, we may be questioning our roles, ambitions and feelings of fulfillment or even wondering about new career opportunities: Are we finding joy in our current work? Are we ready to make a move? In this interactive session, we will focus on a process of career path discernment through guided individual and collaborative reflection as we reimagine our roles, reconnect with our purpose and our colleagues, and restart ourselves.

Shared Session Notes

Presenters

Deandra Little

Associate Provost of Faculty Development, Professor of English, Elon University

Carol Hurney

Associate Provost of Faculty Development and Diversity; Founding Director of the Center for Teaching & Learning, Colby College

Kathleen Landy

Associate Director for Assessment & Evaluation, Cornell University

Suzanne Tapp

Assistant Vice Provost of Faculty Success, Teaching, Learning, and Professional Development Center, Texas Tech University

Laurie Grupp

Dean, School of Education and Human Development, Fairfield University

Friday November 18, 2022 9:00am - 9:45am PST
601 (Hoh)

Interactive Session

9:00am PST

Reimagining the Educational Development Toolkit to Address Information Literacy

Information literacy has traditionally been addressed through the lens of information scarcity and the need to help our students find, evaluate and cite sources (Head 2013). Today, the overabundance of information, mis- and disinformation, and information systems that reinforce inequalities have raised new challenges for instructors and students that require us to reimagine these methods. Participants in this session will leave with an expanded knowledge of current research on effective approaches to teaching information literacy; ideas for possible collaborations with stakeholders on campus; and strategies for leveraging the expertise of educational developers to promote information literacy among students.

Shared Session Notes

Presenters

Dana Dawson

Associate Director, Center for the Advancement of Teaching, Temple University

Stephanie Fiore

Assistant Vice Provost, Temple University

Friday November 18, 2022 9:00am - 9:45am PST
606 (Twisp)

Interactive Session

9:00am PST

Faculties in Conversation: An Argument for Cross-Institutional Faculty Development

Knowing your colleagues well is a good thing, but it can also create a closed-loop echo-chamber in which the ‘usual suspects’ rehash the same conversations. In this session, I argue that by putting our faculty into sustained pedagogical conversations with faculty at another institution we can reinvigorate the teaching conversations on our own campus, push conversations in exciting new directions, and build partnerships that impact not only our students’ learning but also our own. This session presents a model of cross-institutional faculty development based on a pilot program between faculties at Goucher College (Baltimore, MD) and Richmond University (London, UK).

Shared Session Notes

Presenters

William Harder

Director, Center for the Advancement of Scholarship & Teaching, Goucher College

Friday November 18, 2022 9:00am - 9:45am PST
Regency A

POD Talk

9:00am PST

Using Innovation Awards to Increase Awareness of Creative Teaching Practices

This talk documents the process of creating an inaugural teaching innovation award at a mid-sized research university and discusses resulting benefits of the award program. While the teaching innovation award began as a way to recognize outstanding faculty achievements in teaching innovations in response to the COVID-19 pandemic, a number of additional benefits and programs emerged as a direct result, including diverse promotions of teaching exemplars, a faculty learning community, and a faculty-led workshop about innovative teaching. The session includes lessons learned after two award cycles, with a focus toward generating buy-in, soliciting nominations and creating a rubric for evaluation.

Shared Session Notes

Presenters

Jennifer Anderson

University of Louisville

Friday November 18, 2022 9:00am - 9:45am PST
Regency A

POD Talk

9:00am PST

Cross-institutional partnerships to strengthen educational developer toolkits

This session will explore two models of cross-institutional partnership aimed at bolstering educational developers’ capacity to offer transformative programming on their campuses. Using two examples of cross-institutional, interdisciplinary initiatives from the Virginia Educational Development Collaborative, we will share how this partnership builds the capacities of educational developers through shared programming, and offer guidance and conversation about developing cross-institutional partnerships and generating mutually fruitful initiatives that strengthen individuals and institutions. Initiatives include a state-wide transparent assignment program and resources for making SoTL work more accessible to faculty and educational developers across multiple campuses.

Shared Session Notes

Presenters

Heather Keith

Executive Director of Faculty Development, Professor of Philosophy, Radford University

Course and curriculum innovation, incorporating wicked problems across the curriculum, brave pedagogy

Kim Case

Director of Faculty Success, VCU

Dayna Henry

Interim Assistant Director, Center for Faculty Innovation, James Madison University

Laura Lukes

Assistant Professor, University of British Columbia

Breana Bayraktar

George Mason University, Stearns Center for Teaching and Learning

Friday November 18, 2022 9:00am - 9:45am PST
604 (Skykomish)

Roundtable Discussion

9:00am PST

Hybrid-flexible Teaching: Meeting Students Where They Need to Be

As universities return to in-person classes, many instructors are offering students flexibility through both in-person and synchronous remote modalities. This offers students the opportunity to learn in an accessible and meaningful way during and beyond the pandemic. In this roundtable, participants will discuss a case study of two courses for graduate student educators taught in hybrid-flexible environments, considering both the instructor's experiences and the students' perspectives on their choice of engagement and impact on their learning. Participants will share experiences and collaborate on a set of promising practices to create classes and instructor support allowing for accessible and meaningful engagement.

Shared Session Notes

Presenters

Hee Eun Kwon

Graduate Teaching Consultant, UC San Diego

Erilynn Heinrichsen

Paul Hadjipieris

Jesse Enriquez

Friday November 18, 2022 9:00am - 9:45am PST
607 (Wishkah)

Roundtable Discussion

9:00am PST

What’s With the Lack of Motivation? Understanding Learners' Motivation

Motivation is regarded as a key determinant of success. It can guide individuals to work toward goals, promote individuals to initiate activities, take on challenges, and persist in the face of difficulties. However, there are many incidences where learners disengage and lack motivation to pursue their goals. This workshop addresses educational psychology perspectives to investigate learners’ motivation. In order to teach effectively and provide constructive feedback, educators should understand learners’ beliefs and motivation for learning. In this workshop, the presenter will discuss how motivation theories and educational practices complement one another. Implications for instruction will be shared during the workshop.

Shared Session Notes

Presenters

Peggy Hsieh

Director of Educational Development, McGovern Medical School @ UTHealth-Houston

I received my doctorate degree in Educational Psychology, with an emphasis in learning, cognition and teaching. I've worked in medical education for over 13 years and has been teaching for over 20 years.My passion and responsibilities as the Director of Educational Development at... Read More →

Friday November 18, 2022 9:00am - 9:45am PST
708 (Sol Duc)

Workshop-in-a-Box

10:00am PST

Studying, Streamlining, & Sustaining DEI Work Across Academic Contexts

This interactive session focuses on the efforts of centers to study, streamline, and sustain DEI work. Our session includes a programmatic-level look into how an HBCU has implemented specific initiatives with both asynchronous and synchronous offerings and how a PWI SLAC has streamlined efforts across campus for greater efficacy. We then take a broader view with the findings of a qualitative study of DEI departments that focuses on LGBTQ+ populations. The session will end by reflecting on whether work across academic contexts towards DEIJ can provide solutions to emerging problems such as state “divisive concepts” bills that oppose DEIJ initiatives.

Shared Session Notes

Presenters

Melissa Jones

Instructional Systems & Learning Technologies, Florida State University

Elizabeth Yost Hammer

Director, Xavier University of Louisiana

Elizabeth Yost Hammer is the Director of the Center for the Advancement of Teaching and Faculty Development and a Kellogg Professor in Teaching at Xavier University of Louisiana. She received her Ph.D. in social psychology from Tulane University in 1994. She is passionate about teaching... Read More →

Jess Clawson

Assistant Director, Transformative Teaching & Learning, Shenandoah University

Anoff Cobblah

Faculty Consultant for Professional Development, University of Tennessee

Friday November 18, 2022 10:00am - 10:45am PST
703 (Hoko)

Committee/SIG Session

10:00am PST

Re-Imagined Educational Development: Microsessions to Re-Ignite Our Burned Out Colleagues

Conceptual Framework: COVID-19 created an “all hands on deck” mindset among higher-education instructors and support staff that led to significant burnout (Costa, 2021) and lower participation in professional-development offerings (Baker & Lutz, 2021)—due to sheer exhaustion or a desire to be “done with” reliance on centers for teaching and learning (CTLs).
Before instructors slip away to chalk-and-talk ways, CTLs can reach them regularly, with bite-sized just-in-time programming to “reimagine, reconnect, and restart” professional development when, where, and how instructors will best receive it. Come learn about—and experience—miniature single-idea workshops built on psychological principles that engage, support, and develop colleagues—by creating space for feelings of autonomy, competence, and belongingness.
This session arose from conversation among POD Network members around the need to bring professional development into the spaces where instructors are most comfortable, given observations of faculty burnout, low attendance at events, and lack of time. The “sparkshop” concept (Frary & Focarile, 2018) creates shorter-than-usual professional development offerings but leaves open a path toward even smaller, more flexible, single-idea, just-in-time professional development. We’ll share supportive practices that leverage self-determination theory (SDT) (Stupnisky, BrckaLorenz, Yuhas, & Guay, 2018) from a social-emotional learning (SEL) perspective, using the “10 and 2” conceptual framework within universal design for learning (UDL; Tobin & Behling, 2018) to establish regular, small, focused, achievable interactions for instructors. Learning
Outcomes: By participating in this session, you will be able to:

determine the location, length, pacing, content, interactions, and frequency of micro-development offerings to optimize instructor engagement; and -
model the just-in-time single-topic professional-development format for your own work.

Session Activities: Come prepared to be part of the conversation—equal parts demonstration, proof-of-concept, and collaborative meaning-making. We’ll start with a “why this, why now” introduction to micro professional development (10 minutes). Then each facilitator will share a hands-on micro session:

Teach from Your Back Pocket: Discover “bite-sized” teaching strategies and consider potential topics via a small-teaching lens. We'll model retrieval practice as a scalable “back pocket” strategy that requires minimal prep (5 minutes).
Pay Yourself First: Self-determination makes professional development “stick.” Learn how quick, identity-relevant reflection prompts can set the stage for deeper values work (5 minutes).
Reignite the Spark: Meaningful learning and behavioral change occur through brief, regular, and engaging practice. Learn to thread educational development throughout colleagues’ lives using LMS pages, apps like Discord, group chats, puzzles—and even a garden cart—to re-start tired brains (5 minutes).
Now, Go, Go, Go! Why do we act on 17 micro-sessions better than one big session with 17 parts? Learn the evidence supporting the micro approach: perceived competence, autonomy, agency, belonging, normalizing struggle, scaffolding, and iteration. Oh, and driver’s education, too. (5 minutes)

Our ending conversation (15 minutes) involves idea sharing from the audience and determines concrete next steps for micro-development programming in participants’ own colleges and universities. Participants will have an opportunity to opt-in to further collaboration and dialogue. A collection of digital resources and a one-page resource sheet will also be provided as take-aways.

Shared Session Notes

Presenters

Thomas J. Tobin

Center for Teaching, Learning, & Mentoring, University of Wisconsin-Madison

Thomas J. Tobin helped found the University of Wisconsin-Madison Center for Teaching, Learning, & Mentoring (CTLM); he is an internationally recognized scholar, author, and speaker on quality in technology-mediated education—especially copyright, teaching evaluation, academic integrity... Read More →

Lindsay Masland

Interim Lead, Transformative Teaching and Learning, Appalachian State University

Hi there!My name is Dr. Lindsay Masland, and I am the Interim Lead of Transformative Teaching and Learning in the Center for Excellence in Teaching and Learning for Student Success at Appalachian State University. I am also an Associate Professor affiliated with the undergraduate... Read More →

Ruthann Thomas

Associate Director of Teaching & Learning, Massachusetts Institute of Technology

My work as Associate Director of Teaching + Learning at MIT's Teaching + Learning Lab is informed by my experiences as an educational developer, a seasoned classroom teacher and former faculty member, and a scientist with expertise in memory and metacognition. I also taught in the... Read More →

Sarah Rose Cavanagh

Senior Associate Director for Teaching and Learning, Simmons University

Friday November 18, 2022 10:00am - 10:45am PST
Regency B

Interactive Session

10:00am PST

Re:Imagining Student Feedback as Formative Rather Than Evaluative

In this interactive session, participants will discuss the challenges around administering and interpreting student feedback. Participants will examine the ACUE student survey tool that is used to provide formative feedback for faculty around teaching and learning. This tool uses student-friendly language, shows no evidence of racial or gender bias, and is linked to faculty’s use of effective teaching practices. ACUE partners will share various ways they support faculty in using the survey to inform their classroom practice, improving the student experience, and initiating discussions with their colleagues around pedagogy. Participants will receive resources to help Re:Frame the student feedback and evaluation experience, and Re:Ignite the joy in the classroom for teachers and students alike.

Sponsored by ACUE.

Presenters

Whitney Scott

Director of Faculty Development, California State University Northridge

Nearly ten years ago I joined faculty development leading New Faculty Orientations with a background in Educational Psychology and Child & Adolescent Development and a dissertation focused on conflict resolution. Three years later I would step into the Director role where shortly... Read More →

Carmen Macharaschwili

Academic Strategist, ACUE

Carmen E. Macharaschwili, Ph.D., is an Academic Strategy Consultant at the Association of College and University Educators. Macharaschwili is a certified teacher, administrator, and educational consultant. She served as a tenured professor and Department Chair of Education at Holy... Read More →

Kim Middleton

Academic Strategist, ACUE (Assoc. of College and Univ. Educators)

Justin Dammeier

Ivy Tech Community College

Friday November 18, 2022 10:00am - 10:45am PST
607 (Wishkah)

Interactive Session

10:00am PST

Assessing the Effectiveness of On-Demand Resources

The forced pivot to remote teaching required centers to rethink how they engage and support their teaching communities. For many, this necessitated a move toward on-demand and asynchronous resources that could both supplement and, in some cases, replace live programming. While structures for assessing live programming are more common, on-demand resources pose new assessment challenges. This roundtable invites participants to share these challenges, and brainstorm ways to assess the effectiveness of on-demand resources. Guiding questions include: How do CTLs determine the effectiveness of on-demand resources? Where do resources “fit” within the larger resource ecology? How might that inform assessment initiatives?

Shared Session Notes

Presenters

Glen Davenport

Associate Director, Evaluation and Assesment, Columbia University

Amanda Irvin

Senior Director, Faculty Programs, Columbia University CTL

Rebecca Petitti

Assistant Director, Faculty Programs and Services, Columbia Center for Teaching and Learning

Friday November 18, 2022 10:00am - 10:45am PST
605 (Snohomish)

Roundtable Discussion

10:00am PST

Embracing Failure: Reassessing Faculty Interest in Educational Development Opportunities

How do you decide on faculty programming each academic year? What happens when your chosen programming fails to attract faculty and there is low to no attendance? This roundtable discussion addresses how to learn from planning failures, to Re:Assess and Re:Imagine approaches to educational development in coming years. We will briefly overview the Borich Needs Assessment Model, one approach our Center used to better understand faculty perceptions of importance and perceived competency in potential pedagogical topics. Through guided questions, we will explore the different challenges in understanding faculty interest and competence to better serve their evolving needs.

Shared Session Notes

Presenters

Taimi Olsen

Exec Director Office of Teaching Effectiveness and Innovation, Clemson University

Some topics that I can support /collaborate on:TILT (Transparency in learning and teaching), assignment design, syllabus designStrategic planning, priorities and programsPeer review of teaching, teaching effectiveness modelsFaculty Learning Communities

Karen Bunch Franklin

Assistant Director, Clemson University

Sarah Otterbeck

Shannon Stefl

Assistant Director, Clemson University Office of Teaching Effectiveness & Innovation

Friday November 18, 2022 10:00am - 10:45am PST
701 (Clallum)

Roundtable Discussion

10:00am PST

Grading for Equity: Accurate, Bias-Resistant, and Motivational

In the book, Grading for Equity, author Joe Feldman takes the reader on a compelling journey to evaluate the inconsistent grading practices that exist in education today and how some of the most common practices may be inadvertently perpetuating achievement and opportunity gaps. The central question Feldman asks is “What do my grading practices say about who I am and what I believe?” This roundtable discussion is for those who are interested in asking this question, individually or collectively, to interrogate ideas together about how to cultivate more equity-focused grading practices. Familiarity with the book is not required to participate.

Shared Session Notes

Presenters

Diane Boyd

Associate Dean Faculty Development, Furman University

Benjamin Haywood

Associate Director, Faculty Development Center, Furman University

I joined the Furman Faculty Development Center (FDC) in 2020 after spending nearly six years as a faculty member in the Department of Environmental Science & Sustainability at Allegheny College (Meadville, PA). As the FDC Associate Director, I utilize insight from the learning sciences... Read More →

Friday November 18, 2022 10:00am - 10:45am PST
604 (Skykomish)

Roundtable Discussion

10:00am PST

Leaders Who Listen First - Crowdsourcing Insights for Listening Tours

This roundtable, for current and aspiring CTL leaders, explores the versatility of listening tours. Whether starting a new center, redefining the scope of an established center, or responding to pandemic and social change, listening tours can initiate – and deepen – relationships with CTL partners and constituents. We will crowdsource insights about process (e.g., How do you ensure a diversity of voices are included and truly heard?) and impact (e.g., How might a listening tour shape a CTL mission or make the work of a CTL more valued by stakeholders?). Explore with us how deep, intentional listening can effect change.

Shared Session Notes

Presenters

Francine Glazer

Associate Provost for Educational Innovation & Director, CTL; President, POD Network, New York Institute of Technology

Elizabeth Luoma

Director, Center for Teaching and Learning, Sacred Heart University

Friday November 18, 2022 10:00am - 10:45am PST
608 (Wynoochee)

Roundtable Discussion

10:00am PST

Reimagining how we report CTL impact: Beyond a single story

This roundtable is for educational developers and others to discuss the challenging work of creating annual reports that describe the positive impacts on teaching and learning that CTLs make on our campuses. Participants will explore and collectively troubleshoot barriers impeding the process of creating reporting documents that authentically capture their work, such as the trickiness of measuring impact and perceived discrepancies between the CTLs’ values and institutional leadership. We hope that facilitators and participants leave this roundtable equipped with strategies and frameworks that help us confidently tell the stories of our centers’ teaching and learning advancements.

Shared Session Notes

Presenters

Chad Fulton

Associate Director, Center for Teaching and Learning, UT Austin

Molly Hatcher (she/her)

Assistant Vice Provost, Director, Center for Teaching and Learning, UT Austin

Molly Hatcher (she/hers) is Assistant Vice Provost for Teaching and Learning, and Director of Center for Teaching and Learning at UT Austin. She leads a team in advancing an energetic culture of teaching and learning at UT by partnering with instructors, students, and staff to create... Read More →

Heather Pleasants

Friday November 18, 2022 10:00am - 10:45am PST
702 (Clearwater)

Roundtable Discussion

10:00am PST

Renewing Connections with Faculty in Support of Educational Development

Many educational developers have shifted the ways they meet with faculty members, conduct instructional consultations and offer workshops. Connecting with faculty members may have also taken different forms at various phases of the pandemic as work has oscillated between remote, hybrid and in-person modes. In this roundtable, participants will reflect on the ways educational developers - and our centers/teams/units - are reconnecting with faculty members to support teaching and learning. The roundtable will be facilitated as a Conversation Cafe, a Liberating Structure format for facilitating group discussions in an equitable way.

Shared Session Notes

Presenters

Christine Moskell

Senior Instructional Designer for Connected Learning, Colgate University

Friday November 18, 2022 10:00am - 10:45am PST
603 (Skagit)

Roundtable Discussion

10:00am PST

De-centering whiteness in educational design using a design justice lens

Higher education institutions were designed for white non-disabled cis-men from privileged socioeconomic backgrounds. Legal changes opened higher ed to a more diverse student population without substantive changes to the design of curriculum and educational practices. Therefore, inequities in educational outcomes persist in higher ed classrooms, policies, and infrastructure. The Design Justice Framework is an equity-centered model which starts from the perspectives of those historically marginalized when engaging in design. We will describe an example of implementing Design Justice in Higher Ed curriculum design and engage participants in small group discussions of applying the framework in their own work.

Shared Session Notes

Presenters

JoAnn Roberts

Associate Director JEDI in Teaching, UCLA

Supriya K

Friday November 18, 2022 10:00am - 10:45am PST
601 (Hoh)

Workshop-in-a-Box

10:00am PST

Formative Assessment: Checking Your Student’s Understanding as You Go

Workshop that models how to use formative assessment techniques. Participants learn about formative assessment using strategies from the classic book Classroom Assessment Techniques: A Handbook for College Teachers by Angelo and Cross. For example, participants will use a defining features matrix activity to identify the characteristics of formative and summative types of assessment.

Shared Session Notes

Presenters

Kenneth Silvestri

Friday November 18, 2022 10:00am - 10:45am PST
708 (Sol Duc)

Workshop-in-a-Box

11:00am PST

KEYNOTE: From Supporting to Steering: Why We Should Stop Underestimating Teaching & Learning Centers

KEYNOTE

“Faculty support” and “faculty development” are phrases that are often used interchangeably, and they’re also often used without careful consideration of what it means to support or develop a faculty, or individual faculty members. This can lead us to underestimate the potential of professional development initiatives. In this presentation, Robin will map new structures for institutional leadership that place pedagogical development at the core, and offer a vision for how to create a community-driven model for leading our higher education institutions into a hopeful, learner-centered future. With a critical eye toward the marginalization of support work, Robin will offer pragmatic, paradigm-shifting ideas about the role that teaching and learning centers— and the myriad students, faculty, and staff who animate them— can play in steering our colleges and universities.

Captions for this session are available live on Zoom and via this online captioning site. If you have logged into the meeting late, you may also scan back in the online captioning site transcript to see what you’ve missed.

Presenters

Robin DeRosa

Director, Learning & Libraries, Plymouth State University

Robin DeRosa is the Director of Learning & Libraries at Plymouth State University in New Hampshire. As part of her duties, she directs the Open Learning & Teaching Collaborative, a dynamic hub for praxis around pedagogical innovation, open education, and integrated approaches to teaching... Read More →

Friday November 18, 2022 11:00am - 12:15pm PST
Regency B

2:00pm PST

(Re)Imagining Your Programming to Help Your Colleagues (Re)Connect

The global pandemic has upended many centers' long-standing, successful programming over the last two years. We are experiencing disengagement not only from our students but also from our faculty colleagues. In this carousel (aka “speed dating”) session, we will consider innovative ways small campuses and small CTLs are (Re)Imagining their offerings to (Re)Connect with their colleagues. Participants will move through the room “speed-dating” style and glean one-page overviews of each program that highlight its goals, theoretical basis, and important practical details. Support materials for each workshop will be available online.

Shared Session Notes

Presenters

Gary Hawkins

Dean for Teaching & Learning, Warren Wilson College

Poetry, pedagogy, bicycles.

Kylie Korsnack

Assistant Director, Teaching and Scholarship Hub, University of Richmond

Lew Ludwig

Director, Center for Learning and Teaching, Denison University

I am in my third year as Center Director at Denison University. I will serve as the Small Colleges and Small Programs SIG chairperson for the upcoming year.I am particularly interested in sharing and discussing ideas for small center programs, as well as developing sustainable programs... Read More →

Jordan Troisi

Senior Associate Director, Center for Teaching and Learning, Colby College

Harry Price

Faculty Director, Brown Center for Faculty Innovation and Excellence, Stetson University

As faculty director for the Brown Center, I am tasked with representing the Brown Center, leading faculty development initiatives, and collaborating with and facilitating the the creation of professional development opportunities for all Stetson faculty. Some areas of engagement include... Read More →

Michael Reder

Karen Gonzalez Rice

Associate Professor, Connecticut College

Friday November 18, 2022 2:00pm - 2:45pm PST
601 (Hoh)

Committee/SIG Session

2:00pm PST

A Data-Informed Approach to Engaging Faculty on Racial Inequities

CSUN’s African American and Latinx students are not graduating at the same rate as their peers. In collaboration with Institutional Research, the Office of Faculty Development offers a semester-long multidisciplinary FLC in which participants examine section-level race gap data in their own classes in a Tableau dashboard and confront unconscious biases to learn more about racial inequities and ways to eliminate them in their courses. In this interactive session, participants will gain ideas for collaboration with campus partners and ways to facilitate equity work with faculty.

Shared Session Notes

Presenters

Marcella De Veaux

Associate Director, Faculty Development, Cal. State Northridge

Dr. Marcella “Marcy” De Veaux is a tenured full Professor at California State University, Northridge and serves as the Associate Director of Faculty Development.She holds a PhD in Depth and Liberation Psychology from Pacifica Graduate Institute. Depth Psychology is a set of techniques... Read More →

Kristy Michaud

Professor, CSU Northridge

I joined the Political Science department faculty in 2007 and began working in the Office of Faculty Development in 2015. I co-founded the Institute for Transformative Teaching and Learning, which seeks to build community and empower faculty to transform their teaching so that it... Read More →

Whitney Scott

Director of Faculty Development, California State University Northridge

Janet Oh

Friday November 18, 2022 2:00pm - 2:45pm PST
702 (Clearwater)

Interactive Session

2:00pm PST

Can Higher Ed Institutions Collaborate and Win?

This session will describe an emerging partnership among nine small to medium size higher education institutions to expand professional development opportunities. It will describe the process in changing from a competitive to collaborative mindset, resulting in the creation of a neutral but dynamic space for collaboration and networking. This session will show what is possible when a group of faculty developers passionate about professional growth support a vision of collaboration. The collective effort of the participating organizations is a proactive step to reconcile current resources, to plan, and to supplement each organization’s offerings.

Shared Session Notes

Presenters

Anneris Coria-Navia

Professor of Curriculum & Instruction and Director of the Center for Teaching and Learning Excellence, Andrews University

Anneris Coria-Navia is the director of the Center for Teaching and Learning and associate provost at Andrews University. Anneris has degrees from the University of Southern California, Andrews University, Miami University, and Universidad Adventista del Plata and experience in a variety... Read More →

Paola Oudri

Adventist Learning Community

Lindsay Morton

Associate Academic Dean, Pacific Union College

Friday November 18, 2022 2:00pm - 2:45pm PST
703 (Hoko)

Interactive Session

2:00pm PST

Catalyzing Instructional Change through Podcasts: Educational Development Reimagined

Are you interested in using podcasts in your educational development work? Do you have any experiences in delivering podcast-based workshops or other offerings to your faculty and graduate student instructors? Then join this interactive session! In this session, you will learn about existing models of a podcast-based workshop and other offerings, reimagine and discuss other possibilities of using podcasts as a new tool for educational development, and share your own experiences and thoughts to contribute to the group conversation. You will leave the session with at least one idea or strategy that applies to your own institutional setting.

Shared Session Notes

Presenters

Ian Althouse

Senior Assistant Director, Graduate Student Programs & Services, Columbia University

Jamie Kim

Assistant Director of Faculty Programs and Services, Columbia Center for Teaching and Learning

Catherine Ross

Executive Director, Columbia University

Friday November 18, 2022 2:00pm - 2:45pm PST
707 (Snoqualmie)

Interactive Session

2:00pm PST

Developing a Teaching Innovation Incubator: Thinking Outside the Box

The University of Waterloo began developing a Teaching Innovation Incubator in Spring 2022 to serve as a hub, catalyst, and launch pad for transformative teaching ideas. A project team of faculty, staff, students, and senior leadership has been actively researching and consulting with our university community to develop a plan, including scope, governance, space, staffing, and support mechanisms. This interactive session will focus on how we have reimagined support for inspiring teaching innovations by sharing highlights from our planning work. We will engage participants in open discussions about our story and whether similar incubators might work at their own institutions.

Shared Session Notes

Presenters

Donna Ellis

Director, University of Waterloo

Donna Ellis is a Past President of the POD Network and President-Elect of the International Consortium for Educational Development. She directs the Centre for Teaching Excellence at the University of Waterloo (Ontario, Canada), and has worked as an educational developer for more than... Read More →

Kyle Scholz

Educational Developer, Research & Consulting, University of Waterloo

Kyle Scholz is an educational developer in the Centre for Teaching Excellence at the University of Waterloo, consulting with and supporting faculty and staff on the design and implementation of pedagogical research. He also chairs the annual University of Waterloo Teaching and Le... Read More →

Friday November 18, 2022 2:00pm - 2:45pm PST
603 (Skagit)

Interactive Session

2:00pm PST

Interconnected classrooms: Connecting students to the world from home

The Interconnected Classrooms program of Universidad del Norte provides comprehensive support to faculty and their students in the implementation of collaborative online international learning experiences (COIL) in partnership with universities from different countries. The evaluation of the program suggests that it allows to develop intercultural and international competences in teachers and students and contributes to make internationalization more accessible to all.

POD participants will be able to explore the journey map of this program, its strengths and challenges, and the impact on teachers and students. Opportunities to apply COIL in their courses or institutions will also be discussed.

Shared Session Notes

Presenters

Maria Clara Albor Madariaga

COIL Coordinator - Administrative staff Center for Teaching Excellence, Universidad del Norte

Friday November 18, 2022 2:00pm - 2:45pm PST
608 (Wynoochee)

Interactive Session

2:00pm PST

Magna Digital Library: Getting More Out of Your Faculty Development Efforts

This session is designed to provide information about Magna Publications’ most popular professional development resource—Magna Digital Library. We’ll give an overview of this comprehensive collection as well as use a modeling approach to provide a live and interactive tutorial on how to navigate video and written content and incorporate these into your faculty development planning. You’ll learn different ways to identify materials that match up to your desired theme/topic. The presentation concludes with an open forum, at which time both the presenter and participants will be encouraged to share best practices for the application, implementation, and strategies to garner faculty support and participation for the Magna Digital Library.

Sponsored by Magna Digital Library

Presenters

Joseph Wendorf

Account and Sales Executive, Magna Publications

Friday November 18, 2022 2:00pm - 2:45pm PST
607 (Wishkah)

Interactive Session

2:00pm PST

Re-building Our Foundation: Developing an Equity-Minded Practice

As higher education responds to pressures to take questions of diversity, equity, and inclusion (DEI) more seriously, educational developers increasingly understand DEI work as foundational to the profession rather than a specialization. As a result, educational developers are re-imagining what constitutes the basic skills of the field. This session draws on interviews with a diverse group of equity-minded practitioners who share narratives about how they went about growing their equity-minded capacities. In conversation with the preliminary findings, session attendees will revisit their own capacities, identify areas of strength and growth, and provide feedback on this on-going research project.

Shared Session Notes

Presenters

Jean Otsuki

Kimberly Humphrey

Stacy Grooters

Executive Director, CTE, Boston College

Friday November 18, 2022 2:00pm - 2:45pm PST
604 (Skykomish)

Interactive Session

2:00pm PST

Why are we doing this? Faculty Motivation and Institutional Change

The University of Pikeville transitioned to free-to-student resources in 2020. When undertaking massive curricular shifts such as this, better understanding faculty motivation to participate can streamline the process, and help smooth the way for future endeavors. This presentation outlines the motivation and experiences faculty had with this shift, and presents pathways through change for others interested in wide-spread programmatic or curricular change. Join us for an active, discussion-rich presentation where you can consider your own institutional structures and how you can find a pathway to positive motivational change.

Shared Session Notes

Presenters

Eric Werth

Professional Development Manager, University of Pikeville

I am the Professional Development Manager at the University of Pikeville, where I work on campus-wide initiatives aimed and improving student learning in face-to-face, blended, and online courses and research into open education. Specifically, my research has focused on motivation... Read More →

Katherine Williams

Professional Development Educator, University of Pikeville

I am the Professional Development Educator at the University of Pikeville in Pikeville, KY. My current research at the institution focuses on Open Pedagogy and OER-enabled Pedagogy as means to promote equity in learning, particularly when looked through the lens of Critical Pedagogy... Read More →

Friday November 18, 2022 2:00pm - 2:45pm PST
606 (Twisp)

Interactive Session

2:00pm PST

Adaptive Educational Development Programming for Difficult Times

This POD Talk introduces a model for educational development programming that is designed around the reality of faculty burnout. The Aspirational Teaching Institute, a vehicle for faculty development programming that is in its early stages at the University of Nebraska-Lincoln, focuses on one big theme each semester, and it puts participant flexibility front-and-center. In doing so, the institute facilitators practice what they preach: equity, access, and autonomy. This session will provide a glimpse of our experiences conducting this institute – including the benefits of taking a similar approach and potential pitfalls to avoid.

Shared Session Notes

Presenters

Eric Michael French

Senior Instructional Designer, University of Nebraska-Lincoln

Steven Cain

Senior Instructional Designer, University of Nebraska-Lincoln

Friday November 18, 2022 2:00pm - 2:45pm PST
Regency A

POD Talk

2:00pm PST

Mythbusting for your Center: Promoting the facts about our work

Although faculty development centers have become common fixtures in many institutions of higher education, their functions aren’t always well understood by their two most important constituencies, faculty members and administrators. In spite of our best efforts, several pervasive myths about our centers endure. This session offers a solution in the form of an informational “Mythbusters” campaign to address common misconceptions about faculty centers. Participants will gain access to a toolkit of Mythbusters materials and will have a chance to adapt those materials to the needs of their campuses.

Shared Session Notes

Presenters

Kim Case

Director of Faculty Success, VCU

Katherine Maynard

Director, Faculty Hub, University of Richmond

Friday November 18, 2022 2:00pm - 2:45pm PST
Regency A

POD Talk

2:00pm PST

Re:connecting to Increase Women's Early Career Grant Success

Across the nation, there is a persistent gender inequity in grant success. When focusing on early career awards, the NSF CAREER award is consistently awarded to men more often than women. To address this inequity at Montana State, we implemented a program to support women faculty’s NSF CAREER award success. The program consists of a workshop with successful awardees, access to their proposals, review groups, and submission assistance. When comparing the success of women faculty in the seven years before the program to seven years since the program started, women’s success rate increased from 10% to 36%.

Shared Session Notes

Presenters

Rebecca Belou

Senior Data Scientist, Montana State University

Nika Stoop

Assistant Director, Center for Faculty Excellence, Montana State University

Jessi Smith

Friday November 18, 2022 2:00pm - 2:45pm PST
Regency A

POD Talk

2:00pm PST

What does it mean to interrogate educational development for racism?

Critical reflection upon the profession of educational development is essential to being able to support instructors in developing inclusive, equitable, and antiracist teaching practices. In this roundtable, participants will begin this reflection process. Through structured conversation, participants will ask what it means to interrogate one’s profession for racism and colonization. Then, they will identify values associated with educational development and question how these values are related to or perpetuate legacies of racism and colonization. Together, we can work toward a shared understanding of the institutional underpinnings in our profession and across CTLs that harm BIPOC colleagues, faculty, and students.

Shared Session Notes

Presenters

Marisella Rodriguez

Inclusive Teaching Lead, UC Berkeley

I am the Inclusive Teaching Lead at UC Berkeley’s Center for Teaching and Learning (CTL). I partner with campus educators and resource units to design and assess equitable and inclusive learning spaces on campus. In my work as an educational developer, teacher, and researcher, I... Read More →

Jamiella Brooks

Director, Student Equity & Inclusion Initiatives, University of Pennsylvania Carey Law School

Heather Dwyer

Tufts University

Friday November 18, 2022 2:00pm - 2:45pm PST
701 (Clallum)

Roundtable Discussion

2:00pm PST

Detecting and Deterring Academic Misconduct in an Online Environment

The transition to an online instructional and learning environment during the COVID-19 pandemic at The University of Southern Mississippi created new stressors among faculty and students. Unfamiliar learning and instructional environments produced an almost quadrupling in the reported academic misconduct cases for the 2020-2021 academic year. In response, the Center for Faculty Development developed a workshop to better equip faculty to proactively detect and deter academic misconduct. Faculty were introduced to elements of course design, transparent communication, clear expectations, and flexibility that deter academic misconduct, and they were made aware of academic misconduct detection resources.

Shared Session Notes

Presenters

Johnathan Broome

Associate Director, CFD and Associate Teaching Professor of Chemistry, University of Southern Mississippi

Friday November 18, 2022 2:00pm - 2:45pm PST
605 (Snohomish)

Workshop-in-a-Box

2:00pm PST

Leveraging Universal Design for Learning with Inclusive Teaching

Participants will explore the benefits of leveraging Universal Design for Learning (UDL) with inclusive teaching strategies. UDL is an inclusion mindset, and not just a prescription. UDL values the social, emotional, and academic diversity of learners while using this diversity to create an inclusive learning environment. Think about UDL as an ongoing process that will help to make small cultural changes over time to increase student access, persistence, retention, and satisfaction. UDL proactively combines the brain networks with the three core principles to reduce barriers by creating flexibility of curricula through varied goals, methods, materials, and assessments.

Shared Session Notes

Presenters

Dr. Shihua Brazill

Instructional Designer & Assistant Teaching Professor, Center for Faculty Excellence Montana State University

I am the instructional designer for the Center for Faculty Excellence at Montana State University where I also teach Multicultural Education as an assistant teaching professor. My multicultural experiences have shaped my scholarship to build a more just society through improved educational... Read More →

Friday November 18, 2022 2:00pm - 2:45pm PST
602 (Nooksack)

Workshop-in-a-Box

2:00pm PST

The Missing Ingredient: Creating Transparent Assignments Using the TILT Framework

Have you experienced the frustration of reviewing student submissions that do not align with your expectations? When the quality of students’ work diminishes, the Transparency in Learning and Teaching (TILT) Framework can help revitalize your assignments. A transparent assignment includes three essential elements – purpose, task, and criteria for success. When students are aware of each element before they begin an assignment, a reduction in frequently asked questions occurs, the utility value increases, and students develop transferable skills for future employers. By identifying the missing ingredient in your courses, you can develop assignments that are relevant and memorable for students.

Shared Session Notes

Presenters

Jeremiah E. Shipp

Senior Faculty Development Specialist, Winston-Salem State University

EdD

Friday November 18, 2022 2:00pm - 2:45pm PST
708 (Sol Duc)

Workshop-in-a-Box

3:00pm PST

Choose-Your-Own Conversation on Integrating Equity and Educational Development

The Equity & Education Special Interest Group (SIG) is one of the newest SIGs in POD. Please join us to discuss how equity intersects with and is inextricably tied to educational development work. During this session, participants will suggest and choose from different small-group discussion options, e.g., self-care, how to address legacies of oppression during faculty consultations, and spaces to share your own projects. Each group will have a prompt to spark conversation. Documented takeaways include action items, shared notes, and resources to inform future SIG discussion.

Shared Session Notes

Presenters

Anna Santucci (she/lei/sie/ella)

CIRTL Senior Lecturer, Teaching & Learning Enhancement, University College Cork

Christine O'Donnell

Education Program Manager, American Physical Society

Amber Handy

Associate Vice Provost for the Center for Excellence in Inclusive Teaching & Learning, University of Wisconsin-Parkside - Kenosha, WI

Martina Rosenberg she/her

Director for Teaching and Learning Assessment, University of Connecticut

Professional interests are student centered assessment and in meaningful documentation and evaluation of teaching that promote organizational change. Would love to be more engaged in SoED, but currently find it challenging to carve out the time and focus. Away from work you might... Read More →

Derina Samuel

Associate Director, Graduate Student Development, Cornell University

Ruthann Thomas

Associate Director of Teaching & Learning, Massachusetts Institute of Technology

Friday November 18, 2022 3:00pm - 3:45pm PST
605 (Snohomish)

Committee/SIG Session

3:00pm PST

A Value-First Model for Open Pedagogy in Practice

The concept of Open Pedagogy, while developing theoretically over the past decade, has failed to impact teaching practice as those in the field had hoped. The lack of ability to define Open Pedagogy and the plethora of concepts claiming to be “open” has been credited for the gap between theory and praxis. This session will discuss a model for Open Pedagogy designed to begin bridging this gap. Starting with the values associated with Open Pedagogy, the presenters will discuss a comprehensive model for the term which provides avenues for both new and experienced open educators to enhance their teaching practices.

Shared Session Notes

Presenters

Eric Werth

Professional Development Manager, University of Pikeville

Katherine Williams

Professional Development Educator, University of Pikeville

Friday November 18, 2022 3:00pm - 3:45pm PST
606 (Twisp)

Interactive Session

3:00pm PST

Co-Imagining a CTL for a Small-College HBCU

This session invites experienced educational developers and center directors to join our session where we flip the CTL-development consultation process into a collaborative co-imagining of a new Center for Talladega College. This small-college HBCU context will be described by three faculty/administrators who are leading this initiative. As ideas are shared this panel will gather their wishlist and provide additional reality checks to suggestions that address resource limitations and academic culture concerns. POD members who are also tasked with developing or reimagining small-college, HBCU or similar settings are also welcome to join this session and co-imagine new possibilities.

Shared Session Notes

Presenters

Bonnie Mullinix

Co-President & Sr. Educational Development Consultant and Researcher, Jacaranda Educational Development, LLC

David McCurry

Co-President & Sr Researcher, Jacaranda Educational Development, LLC

Derrick Shapley

Amanda Haywood-Cotton

Friday November 18, 2022 3:00pm - 3:45pm PST
703 (Hoko)

Interactive Session

3:00pm PST

Engaging Students & Faculty to Address Unconscious Bias in Educational Cases

Many disciplines use educational cases to teach students important practice-based skills, which often include descriptions of fictional patients/clients and may inadvertently introduce bias in the curriculum and marginalize diverse students. In this session, learn to examine the hidden messages of cases in your curriculum and to deploy a systematic, student and faculty-engaged process that can encourage faculty buy-in and addresses unconscious bias.

Shared Session Notes

Presenters

Matthew Holley

Vice Chair of Faculty & Staff Affairs and Professional Development, Indiana University School of Medicine

Krista Longtin

Friday November 18, 2022 3:00pm - 3:45pm PST
602 (Nooksack)

Interactive Session

3:00pm PST

How Usability Testing Can Help Instructors Teach More Equitably

Many instructional "best practices" fail at the point of implementation, not design. Evidence-based practices, carried out with the best of intentions, may not have the intended impact – problems could occur due to shortcomings in the implementation. This session will walk participants through a systematic process of identifying implementation problems through usability testing, in which student "users" review, complete, or otherwise "test" course materials to identify areas where the materials are clear and user-friendly and those where the materials cause problems or need revision. Session participants will practice these methods and consider how they might employ them in their own institutions.

Shared Session Notes

Presenters

Eric Michael French

Senior Instructional Designer, University of Nebraska-Lincoln

Friday November 18, 2022 3:00pm - 3:45pm PST
608 (Wynoochee)

Interactive Session

3:00pm PST

I Know What’s On the Syllabus (Because I Read It)

Do college students read course syllabi? Do students read syllabi often and well enough to understand what’s expected in the course, how and when and why the expectations matter? Is it largely true or merely a wild meme that today’s students can’t even be bribed with cash to read syllabi? In this session, Concourse Syllabus will discuss the research into student engagement with course syllabi. (Sneak preview: Do students read their syllabi? They certainly do: 70% of students read their syllabus an average of 5 times per semester.)

Sponsored by Concourse Syllabus.

Presenters

Brian Hopewell

VP of Sales and Business Development, Concourse Syllabus

Friday November 18, 2022 3:00pm - 3:45pm PST
607 (Wishkah)

Interactive Session

3:00pm PST

Restarting Momentum: Bite-Sized Development for Burned-Out Faculty

Long-term faculty development incorporating networking and requiring significant investment of time and effort have been shown to be the most impactful. However, the demands of rapidly remodeling course delivery methods from online, to hyflex, to face-to-face over the course of two years alongside health and financial stressors have left many faculty burned-out with diminished cognitive capacity and interest in their own continued education. However it is well established that engaging in development prevents faculty burn-out. In this interactive session, we explore six effective models of reimagined bite-sized development options from two institutions that addressed the unique needs of burned-out faculty.

Shared Session Notes

Presenters

Marina Smitherman

Director, Center for Excellence in Teaching & Learning, Chair, Department of Life Sciences, Professor of Biology, Dalton State College

Educational Development, Organizational Development, Change Management, Launching or Revitalizing Developing Undergraduate Research Programs, LEAP, Transparency in Learning & Teaching.

Alicia Briganti

Associate Professor of Psychology, Dalton State College

Rod McRae

Assistant Provost – Faculty Development, Middle Georgia State University

Aimee Cribbs

Assistant Director Center for Excellence in Teaching and Learning and Assistant Professor of Education, Dalton State College

Friday November 18, 2022 3:00pm - 3:45pm PST
702 (Clearwater)

Interactive Session

3:00pm PST

Should I go? Unpacking the faculty experiences leading to attrition

Like students who disengage in coursework, faculty in Center for Teaching and Learning (CTL) programs may take a passive approach, drop tasks, and skip events. Why do faculty disengage from professional development opportunities? Research suggests that CTLs do not equally serve all faculty, particularly BIPOC and women (Sotto-Santiago 2020). As CTLs return to in-person services, what strategies can we use to promote faculty engagement? In this session, participants will examine factors that influence the decision to drop out (Tinto 1975). For example, faculty may experience competing priorities between research obligations and teaching values, leading some to dropout. By highlighting the causes of attrition, participants will identify strategies for effective and equitable programming.

Shared Session Notes

Presenters

Marisella Rodriguez

Inclusive Teaching Lead, UC Berkeley

Melissa Ko

Assessment & Curriculum Design Specialist, University of California, Berkeley

Sarah Pickett (she/her)

Associate Director of Faculty and Lecturer Programs, Stanford University

Friday November 18, 2022 3:00pm - 3:45pm PST
708 (Sol Duc)

Interactive Session

3:00pm PST

Students as stealth educational developers: identifying opportunities and mentoring leaders

In this interactive session, we will discuss what is too often a neglected constituency group when forming curricular and co-curricular partnerships: undergraduate students. As our title suggests, undergraduates can often act as stealth educational developers, inspiring a deep level of trust and participation from instructors and students. By sharing the distinct ways in which session presenters make use of undergraduate leaders (as research mentors, educational designers, and teaching fellows), we plan to invite participants to identify opportunities in which they currently or could deploy undergraduate leadership in their contexts and consider best practices for mentoring these educational development allies.

Shared Session Notes

Presenters

Lauri Dietz

Associate Director, Introductory Seminars, Stanford University

Lara Karpenko

Director of the Center for Humanities/ Professor of English, Carroll University

Peer education; undergraduate research; directing humanities (or any other type) of centers; humanities education

Hollie Fortkamp

Friday November 18, 2022 3:00pm - 3:45pm PST
601 (Hoh)

Interactive Session

3:00pm PST

Inward & Outward: Reimagining and Reconnecting Our Communities through a Podcast

Our Center launched a podcast in 2020 with the specific goal to reimagine our instructional community through engaging conversations about pedagogical issues. This POD Talks session tells not just the story of the podcast’s external success, but highlights the impact and inspiration this collective effort has provided for CTL colleagues. Through this inspiration, we have been able to deepen and extend our work, benefitting not only our broader teaching community, but furthering our Center’s organizational culture goals of staff inclusion, engagement, and motivation.

Shared Session Notes

Presenters

Caitlin DeClercq

Rebecca Petitti

Assistant Director, Faculty Programs and Services, Columbia Center for Teaching and Learning

Catherine Ross

Executive Director, Columbia University

Friday November 18, 2022 3:00pm - 3:45pm PST
Regency A

POD Talk

3:00pm PST

Mobile-Mindful: Teaching Development Re-imagined

We are all mobile learners. While “mobile learning” often focuses on students, this talk recognizes ourselves as mobile learners and recognizing our faculty learning partners as mobile learners themselves. "Mobile-mindful" considers mobile learning with and beyond smartphones, emphasizing an awareness that learners move across places and devices, and that we should design learning environments amenable to the time, interest, and capacities that faculty have. This POD Talk prompts us to consider broader principles and concrete actions we can take to "untether" faculty learning opportunities, including more opportunities for microlearning and mobile-friendly communities of practice.

Shared Session Notes

Presenters

Christina Moore

Friday November 18, 2022 3:00pm - 3:45pm PST
Regency A

POD Talk

3:00pm PST

Story School: Integrating Multimodal Storytelling into Undergraduate Courses

In this presentation, I will describe a pilot program developed in a collaboration between the Studio for Teaching & Learning Innovation and a group of instructors in multimodal storytelling at William & Mary. Instructors integrate a variety of scaffolded learning assignments into their courses to help students connect to the material and tell more engaging stories through podcasts, videos, TED Talks and more. Some key elements of our program are a structured aproach to storytelling, student consultants trained and mentored by the Studio to take on teaching and workshop responsibilities, and important opportunity for practice and iteration throughout the process.

Shared Session Notes

Presenters

Mike Blum

Assistant Director, Studio for Teaching & Learning Innovation, College of William & Mary

--Meaningful modalities: Technology choices for multimodal communication assignments--Iterative Storytelling--Student consultants program

Friday November 18, 2022 3:00pm - 3:45pm PST
Regency A

POD Talk

3:00pm PST

Intramural Partnerships: Remodeling a Mentoring Program

The “Great Faculty Disengagement” (McClure & Fryar, 2022) emphasized institutional barriers to creating work environments in which faculty feel valued and can grow. To target this need, our center collaborated with our Faculty Senate to reimagine our faculty mentoring program, shifting from a one-on-one approach to a non-hierarchical pod structure. Join us in this roundtable discussion to examine our mentoring program redesign as a case study. We invite feedback to refine our mentoring framework and your programmatic experience to generate successful mentoring strategies aligned with institutional and faculty values targeting the overarching goal of developing conditions needed for faculty to flourish.

Shared Session Notes

Presenters

Dr. S. Raj Chaudhury

Executive Director Innovation in Learning Center and USAonline Associate Professor of Physics, University of South Alabama

Dr. Chaudhury was trained as a physicist, receiving his B.A. from Vassar College and M.S. and Ph.D. from UCLA. He spent ten years as a physics faculty member at Norfolk State University. His work in STEM education has been funded by agencies such as NASA & NSF. His educational publications... Read More →

Lisa LaCross

Associate Director, Faculty Development, University of South Alabama

Ask me about my cats! Please! :)

Friday November 18, 2022 3:00pm - 3:45pm PST
603 (Skagit)

Roundtable Discussion

3:00pm PST

A Perfect Fit: Faculty Learn About Teamwork with Jigsaw

Instructors who want students to work in teams and create collaborative projects need strategies for success. For a workshop series at Duke University where faculty were preparing to teach students working in collaborative teams, we developed a jigsaw activity (https://www.jigsaw.org/) for addressing issues with student teamwork. Jigsaw is a collaborative learning technique where each student's part is essential. The faculty activity addresses student buy-in, team formation, inclusive teams, peer feedback, and grading. In this workshop, we will lead participants through our jigsaw activity and provide materials for them to modify to fit their campus needs.

Shared Session Notes

Presenters

Andrea Novicki

Elise Mueller

Senior Learning Consultant, Duke Learning Innovation

Seth Anderson

Duke Learning Innovation

Friday November 18, 2022 3:00pm - 3:45pm PST
701 (Clallum)

Workshop-in-a-Box

3:00pm PST

Beyond the Debate: Trigger Warnings in a Research Context

Say the words “trigger warning” to an instructor and you’re guaranteed a reaction. Advocates argue that trigger warnings empower students with crucial information for safeguarding wellbeing and enhancing learning (Leland & Kulbaga, 2018). Critics counter that they insulate learners from intellectual challenges crucial for professional development (Lukianoff & Haidt, 2015). We reframe this educational debate, using SoTL research to explore what trigger warnings can (and can’t) do to improve teaching and learning. Via a case study of our Center’s approach, we invite participants to (re)consider who has agency in the learning process and re-imagine conditions for inclusive learning.

Shared Session Notes

Presenters

Erin Baumann

Senior Associate Director of Professional Pedagogy, Harvard Kennedy School

Kate Hamilton

Assistant Director of Faculty Programs, Harvard University, JFK School of Government, Strengthening Learning & Teaching Excellence

Friday November 18, 2022 3:00pm - 3:45pm PST
707 (Snoqualmie)

Workshop-in-a-Box

3:00pm PST

Decoding Information Literacy: A Workshop for Course Instructors

Information literacy encompasses the critical ways of thinking and acting that guide our interactions with information and our ability to create new knowledge. Many instructors expect that students will develop and demonstrate their information literacy through course-based assignments but are often frustrated with the results, because students (as novices) and instructors (as disciplinary experts) are seemingly speaking two different languages. In this session, we share a workshop that we, as academic librarians, have developed using Decoding the Disciplines and Writing to Learn to help instructors identify ways in which they can intentionally and transparently develop their students’ information literacy.

Shared Session Notes

Presenters

Amanda Folk

Head, Teaching & Learning, The Ohio State University Libraries

Jane Hammons

Teaching and Learning Engagement Librarian, Ohio State University

Hanna Primeau

Instructional Designer, The Ohio State University Library

Katie Blocksidge

Library Director, The Ohio State University at Newark/Central Ohio Technical College

Friday November 18, 2022 3:00pm - 3:45pm PST
604 (Skykomish)

Workshop-in-a-Box

3:45pm PST

Course Success Self-Review

Innovation Award Finalist

The Course Success Self-Review provides a new avenue of support for instructors who may not feel ready to engage with a consultant or sift through resources. Based on a research-based framework of high-impact recommendations, this unique survey tool leads instructors through a self-directed analysis and connects them with actionable advice and targeted resources. The corresponding website offers detailed explanations, rationale, and links to relevant resources that support teaching and learning in multiple modalities.

Presenters

Daniel Pell

Teaching & Learning Consultant, University of Wisconsin-Madison

I work as a Teaching and Learning Consultant in the Center for Teaching, Learning and Mentoring at the University of Wisconsin-Madison. My role is strategic consulting, focused on supporting innovation to build the capacity of instructors, programs and departments to deliver high-quality... Read More →

Karen Skibba

Teaching & Learning Specialist, University of Wisconsin-Madison

Karen Skibba, Ph.D., specializes in online and blended faculty development and developing quality online and blended courses. She is an inaugural member of the Center for Teaching, Learning and Mentoring at the University of Wisconsin-Madison in July 2021. From 2014 to 2022, she was... Read More →

Lisa Jong

Teaching & Learning Consultant, University of Wisconsin-Madison

I'm happy to connect around: creating inclusive professional development experiences; teaching courses focused on race and racism; working at a newly created CTL; supporting educational developers of color through peer mentoring; and transitioning from a humanities field to a career... Read More →

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Innovation Award Finalist, Poster

3:45pm PST

Lessons from Jazz: A workshop in improvisation skills for facilitating great sessions

Innovation Award Finalist

This workshop draws from jazz music to develop improvisational skills that teachers can use in unpredictable, student-driven settings. Through active listening, participants learn to navigate unscripted learning environments and effectively guide discussions. We provide a discrete set of facilitation tools (“licks”) that instructors can implement as needed in different situations. These principles are broadly applicable, not discipline-specific, and require no special expertise or technology. We plan a self-guided, online version that can be widely available.

Presenters

Chris Burns

Professor of Basic Medical Science, University of Arizona College of Medicine

Richard Plunkett

Associate Professor of Teaching, The University of British Columbia

Paul Haidet

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Innovation Award Finalist, Poster

3:45pm PST

NC State SPARK: Summer Programs: Aspire, Renew, Kindle

Innovation Award Finalist

Started in the Summer of 2021, this asynchronous professional development series consists of four media packages delivered to registrants once a week during the month of July. Each media package is composed of a podcast, a blog post, and downloadable resources. The series is offered for faculty, staff, and graduate students. While the series has a different emphasis each year, the overarching theme is to inspire the participants as they prepare for the Fall semester.

Presenters

Maria Gallardo-Williams

Senior Faculty Development Specialist, NC State University

Maria Gallardo-Williams spends most of her time helping faculty at NC State University with teaching innovations and SoTL projects.

Jonathan Holloway

Leadership Program Manager, NC State University

Diane Chapman

Sunanda Dillion

Janet Del Pinal

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Innovation Award Finalist, Poster

3:45pm PST

Syllabus as a Tool to Dismantle Inequality: A Professional Development Workshop for Faculty

Innovation Award Finalist

To dismantle systemic inequality in STEM classes and minimize racial grade gaps, we modified and repurposed a previously validated rubric that measures the degree of syllabi learner-centeredness. We conducted research connecting syllabus learner-centeredness and grade gaps and found courses with more learner-centered syllabi had smaller gaps. Connecting research to practice, we now offer an “Inclusive Syllabus Design” workshop series, training instructors to use our innovative rubric to make small changes with big classroom impacts.

Presenters

Maryam Eslami

PhD Student- Research Assistant, University of California, Irvine

I am a PhD student in education and a member of the Postsecondary Education Research & Implementation Institute at University of California, Irvine. The general mission of our team is to leverage evidence-based practices to combat systemic inequities in college classrooms and promote... Read More →

Brian Sato

Professor of Teaching, Associate Dean, University of California Irvine

Andrea Aebersold

Director, Faculty Instructional Development, UC Irvine

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Innovation Award Finalist, Poster

3:45pm PST

A Formative Midterm Student Feedback Program for All Course Modalities

We describe a formative midterm student feedback program developed by the Center for Faculty Development at the University of Houston-Clear Lake. At the request of a faculty member, the Center emails all students and asks them to reply with what helps and hinders their learning in the course. By using email, we can conduct the evaluation for all classes including courses held asynchronously online, at night, or at satellite locations. We include information on the mechanics of the program, lessons learned, limitations, and additional options that may be more appropriate at other institutions.

Shared Session Notes

Presenters

Robert Bartsch

Program Director, Center for Faculty Development, University of Houston-Clear Lake

Veronica Ortiz

Program Coordinator, University of Houston Clear Lake

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Poster

3:45pm PST

Amplifying the Silver Lining: TA Training Re-envisioned for Good

Though the COVID-19 pandemic forced professional development and graduate teaching assistant (GTA) training online, it also provided a “silver lining”: a key opportunity to re-envision and restructure the University of South Carolina's GTA training programming permanently in the post-pandemic environment. By using feedback from GTA training participants and volunteers during the pandemic, we significantly modified the Spring 2022 TA training structure to address content, skill development, accessibility issues, and identified deficits, blending pandemic and pre-pandemic TA training structures into a new format to best meet GTA needs upon return to in-person modality.

Shared Session Notes

Presenters

Michelle Hardee

Program Manager, University of South Carolina

Georgina Anderson

University of South Carolina

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Poster

3:45pm PST

Augmenting PhD Professional Development with a micro-credentialing online training program

The pandemic has heightened the need for PhD students to be responsive to the job market by gaining skills and accessing resources to prepare for their next career step. PhD Progression is a micro-credentialing online training program hosted on adaptive platforms that re-imagines PhD Professional Development; students can complete self-paced modules and gain skills in seven across-field core capacities, including Research, Communication, Self-Awareness and Career Development - examples of the most pursued badges (inclusivity, career development) will be presented. Furthermore, students earn a LinkedIn-shareable digital badge per module completed, which allows them to celebrate their accomplishments and illustrate their marketability.

Shared Session Notes

Presenters

Bénédicte Gnangnon

Postdoctoral Associate, Boston University

Hello,My name is Béné, I use she/her/hers pronouns.I work in the Professional Development & Postdoc Affairs office at Boston university. I transitioned into this administrative postdoc after completing a PhD and a first research postdoc in STEM. My current role involves designing... Read More →

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Poster

3:45pm PST

Building a Large Online Graduate Teaching Assistant (TA) Training Program

In Fall 2020, the Center for Excellence in Learning and Teaching at Stony Brook University began offering pedagogy training online for graduate TAs; over 1000 TAs were enrolled to date. The program consists of asynchronous modules and synchronous sessions for discussion/interaction on topics in college teaching. TAs surveyed post-training and end of semester were largely satisfied with program components, had increased teaching confidence, were able to apply the content in their teaching, and met the learning outcomes. TAs enrolled in future iterations will be surveyed both pre/post training, end of semester, and will participate in focus group discussions.

Shared Session Notes

Presenters

Kimberly Bell

TA Development Specialist, Center for Excellence in Learning and Teaching at Stony Brook University

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Poster

3:45pm PST

Connecting STEM Instructors with Appropriate Student-centered Teaching Professional Development

Active, student-centered instruction is more effective and inclusive than transmissive instruction. Understanding instructor characteristics that influence perceptions of student-centered instruction helps identify ways we can better connect and design teaching professional development for instructors. In the Center for Life Sciences Education at the Ohio State University we have a robust teaching professional development program and instructors from a variety of contexts. Through surveys, we sought to understand what instructor attributes (including teaching professional development time) led to greater perceptions of student-centered instruction. We will present those findings and promote discussion on the local and generalizable applications of our results.

Shared Session Notes

Presenters

Erica Szeyller

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Poster

3:45pm PST

Cross-Cultural Dialogue and Inclusivity in an HBCU: A Faculty Initiative

Historically Black Colleges and Universities (HBCUs) have rich traditions that distinguish them from other minority-serving or predominately white institutions. Increasing diversity among faculty at this HBCU has generated needs for cross-cultural dialogues and discussions around the unique history and mission of an HBCU, particularly among new International and Foreign-born faculty. This poster reports on a one-day new faculty forum designed to prepare new faculty to engage in cross-cultural dialogue and learn about methods of teaching in culturally responsive and inclusive ways. Data was collected on the event through reflective focus group conversations and follow-up surveys with participants.

Shared Session Notes

Presenters

Audrey Dentith

Director of the Center for Teaching Excellence, North Carolina A&T State University

steven Jiang

Nancy Winfrey

Del Ruff

Sherrice Allen

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Poster

3:45pm PST

Curricular Transformation Toolset: Rethinking how to plan and track change

Reimagining a course or curriculum requires seeing it through a multifaceted lens. The Curricular Transformation Toolset is a unique approach to tracking course and curricular level change, based on direct evidence from a quality improvement initiative linked to institutional accreditation. Use it to generate a striking visual representation of progress in twelve categories of detailed descriptors, informing collaboration and stimulating reflection and discussion. Explore connections between need and accomplishment in different aspects of curricular transformation. Consider how to adapt and apply the toolset to plan, track, and report on a course or curricular transformation project in your own context.

Shared Session Notes

Presenters

Daniel Pell

Teaching & Learning Consultant, University of Wisconsin-Madison

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Poster

3:45pm PST

Data-informed Messages: Guiding Student Engagement and Metacognition in Large-Enrollment Courses

Providing personalized feedback to students in a large lecture classroom is a common challenge in higher education. This poster session will share how we reimagined providing individualized feedback in a large lecture classroom through a collaborative teaching initiative. We used data about students’ engagement and performance to connect with the students and foster their self-regulated learning. We ensured the messaging was positive and personal while encouraging metacognition related to studying and performance. We traced student engagement and performance to see which group of students changed their behaviors after receiving the feedback emails.

Shared Session Notes

Presenters

Sara Nasrollahian Mojarad

Assistant Director, University of Iowa

Adam Brummett

Lecturer, University of Iowa

I am a lecturer in the Department of Chemistry at the University of Iowa where I primarily teach large enrollment, freshman level chemistry courses of 600-1000 students. My work also includes implementing research based interventions to encourage a growth mindset and meta-cognition... Read More →

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Poster

3:45pm PST

Description and outcomes of an intensive Preparing Future Faculty Program

Preparing Future Faculty (PFF) programs help graduate students familiarize themselves with the realities of faculty life. In our poster, we share the analysis of a PFF program, the Future Faculty Teaching Fellowship (FFTF). Graduate students spend a year at a partner institution participating in faculty life responsibilities: teaching their own courses, participating in service opportunities, engaging in their research, and attending faculty meetings. We share the results of fellows’ perceptions of how the FFTF contributed to their identity development, professional preparation, and career achievement. We also offer guidance to those interested in developing their own FFTF program.

Shared Session Notes

Presenters

Charmian Lam

Graduate Assistant, Indiana University

Leslie Drane

Senior Instructional Consultant, Indiana University Bloomington

Hi all! I work with instructors on developing inclusive, holistic, and values-based teaching practices, with a focus on graduate student professional development.

Katie Kearns

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Poster

3:45pm PST

Developing and Implementing a Multifaceted Inclusive and Equitable Pedagogy Program

In 2021-22, the University of South Florida’s teaching center, in partnership with our diversity office, developed and implemented a multifaceted inclusive and equitable pedagogy program. Drawing on our faculty and staff expertise, we developed an asynchronous introductory course for instructors. This course served as the foundation for two live workshop series and both pieces provided a framework for learning communities focused on implementation. Through this multifaceted approach, we aimed to meet faculty with a range of familiarity with DEIJ practices. In this poster, we present our objectives, the effort developing and implementing the program, recommendations, and lessons learned.

Shared Session Notes

Presenters

Timothy Henkel

Assistant Vice Provost for Teaching and Learning, University of South Florida

Ashley Reese

Learning and Development Coordinator, University of South Florida

Elizabeth Hordge-Freeman

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Poster

3:45pm PST

Developing social-equity curriculum for the public, high school, and faculty

Florida International University’s Center for Humanities in an Urban Environment brings together scholars, activists, and artists to host widely successful social justice live stream workshops. They have served as a model for presenting innovative, audience-specific engagement strategies while also responding to broader key issues of present times. This study uses thematic coding of these established recorded videos to inform the development of adaptable, relevant, and accessible curriculum that will serve specific constituencies: the broader public, high schooler's, and university faculty. Using a design-based research format, the curriculum is tested and modified after survey and participant interviews are analyzed.

Shared Session Notes

Presenters

Nicole Chlebek

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Poster

3:45pm PST

Developing, Implementing, and Evaluating A Newly-Redesigned Teaching for Equity Institute

A positive outcome of the pandemic has been an increased sensitivity by our faculty to the diverse needs of students and a desire for more robust programming on equitable teaching. To assist faculty, we reimagined a prior teaching institute that had a primary focus on inclusion to one focused on equitable teaching, and most uniquely, used as a conceptual framework motivation concepts (Ambrose et al., 2010) to frame the content of this reimagined Institute. This poster will highlight the development, implementation, and programmatic evaluation of this uniquely designed institute.

Shared Session Notes

Presenters

Cliff Rouder

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Poster

3:45pm PST

Factors contributing to faculty intentions to earn digital badges

The presenter will share the six key factors that affected faculty members’ intention to earn digital badges for professional development purposes in a qualitative case study: (1) faculty attitudes towards the digital badges approach, (2) faculty past experience participating in professional development, (3) faculty perceived behavioral control (i.e., comfort level with badging systems, administrative awareness and support, and time availability for professional development), (4) rewards for earning digital badges, (5) subjective norms (i.e., perceived administrators’ social influence and peer pressure), and (6) demographic characteristics (i.e., academic rank). Implications for faculty developers and higher education administrators will be further discussed.

Shared Session Notes

Presenters

Zihang Shao

Ph.D.

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Poster

3:45pm PST

Faculty Preferences for Modality of Workshops in the Post-Covid World

While our teaching center plans to offer programming in both online and face-to-face modalities in the near future, we will also survey our faculty on their preferences, in the hopes that other institutions can benefit from the self-reports of our faculty. Secondly, we will also report on direct data of actual attendance patterns, broken out by modality, in the new normal. Finally, we will survey other teaching centers internationally via a link in the POD listserv to learn what plans other teaching centers have for workshop modality in the academic year 2022-2023.

Shared Session Notes

Presenters

Kevin Yee

Director, Faculty Center, UCF

Kirby Whittington

Instructional Specialist, University of Central Florida

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Poster

3:45pm PST

How Do We Show Our Impact?: Patterns in Annual Reports

Centers for Teaching and Learning (CTLs) need to be able to show their value to external stakeholders, and annual reports are a common place that CTLs do so. However, the literature offers few recommendations for how to show impact in this context and to this audience. To address this gap and provide resources for colleagues (re)imaging their own annual reports, we use a survey of POD Network members and a qualitative analysis of CTL annual reports to describe current practices in the field, identify patterns in how CTLs show impact, and curate examples of different approaches to showing impact.

Shared Session Notes

Presenters

Amy Hermundstad Nave

Faculty Developer, Trefny Center, Colorado School of Mines

Megan Sanders

Senior Assessment Associate, Colorado School of Mines

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Poster

3:45pm PST

Implementation of a Framework for Assessing Teaching Effectiveness: Lessons Learned

Teaching evaluation protocols are inadequate, inaccurate, do not enhance teaching, nor incentivize improvement. A framework (Framework for Assessing Teaching Effectiveness, FATE) and rubric defining effective teaching were developed. However, changing teaching assessment requires overcoming hurdles. FATE implementation was studied using a mock academic department and faculty learning community. FATE provides a complete/inclusive definition of teaching and clarity around teaching expectations that allows a comprehensive teaching assessment. However, increased transparency, locating and presenting evidence, and time commitment are issues. This work has contributed to forming policies and practices within the Center for Teaching and Learning and institution.

Shared Session Notes

Presenters

Megan Frary

Coordinator for Graduate TA Support and Associate Professor of Materials Science and Engineering, Boise State University

Shawn R Simonson

Professor/Faculty Associate, Boise State University

Dr. Shawn Simonson is a Professor and the Director of the Human Performance Laboratory in the Department of Kinesiology at Boise State University. He also serves as a Faculty Associate in the Center for Teaching and Learning. Professional certifications include the Exercise Physiologist... Read More →

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Poster

3:45pm PST

Implementing a Peer-Coaching Faculty Learning Community (FLC): Lessons Learned

This poster session describes the presenters’ experiences implementing a peer-coaching Faculty Learning Community (FLC) at a small liberal arts college. We describe how participants were identified, the structure of the FLC, and provide analysis of participant feedback. Participants included faculty from multiple levels: adjunct, assistant, associate, and full professor. Results indicated that all participants felt like they benefited from participating in the peer coaching, which suggests that peer coaching is a positive professional development practice for engaging faculty at various levels of experience. Lessons learned and changes that we will make next time will be shared.

Shared Session Notes

Presenters

Julie Schrock

Director of Faculty Development, Meredith College

Whitney Manzo

Meredith College

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Poster

3:45pm PST

Institutionalizing learning assessment: Challenges and opportunities

Presenters share how teaching center expertise on organizational and faculty development can build capacity for student learning assessment at the college and department level, especially for accreditation and program review efforts. CRLT at the University of Michigan piloted a faculty learning community of nine departments to develop departmental assessment strategies. That process is now being institutionalized into a regular cadence of departmental program review. We will discuss lessons learned and share materials used to guide faculty in creating assessment procedures. We will also share templates designed by faculty to assess the learning of students majoring in their fields.

Shared Session Notes

Presenters

Deborah Meizlish

Associate Director, Center for Research on Learning and Teaching, University of Michigan - Ann Arbor

Stephanie Kusano

Assistant Director, University of Michigan

Malinda Matney

Managing Director, University of Michigan

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Poster

3:45pm PST

Leveraging Evaluation Data to Reimagine a College Teaching Certificate Program

Traditional training for doctoral students and postdoctoral scholars often focuses exclusively on the development of research knowledge and skills, neglecting instruction. To address this gap, our teaching center stepped in to provide future faculty with pedagogical training. Over time, we adapted our Tech to Teaching certificate program, which prepares future faculty for college teaching, to expand our reach and be more inclusive in our access to learners. In this poster, we share our efforts leveraging 6 years of evaluation data to help understand where the program is working, and where there are opportunities to re:imagine new directions.

Shared Session Notes

Presenters

Kate Williams

Assistant Director, Center for Teaching and Learning, Georgia Institute of Technology

Terri Dunbar

PhD Candidate, Georgia Institute of Technology

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Poster

3:45pm PST

Meanings of community for educational developers: Care, contributions, and belonging

Our poster presents a phenomenological description of the community aspects of a Community of Practice (CoP) among educational developers across academic institutions. We illustrate the meaning and value facilitators place in their CoP participation, especially a heightened sense of care. We also contribute to organizational knowledge about the unique importance of across-institutional CoPs in educational development. We invite poster attendees to:

1) reflect on sustaining features of CoPs that they belong to;

2) reflect on the implications for similar CoPs as we Re:Start from the pandemic;

3) Re:Imagine post-pandemic ED practices; and

4) Re:Connect with like-minded colleagues.

Shared Session Notes

Presenters

Thomas Colclough

University of California, Irvine

Katherine Kearns

Assistant Vice Provost for Student Development; Director of the Office of Postdoctoral Affairs, Indiana University Bloomington

I collaborate with academic programs, campus offices, and student organizations to support the professional development of graduate students and postdoctoral trainees on the IU Bloomington campus and direct the Office of Postdoctoral Affairs. I cultivate networks and resources that... Read More →

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Poster

3:45pm PST

Non-Evaluative Peer Observations of Teaching: Reflection toward Change

This poster presents a research study-in-progress of non-evaluative peer observation in an institution-level teaching certificate program administered by CTL staff at a research-intensive (R1) university. As one of several requirements for completion of the two-year, cohort-based certificate, participants observe a class session of another participant’s course, then write a two-page guided reflection of their findings for program staff. Based on these reflections, the aims of the study are twofold: 1) to understand what participants learned or took away from the peer observation; and 2) how they interpret the purpose of the observation and reflective writing.

Shared Session Notes

Presenters

Kerrie Kephart

Assoc. Dir. Faculty Development Center, University of Maryland Baltimore County

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Poster

3:45pm PST

Nudge: A Classroom Experiment in Forgetting Less

Nudge is an easy to use tool that helps students remember more, longer. After each class, instructors write a multiple-choice question related to the class material. Students get questions and reply in just a few seconds. We tested Nudge in a large introductory STEM course at Duke University and found that students who used the tool had final course grades that were 1.43% higher than students who did not. This result was obtained after using propensity score matching to account for unobserved differences between the participants and non-participants. This poster will detail how Nudge works and present those results.

Shared Session Notes

Presenters

Kim Manturuk

Seth Anderson

Duke Learning Innovation

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Poster

3:45pm PST

Online, Informal, Flexible: What #Ungrading Shows Us About Teaching Development

Many teaching-minded faculty experience barriers to engaging in their institution’s teaching programs such as lack of flexibility and relevance to their teaching. This ethnography of faculty teaching development within Twitter communities and networks explored why faculty go to online social spaces to cultivate their teaching practices. The study results help faculty developers better understand how they can use their resources and expertise to complement the informal teaching development happening in online social spaces. Results suggest that faculty developers could help supplement some of Twitter’s informal learning shortcomings, by adding organization and intentionality to such social learning spaces.

Shared Session Notes

Presenters

Christina Moore

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Poster

3:45pm PST

Preparing Doctoral Students and Post-doctoral Fellows for Careers in Teaching

This poster illustrates a cross-disciplinary teaching academy for doctoral students and post-doctoral fellows implemented for the past four years at the University of Miami. Professional preparation for U.S. doctoral students and post-doctoral fellows often focuses on the substantive, research, and practical aspects of their respective fields, with less formalized training dedicated to teaching. Developed by a team of educators and instructional designers, “The Graduate Teaching Academy” brings fellows into a learning community that builds their teaching competencies without disrupting program requirements or research activities.

Shared Session Notes

Presenters

Amanda Valdespino

Sr. Instructional Designer, Learning Innovation and Faculty Engagement, University of Miami

Amanda Valdespino, Sr. Instructional Designer, works on faculty development initiatives and programming related at the University of Miami. In her role, Amanda performs duties such as consultations with faculty, facilitating workshops, facilitating faculty reading groups, and other... Read More →

Matt Acevedo

Executive Director, Learning Innovation and Faculty Engagement, University of Miami

Matt is the Executive Director of Learning Innovation and Faculty Engagement at the University of Miami, where he leads a team of instructional designers who work to promote a culture of teaching and learning at the U through consultations, coaching, workshops, and events. Prior to... Read More →

Tatiana Perrino

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Poster

3:45pm PST

Rapid Restart: Preparing faculty to teach in Active Learning Classrooms

This poster describes our Center’s experience supporting faculty with comprehensive professional development around equitable/inclusive teaching at UC Davis’ new active learning complex – 20 specially-designed and technologically-equipped, flexible classroom spaces. Late-pandemic, our Center mobilized to support faculty’s return to a campus with new, interactive spaces. The poster discusses program elements: faculty orientations, tours, a reading circle, and a 5-session workshop series. Survey data and workshop artifacts demonstrate program effectiveness. Attendees will receive a framework for programmatic agility in challenging times and strategies for refreshing campus interest in active learning as equitable practice in ALCs and traditional classrooms.

Shared Session Notes

Presenters

Cecilia Gomez

Education Specialist, UC Davis

Patricia Turner

Education Specialist, University of California, Davis

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Poster

3:45pm PST

Re-define approaches of academic advising in universities: a four-quadrants model

With the increasing number of diverse programs and resources available for students to individualize their studying paths, academic advising in universities needs to re-define approaches to provide academic advising. The Academic Advising Office at National Taiwan University constructs a four-quadrant model based on two dimensions: students’ level of certainty for future study and ability to utilize learning resources. Through this model, students in need can be categorized into four types and receive further support and guidance accordingly. This paper aims to introduce this model and share our experiences of applying this model in practice.

Shared Session Notes

Presenters

Meilun Shih

Ju-Shan Cheng

Yun-Chi Hsu

Lip Ming Chan

Hui-Hsin Liao

Kuei-Yuan Chan

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Poster

3:45pm PST

Re-envisioning Trauma-Informed Teaching: Empowering Students’ Personal and Academic Growth

We incorporated trauma-informed principles into the design of a Religion and Politics course and evaluated impacts on student learning. Students self-evaluated their learning throughout the course in reflections. Through content analysis, we found that students: (1) co-developed a sense of safety by engaging in respectful peer dialogue; (2) established trustworthiness through self-disclosure of personal beliefs; (3) collaborated with peers to develop a deeper understanding of course content; and (4) acquired transferable skills through choice in assessments. Students experienced empowerment by recognizing their personal growth and learning potential. Our study contributes innovative approaches for assessing how students experience trauma-informed course design.

Shared Session Notes

Presenters

Thomas Colclough

University of California, Irvine

Ashley Hooper

Danny Mann

Director of Graduate Student & Postdoctoral Scholar Instructional Development, University of California, Irvine

Misbah Hyder

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Poster

3:45pm PST

Re-imagining Rubrics: The Creation of a Rubric Generator Tool

Students and educators value the benefits scoring rubrics offer. However, the benefits are only as good as the rubric. Creating a good rubric takes time, skill, and collaboration–all of which are limited. Therefore, we reimagined a way to support rubric creation by developing an online rubric generator tool able to auto-populate performance descriptions from a list of criteria and auto-calculate weighted scores. In this poster session, we share our online tool via a QR code and the research-based approach used. Come and learn how you can develop a similar rubric generator tool for your campus or experiment with ours.

Shared Session Notes

Presenters

Sue Hines

Professor; Ed.D. in Leadership, St. Mary's University of MN

Anna Landes Benz

Program and Faculty Developer, Saint Mary's University of MN

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Poster

3:45pm PST

Re:Imagining faculty development through a linguistically responsive pedagogical lens

Approaching faculty development through multiple lenses is increasingly important, given the diverse student bodies that characterizes 21stcentury institutions of higher education. Here, we share insights from our English as an Additional Language (EAL) Initiatives team, an integral part of our CTL’s 'constellation of support' for instructors. A key component in this constellation is the embedded EAL Initiatives team that focuses on a linguistically responsive approach to data-driven, instructor-facing support. Stemming from both conventional and unconventional partnerships, our challenges and successes within the constellation are shared, including a week-long scalable event, workshops, consultations, orientations, materials development, and a seminar series.

Shared Session Notes

Presenters

Fiona Shaw (she/her)

Associate Director, Curriculum and Instruction, Simon Fraser University

Amanda Wallace (she/her)

Educational Developer - EAL Consultant, Simon Fraser University

I’m an Educational Developer at Simon Fraser University (Burnaby, BC, Canada) specializing in English-as-an-Language (EAL). I collaborate with stakeholders from across the university to identify, develop, and facilitate EAL support for Faculty, Instructors, and Teaching Assistants... Read More →

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Poster

3:45pm PST

Reflective Teaching Squares - Re:imagining ITA Support

This poster describes work in progress related to the first iteration of ITA (International Teaching Assistant) teaching squares at Simon Fraser University that has been concurrently structured with a research plan to study efficacy and impact. Participants will have the opportunity to consider the initial findings related to the development and implementation of the program, which emphasizes the development of personal reflective practice through guided peer observation. The poster also includes a reflection on establishing a research plan concurrent with a program offering to increase the opportunity for cohesion between practice, research, and policy.

Shared Session Notes

Presenters

Zoreen Nuraney

Educational Developer, Simon Fraser University

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Poster

3:45pm PST

ReImagining Multi-Institutional Collaborations that ReConnect Curriculum through the UN SDGs

Educational developers based in academic support units at two state institutions collaborated on multiple initiatives that provide opportunities for educators to learn about and integrate the UN Sustainable Development Goals (SDGs) into their course design and teaching, as well as to network across institutions. This collaboration resulted in a series of programming opportunities that have spanned several academic years and continue strong into the future. The poster will connect participants to resources for working with faculty in integrating the UN SDGs into their courses and explore challenges the authors experienced in order to identify structures that can facilitate multi-institutional collaborations.

Shared Session Notes

Presenters

Mandy McGrew

Educational Specialist, Scholarly Teaching, Kennesaw State University

Rebecca Watts Hull

Service Learning and Partnerships Specialist, Georgia Tech - SLS

I support faculty in course re-design and innovative teaching that incorporates community-engaged learning related to sustainability and the U.N. Sustainable Development Goals (SDGs). My work aims to advance Education for Sustainable Development across the curriculum that empowers... Read More →

Carol Subino Sullivan

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Poster

3:45pm PST

Reshaping Canvas LMS for on-site higher education after COVID lockdown

Since 2019, the LMS Canvas at the Pontificia Universidad Católica de Chile has been implemented in all undergraduate and postgraduate courses as a complementary tool to face-to-face Classes. During pandemic lockdown, the LMS became the only means to develop remote teaching the LMS became the only place to develop remote teaching. With the face to face return, and with the learning that teachers obtained, it is necessary to rethink the use of the LMS, highlighting the implementation of innovative teaching methodologies and identify which are the tools that teachers and students use most in their practices.

Shared Session Notes

Presenters

María Jara

Head of Training and Consultans area, Pontifical Catholic University of Chile

My name is María Francisca Jara, I'm a teacher. Since 2008 I have been worked at Pontifical Catholic University of Chile at Center of Development Teaching and Learning.My principal job is lead of Training and Consultants area offering many of strategies to improve teaching quality... Read More →

Daniel Canales

Head of innovation area with technology, Pontifical Catholic University of Chile

My name is Daniel Canales and I have a degree in Psychology. Since I graduated, I have worked at the PUCV in the management of the virtual classroom and in the University Teaching Improvement Department, in which I trained and counselled teachers in the use of Moodle and in thelearning... Read More →

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Poster

3:45pm PST

Rethinking our workshops and trainings

The poster will show the main changes that Center of Teaching and Learning Development have developed in our training in teaching skills after the University has returned to face-to-face classes.

All these changes are born after two years of emergency remote teaching in which we trained a significant number of teachers, with new topics and everything in a remote format.

Upon returning we have seen that teachers are not participating in the activities we offer. We believe that it is due to the extreme tiredness that all people are experiencing in addition to devoting energy to rethinking their teaching.

Shared Session Notes

Presenters

María Jara

Head of Training and Consultans area, Pontifical Catholic University of Chile

Daniel Canales

Head of innovation area with technology, Pontifical Catholic University of Chile

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Poster

3:45pm PST

Strategic SoTL Program Planning Tools for Educational Developers Engaging Faculty

How does SoTL programming happen on your campus? Learn about the variety of SoTL programming models and access an evidence-based strategic planning worksheet to thoughtfully plan, enhance, and develop SoTL programming goals at your institution. These tools were developed by the SoTL-C, a regional community of practice for educational developers from six institutions in Virginia focused on developing and implementing institutional level SoTL programs to engage and support faculty in SoTL work. Access to these tools is possible through a Creative Commons license.

Shared Session Notes

Presenters

Kim Case

Director of Faculty Success, VCU

Dayna Henry

Interim Assistant Director, Center for Faculty Innovation, James Madison University

Melissa Wells

Assistant Professor (College of Education), Faculty Fellow (Center for Teaching), University of Mary Washington

Dr. Melissa Wells is an assistant professor in the College of Education at the University of Mary Washington in Fredericksburg, VA. Her teaching and research interests include literacy, critical theory, arts integration, technology, and family engagement. Prior to becoming a professor... Read More →

Laura Lukes

Assistant Professor, University of British Columbia

Lindsey Wheeler

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Poster

3:45pm PST

Three's a charm: Student, faculty and staff course design partnerships

In this poster, we share the development, implementation, and impacts of the unique Students as Partners Initiative at the University of British Columbia, which includes collaborations between students and both faculty and staff. Building on existing literature (see Bell, 2016; Healey, Flint, & Harrington, 2014, 2016) we describe how the Initiative positions students as collaborators in UBC’s academic mission and how partnership is conceptualized and operationalized at all levels of the Initiative. In doing so, we explore the impact of the partnerships on transforming teaching, curricular practices, student learning and educational development.

Shared Session Notes

Presenters

Andrea Han (she/her)

Associate Director, Curriculum and Course Services, University of British Columbia

Interested in program (degree, major, minor) level support (new program development, program evaluation, program renewal) and researching intersections between faculty beliefs and teaching practices.

Adriana Briseño-Garzón

Senior Manager, Research and Evaluation, University of British Columbia

Adriana coordinates the evaluation initiatives of the different flexible learning projects that are currently underway across UBC’s faculties and departments, as well of those flexible learning projects in various planning stages. She provides consultation and assists in the development... Read More →

Roselynn Verwoord

Marissa Hall

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Poster

3:45pm PST

Uncovering How Students Learn to Think about Systemic Racism

Teaching about racism can be difficult, but teaching about it as a system, rather than as an individually based phenomenon, is one of the keys to more effective student learning. In our study, we examined how students came to see racism as systemic using both quantitative and qualitative measures across two courses (introductory and advanced). Our results clearly show how students can move from an understanding based in individualistic emotions and symbols to one based in systemic factors of race and gender. We look forward to sharing our work with you and hearing your responses.

Shared Session Notes

Presenters

Cyndi Kernahan

Professor and CTL Director, University of Wisconsin-River Falls

Teaching about Race and Racism, Social Psychology

Erik Withers

Friday November 18, 2022 3:45pm - 5:00pm PST
Level 6 Foyer

Poster

4:00pm PST

Reimagining Connections through Student-Faculty Partnership: What are the Possibilities?

Are you interested in supporting student-faculty partnerships at your institution? Do you currently engage in partnerships? This Co-creation through Partnership (CCP) SIG session is for you! Join this conversation across different institutional contexts to imagine together the kinds of student-faculty connections we can offer. Learn from and with each other about current partnership practices as well as those getting started. Leave with ideas and a network of colleagues committed to supporting and sustaining this work in service of equity and transforming teaching and learning.

Shared Session Notes

Presenters

Jamie Kim

Assistant Director of Faculty Programs and Services, Columbia Center for Teaching and Learning

Laurel Willingham-McLain

Faculty Developer, CTLE, Syracuse University

Emily Donahoe

Associate Director of Instructional Support, University of Mississippi

Austin Wyman

Programming Assistant, University of Notre Dame

Jingzhe Qi

Student Consultant, Syracuse University.

Friday November 18, 2022 4:00pm - 4:45pm PST
605 (Snohomish)

Committee/SIG Session

4:00pm PST

15,925,248 Ways to Improve the Equity of Grading Schemes

While there have long been critiques of traditional A-F grading, the pandemic has revealed the ways grading perpetuates inequities. In response, instructors across higher education have experimented with alternative grading practices. These practices, which vary in their degree of “ungradedness,” emphasize formative feedback, enhance transparency, reduce students’ anxiety, and shift focus to learning. But how do alternative grading schemes compare to each other and to traditional methods? More importantly, in what ways do they foster or limit equity? In this interactive session, we’ll introduce participants to a Grading Scheme Anatomy capable of systematically guiding instructors to more equitable practices.

Shared Session Notes

Presenters

Michael Palmer

Director & Professor, University of Virginia

Michael Palmer joined UVA's Center for Teaching Excellence in the Fall of 2003. As director, he leads a dynamic team committed to promoting the academic professional excellence of UVA faculty, postdoctoral fellows, and graduate student instructors. His educational development research... Read More →

Adriana Streifer

Assistant Professor, University of Virginia, Center for Teaching Excellence

Friday November 18, 2022 4:00pm - 4:45pm PST
601 (Hoh)

Interactive Session

4:00pm PST

Recentering our integrity in a time of instability

As universities around the world seek to (re)establish practices in an endemic world, how do educational developers recenter integrity in their work, grounded in POD’s ethical guidelines and our values as a field?

This session draws on findings from a recent international study to explore the integrity-related challenges developers faced during the pandemic and to consider how we retain or regain a sense of integrity moving forward. We provide participants the opportunity to step back and evaluate how they can best maintain a sense of integrity as they navigate tensions between institutional demands and personal and professional values.

Shared Session Notes

Presenters

Deandra Little

Associate Provost of Faculty Development, Professor of English, Elon University

David Green

Director, Center for Faculty Development and Clinical Professor of International Studies, Seattle University

Friday November 18, 2022 4:00pm - 4:45pm PST
606 (Twisp)

Interactive Session

4:00pm PST

The art of the workshop: Re-enchanting your gatherings

When developers focus primarily on designing the key content for workshops, prioritizing product over process, we squander a whole host of opportunities - to build anticipation, to prime our guests to be bold and thoughtful before they even arrive, to create an alternate universe where participants can imagine broadly, to usher them in and knit them together, and to close with our guests bowled over by what transpired. This interactive workshop focuses on what we’ve left on the table and provides meaningful opportunities and examples to re-enchant faculty development gatherings.

Shared Session Notes

Presenters

Cynthia Alby

Professor of Teacher Education, Georgia College and State University

Julia K Metzker

Director for the Washington Center for Improving Undergraduate Education, The Evergreen State College

Caralyn Zehnder

Friday November 18, 2022 4:00pm - 4:45pm PST
702 (Clearwater)

Interactive Session

4:00pm PST

The Language(s) POD Speaks: Linguistic Justice in Educational Development

Whose language(s) do we want to speak as we re:imagine Educational Development? What opportunities do our roles and spheres of influence provide to critically interrogate what ways of thinking and being in the world are typically privileged in our contexts? How do we create space to expand our linguistic repertoires in ways that are more inclusive of lived experiences in which multilingualism, “code-switching”, and translanguaging co-exist? Joining linguistic relativists’ curiosity about how language impacts thought, this session invites POD colleagues to collectively explore how Educational Development language(s) might (more) intentionally dismantle supremacy and enact justice.

Shared Session Notes

Presenters

Anna Santucci (she/lei/sie/ella)

CIRTL Senior Lecturer, Teaching & Learning Enhancement, University College Cork

Jamiella Brooks

Director, Student Equity & Inclusion Initiatives, University of Pennsylvania Carey Law School

Friday November 18, 2022 4:00pm - 4:45pm PST
603 (Skagit)

Interactive Session

4:00pm PST

The Role of Center Directors in Faculty Personnel Matters

There are many opportunities for Center Directors to share their good work and impact in supporting faculty success. Yet, rarely is there an opportunity for Center Directors to come together and discuss some of the unique challenges related to dealing with college level faculty members. In this session, we will discuss five case studies that stretch Center Directors’ roles and boundaries when dealing with issues that become faculty personnel matters. Participants will leave with a tool kit of strategies for dealing with complicated and messy faculty cases.

Shared Session Notes

Presenters

Rebecca Campbell

Professor, New Mexico State University

Gypsy Denzine

Professor of Educational Leadership and Higher Education Leadership Coach, Virginia Commonwealth University

Friday November 18, 2022 4:00pm - 4:45pm PST
703 (Hoko)

Interactive Session

4:00pm PST

Using Radical Hope to Re:Imagine, Reshape, & Respond with Resilience

The pandemic caused shifts in the educational landscape. With no one-size-fits all guide to navigate challenges, institutions had to develop their own plans. But how do you plan for an unknown future? As “normal” slips into the past, Jonathan Lear’s Radical Hope provides a way to forge a path forward. Radical hope is “not merely wishful optimism but a sustained thoughtful engagement with the world that, in terrible circumstances, yield[s] tangible positive results.” Tangrams are reconfigured shapes making new pictures; similarly Radical Hope and Design Thinking re:imagine ways of using resources to respond resiliently with relentless optimism.

Shared Session Notes

Presenters

Amy Crowley-Gonsoulin

Director Of Faculty Development, Miami Dade College

Hector Noriega

Ph.D. Candidate / Director of IT - Student Experience, Florida Atlantic University / University of Miami

My name is Hector, and POD 2022 is my first POD conference!By day, I proudly serve as the Director of IT – Student Experience at the University of Miami in Miami, FL. By night, I am a Ph.D. Candidate pursuing a doctoral degree in Higher Education Leadership through the College of... Read More →

Friday November 18, 2022 4:00pm - 4:45pm PST
707 (Snoqualmie)

Interactive Session

4:00pm PST

How Gottman's Marriage Research Made Me a Better Faculty Developer

A large part of faculty development work is establishing relationships with faculty. Yet books and workshops don't always include guidance on gaining trust, effective communication, or problem-solving strategies. My experience as faculty developer has taught me that working with faculty who come to me requires less of my knowledge and more of my personal relationship skills. In this talk, I will share how John Gottman's book, The Seven Principles of Making Marriage Work, helped me re:imagine my work and relationships with faculty at UC Irvine.

Shared Session Notes

Presenters

Andrea Aebersold

Director, Faculty Instructional Development, UC Irvine

Friday November 18, 2022 4:00pm - 4:45pm PST
Regency A

POD Talk

4:00pm PST

Understanding novice learners: helping faculty recognize their expert blind spots

This POD Talk explores a professional development learning adventure that helps participants confront the expert blind spot -when specialist instructors become out of step with the needs of novice learners. Program participants learned how to solve the Rubik’s cube with a group of colleagues to gain insight into the learning (and teaching) process, how that differs among learners and context, and pedagogical strategies that meet the specific needs of diverse learners. Viewers will hear the story of a cross-institutional professional development challenge where participants reconnected with the love of learning and receive support to conduct a similar activity elsewhere.

Shared Session Notes

Presenters

Lew Ludwig

Director, Center for Learning and Teaching, Denison University

Friday November 18, 2022 4:00pm - 4:45pm PST
Regency A

POD Talk

4:00pm PST

Vulnerability Opens the Door

The Community College of Rhode Island is working to close equity gaps at all levels of our institution. This work is being led by Senior Administration, and faculty are exploring what that means in their classrooms. At an Equity Summit open to the public, I shared my course data, disaggregated by race and ethnicity. While my results were not what I wanted to see, being vulnerable about this process has opened the door for conversations about this potentially divisive topic. Implications and long-term positive effects of this on my work at the Center for Teaching Excellence will be discussed.

Shared Session Notes

Presenters

Rachel Rogers

Director, Center for Teaching Excellence, Community College of Rhode Island

Friday November 18, 2022 4:00pm - 4:45pm PST
Regency A

POD Talk

4:00pm PST

Wulff Fellows Roundtable: Expanding shared cultural capital for student, faculty, and staff success

This roundtable features this year’s Wulff Fellows sharing about their work and areas of interest at their institutions and beyond. These themes include serving students and faculty from historically marginalized and minoritized groups in higher education; centering international students and faculty in the context of DEI efforts and the use of educational technology; moving towards Native American/Indigenous-serving institutions; launching and sustaining DEI initiatives; promoting disability justice and fostering antiracist and queer-inclusive pedagogies; and developing inclusive perspectives on mentorship (graduate students as mentors; peer-to-peer engagement; mentoring underrepresented educational developers).

Presenters

Pamela Roy

PhD, Founder & Lead Consultant, Consultancy for Global Higher Education

Pamela Roy is the founder of the Consultancy for Global Higher Education. She offers project management and strategic leadership in the areas of youth education, diversity and equity, faculty development, and higher education capacity building in the Global South. Some of her clients... Read More →

China M. Jenkins

Executive Director, Texas Southern University

China M. Jenkins, Ph.D., is the founding Executive Director of the Office of Faculty & Student Academic Support in the College of Pharmacy and Health Sciences at Texas Southern University. During her 17-year career in higher education, China taught at two- and four-year institutions... Read More →

Melissa Jones

Instructional Systems & Learning Technologies, Florida State University

Jess Clawson

Assistant Director, Transformative Teaching & Learning, Shenandoah University

Naomi Hammonds

Undergraduate Teaching Assistant

Anoff Cobblah

Faculty Consultant for Professional Development, University of Tennessee

Nina Feng

José Galarza

Director of Center for Teaching Innovation & Exchange, Maryland Institute College of Art

I am the director of the Center for Teaching Innovation & Exchange (C/TIE) at the Maryland Institute College of Art in Baltimore. I am also a faculty member in our First Year Experience, teaching fabrication. I am interested to meet other POD attendees also working at art and design... Read More →

Asta Habtemichael

PhD Candidate/Coordinator DIBP, University of Rhode Island

Asta Zerue Habtemichael is a doctoral degree candidate in Chemical Oceanography at the University of Rhode Island’s Graduate School of Oceanography and a trainee in the STEEP Superfund Research Program. Beyond his research, Asta works to ensure accessible and inclusive science that integrates local and indigenous knowledge to create mutually beneficial research along with impacted communities. He is heavily involved in science communication and science education, where... Read More →

Ching-Yu Huang

Associate Director for Active Learning Initiatives, University of Georgia

Andrew Jenks

Kristi Mukk

Instructional Design Specialist | Projects and Events Coordinator, Simmons University

Tiphane S. Pate

Instructional Support Specialist, Johnson C. Smith University

Hello! I'm a native of Washington, D.C. that now resides in the Charlotte Metropolitan area of North Carolina. I taught for six years before becoming the instructional support specialist for Johnson C. Smith University through our Center for Innovative Teaching and Learning (CITL... Read More →

Michelle Stewart-McKoy

Faculty Educational Developer, The University of the West Indies, Mona (CETL)

Donohon Abdugafurova (Ph.D)

Wake Forest University

2023 Donald B. Wulff Diversity Fellow

Carol Hernandez

Collins N. Vaye

Ph.D. Candidate-Wulff Diversity Fellow, Florida International University

Collins Vaye is a first-generation college student from Liberia, West Africa. He is a Ph.D. candidate in FIU’s Engineering and Computing Education Doctoral program and a 2022-2023 Donald H. Wulff Diversity Fellow. Mr. Vaye is interested in all things; faculty and student professional... Read More →

Janet Reyes

Equity, Diversity and Inclusion Graduate Fellow, University of Utah

Jonathan Byrn

Instructor, Ethnic Studies and American Indian & Indigenous Studies, Yakima Valley College

Friday November 18, 2022 4:00pm - 4:45pm PST
701 (Clallum)

Roundtable Discussion

4:00pm PST

Close Reading Classrooms through Photographs: Reflective Observation for Educational Insight

Lee Shulman wrote: “Classroom teaching…is perhaps the most complex, most challenging, and most demanding, subtle, nuanced, and frightening activity that our species has ever invented.” Learning to perceive and interpret classrooms by practicing “close reading” outside of class time can help make teaching less frightening and more fulfilling. This Workshop-in-a-box session will demonstrate use of contemporary photographs of higher education classrooms as the subject of reflective observation. Through guided looking and discussion, you’ll learn to lead participants to expand their perspectives on teacher/student roles and engagement, emotion in the classroom, space and technologies, and more.

Shared Session Notes

Presenters

Serge Petchenyi

Creative Lead, Cornell University

Cassandra Volpe Horii

Associate Vice Provost for Education and Director of the Center for Teaching and Learning, Stanford University

At Stanford University, I lead the Center for Teaching and Learning and work with committees, offices, and initiatives across campus to advance inclusive, equity-minded, and evidence-informed teaching and learning. I was president of the POD Network in 2018-19 and served on the Core... Read More →

Martin Springborg

Interim Dean of Liberal Arts and STEM, Dakota County Technical College

Friday November 18, 2022 4:00pm - 4:45pm PST
604 (Skykomish)

Workshop-in-a-Box

4:00pm PST

Navigating Heated, Offensive, and Tense (HOT) Moments in the Classroom

Regardless of the subject matter, content, or discipline, heated, offensive, or tense (HOT) moments happen in the classroom. While there are steps that instructors can take to help mitigate the potential for these moments, they are never fully avoidable. This session helps participants differentiate between moments that are heated, offensive, and tense, highlighting strategies that can target some or all of those distinctions. Building on frameworks of inclusive teaching and anti-racist pedagogies, this workshop-in-a-box provides participants with session materials to help instructors identify strategies for engaging with, facilitating, and navigating HOT moments before, during, and after class.

Shared Session Notes

Presenters

Rebecca Petitti

Assistant Director, Faculty Programs and Services, Columbia Center for Teaching and Learning

Friday November 18, 2022 4:00pm - 4:45pm PST
708 (Sol Duc)

Workshop-in-a-Box

4:00pm PST

Supporting Productivity and Building Community through Faculty Writing Retreats

During this session, we will share our experience hosting both in-person and virtual faculty writing retreats aimed at building community among faculty, particularly junior faculty. Invitation emails, agendas, and end of program assessments will be shared during this “workshop in a box.” We will model the use of a shared, online tool we developed to support faculty in setting daily goals for their writing. We have found that this public recording of daily writing goals is a simple but effective motivator for both in-person and virtual participants alike. A template of our goal setting sheet will also be shared.

https://tinyurl.com/POD22RiderUShare

Shared Session Notes

Presenters

Cathlene Leary-Elderkin

Associate Director, Grants Development and Science Literacy, Rider University

Heeyoung Kim

Director of Faculty Development, Rider University

Friday November 18, 2022 4:00pm - 4:45pm PST
608 (Wynoochee)

Workshop-in-a-Box

5:00pm PST

Resource Fair

The Resource Fair features tables only from college- and university-affiliated programs, POD Network Committees and SIGs, and from non-profit organizations. This venue provides an opportunity to socialize while displaying and distributing information that showcase your programs, activities, resources, services, and learn more about volunteer opportunities with POD committees and SIGs. Materials and services may NOT be offered for sale or promoted for sale during the Resource Fair.

Friday November 18, 2022 5:00pm - 5:50pm PST
Regency A

6:00pm PST

POD Awards Ceremony

The POD Network offers several grants and awards to provide funding and support for members of POD attempting to contribute new knowledge or tools to the field of instructional, faculty, and organizational development. The Awards and Closing Session recognizes the individuals who received grants and awards during the past year by the POD Network and its Committees and SIGs. It includes recognition of this year’s winners of the Spirit of POD Award, Christine A. Stanley Award, Menges Award, and Innovation Award. Awards will be presented in a ceremony followed by dinner.

Captions for this session are available live on Zoom and via this online captioning site. If you have logged into the meeting late, you may also scan back in the online captioning site transcript to see what you’ve missed.

POD Network Grants & Awards

Friday November 18, 2022 6:00pm - 6:30pm PST
Regency B

6:30pm PST

Dinner

Friday November 18, 2022 6:30pm - 7:30pm PST
Regency B

7:30pm PST

PowerPoint Karaoke!

If you have ever wanted to join in with the POD Conference karaoke but were nervous your singing projected over the speakers would empty the room, we have a new and fun way to get in on the action. This year we are offering Powerpoint Karaoke as the opening act to regular karaoke. Think of it like academic improv: you give a spontaneous presentation using 10 slides (30 seconds a slide) that you don’t see in advance. You just make it all up as you go along and try to tell a coherent story in the process. This will also be a friendly competition where the winner takes home the Powerpoint Karaoke Trophy! Come present your heart out or just cheer on your colleagues as they give the most important presentation of their academic lives!

Presenters

Mary Ann Tobin

Assistant Research Professor & Instructional Consultant, Schreyer Institute for Teaching Excellence

Thomas J. Tobin

Center for Teaching, Learning, & Mentoring, University of Wisconsin-Madison

Erin Whitteck

University of Missouri St. Louis

Lindsay Masland

Interim Lead, Transformative Teaching and Learning, Appalachian State University

Friday November 18, 2022 7:30pm - 8:15pm PST
Regency A

8:30pm PST

Karaoke!

Come sing your heart out to your favorite tunes at the annual POD karaoke night! Whether it is 80's glam rock, 90’s alternative, or maybe even something written in the last 20 years, come have fun, enjoy the cash bar, and make some memories.

Friday November 18, 2022 8:30pm - 11:50pm PST
Regency A

7:00am PST

Running

Presenters

Kate Williams

Assistant Director, Center for Teaching and Learning, Georgia Institute of Technology

Saturday November 19, 2022 7:00am - 8:00am PST
Regency Lobby

7:00am PST

Yoga

Presenters

Rachel Horak

Senior Specialist, American Society for Microbiology

Saturday November 19, 2022 7:00am - 8:00am PST
Regency A

7:30am PST

Continental Breakfast

Saturday November 19, 2022 7:30am - 8:45am PST
Regency B

8:00am PST

Child Care Room

Saturday November 19, 2022 8:00am - 12:00pm PST
705 (Palouse)

8:00am PST

Lactation Room

Saturday November 19, 2022 8:00am - 12:00pm PST
704 (Newaukum)

8:00am PST

Quiet Room

Saturday November 19, 2022 8:00am - 12:00pm PST
706 (Pilchuck)

9:00am PST

Reimagining Adjunct Faculty Support and Development

Data shows over three-quarters of instructors are no longer tenure track and many adjunct faculty are women of color or minorities who face compounding inequities. The pandemic revealed the demand for inclusive practices in teaching and put a spotlight on the need for faculty development, especially for these adjuncts who often get the least support. This session will review adjunct faculty support and development over the past two decades, discuss current trends, and share what institutions are doing to move the needle forward. Participant collaboration will develop a shared framework for future adjunct faculty support and development.

Shared Session Notes

Presenters

Patricia Guillen

Director, Instructional Services, Maricopa Community Colleges

Kristin Morley

Faculty Development Manager, Salt Lake Community College

Sarah Oliver

Program Outcomes Specialist, Creighton University

Morgan Iommi

Instructional Designer, Nevada State College

Liz Cummins

Upper Iowa Univerity

Saturday November 19, 2022 9:00am - 9:45am PST
605 (Snohomish)

Committee/SIG Session

9:00am PST

Communities of Practice: Modeling transformative and equity-minded professional learning

The call for institutions to build capacity for equity-minded teaching and learning at scale means providing opportunities for faculty to implement culturally responsive instructional approaches in safer spaces to advance social justice and inclusion. This session amplifies how the communities of practice (COP) structure can be leveraged as a professional learning method to prepare faculty to move from the “why” to the “how” of equity-based instructional strategies by offering actionable steps to operationalize equity. Participants will engage in key components of a year-long COP that equipped faculty to redesign gateway courses through an equity-minded lens and culturally responsive pedagogy.

Shared Session Notes

Presenters

Ruanda Garth-McCullough

Director of Program Development, Achieving the Dream

Ruanda Garth-McCullough, PhD.,  is the Director of Program Development at Achieving the Dream. She leads the development of equity-minded teaching and learning services and manages the Every Learner Everywhere initiative. Previously for 12 years, Ruanda was a faculty member in... Read More →

H. Ray Keith

H. Ray Keith currently serves as Associate Director of Teaching and Learning at Achieving the Dream. He brings 25 years of professional experience in higher education, K–12, and nonprofit community-based organizations. At the core of his work is diversity, equity, and inclusion... Read More →

Sarah Kinnison

Dae Romero (they/them)

Visiting Assistant Professor/ Basic Course Director, New Mexico State University

Saturday November 19, 2022 9:00am - 9:45am PST
702 (Clearwater)

Interactive Session

9:00am PST

Embedding Inclusive Teaching in College Policies: Workshop and Follow-up Project

To support faculty learning—and to extend our reach beyond our “frequent flyers”—CTLs need to operate as change agents and help academic units create good pedagogical policy, especially at a research-intensive university. When academic units systematically promote, recognize, guide, and/or reward faculty learning about inclusive teaching, they help counter systemic racism and discrimination. Fifteen faculty and DEI administrators participated in our workshop on embedding inclusive teaching into their college’s Inclusive Excellence Plan. We outline the workshop we gave, share examples of SMART goals and policies, and share our colleagues' reflections from their first stages of new policy implementation. We invite session participants to try their hand at composing unit-based faculty-learning goals and identifying systems where those goals could be embedded.

Shared Session Notes

Presenters

Shelley Reid

Director, Stearns CTL, George Mason University

Aimee Weinstein

Full-time Term Assistant Professor/Instructor, George Mason University

Aimee is a faculty member with both INTO Mason and The Honors College where she teaching research writing and creative nonfiction. Her work as a faculty fellow with the Stearns Center has led her to additionally pursue research and course/resource development with a focus on Anti-Racist... Read More →

Saturday November 19, 2022 9:00am - 9:45am PST
609 (Yakima)

Interactive Session

9:00am PST

Fostering Belonging and Motivation for Students and Faculty

The physical isolation and challenges brought about by the pandemic have had a negative impact on the motivation and engagement of both students and faculty. This session will use Tinto's (1998) theory of college retention to understand how to counteract the consequences of the pandemic using research-based practices. Participants will leave with practices designed to increase self-efficacy, a sense of belonging, and relevance for both students and faculty. The Director of the Center of Faculty Development at the University of Southern Mississippi will share how they incorporate these practices to support faculty.

Shared Session Notes

Presenters

Kelly Lester

Associate Vice Provost for Teaching and Learning, University of Southern Mississippi

Kelly Ferris Lester, Associate Vice Provost for Teaching and Learning, received her BFA in Theatre and Dance from the University of Memphis, her MFA in Choreography and Performance from The College at Brockport (SUNY), and her Ed.D. in Higher Education Administration from the University... Read More →

Laurie Pendleton

Executive Director Curriculum & Assessment, ACUE

Elizabeth Lawner

Director of Research, ACUE

Saturday November 19, 2022 9:00am - 9:45am PST
601 (Hoh)

Interactive Session

9:00am PST

Reconnecting Teaching, Learning, and Faculty Careers Through Faculty Fellowships

This session explores the differences and similarities between faculty fellowships at three different institutions and a state system faculty development office. Aside from sharing summary observations of what has worked well and what has not in their fellowships, the presenters offer several opportunities for session participants to elaborate on their own plans for building and/or sustaining faculty fellowships. The presenters and participants also discuss new directions for fellowships considering recent changes and challenges in faculty careers. Then the participants brainstorm ideas for their own plans for creating or augmenting faculty fellowships to take back to their institutions.

Shared Session Notes

Presenters

Denise Domizi

Director of Faculty Development, University System of Georgia

Faculty Development, Scholarship of Teaching and Learning, USG Chancellor's Learning Scholars. TiLT.

Marina Smitherman

Director, Center for Excellence in Teaching & Learning, Chair, Department of Life Sciences, Professor of Biology, Dalton State College

Educational Development, Organizational Development, Change Management, Launching or Revitalizing Developing Undergraduate Research Programs, LEAP, Transparency in Learning & Teaching.

Katy Green

Interim Department Chair and Associate Professor, University of West Georgia

Rod McRae

Assistant Provost – Faculty Development, Middle Georgia State University

Saturday November 19, 2022 9:00am - 9:45am PST
703 (Hoko)

Interactive Session

9:00am PST

ReImagining educational development practices: integrating change theories in complex contexts

As a counter to educational development focused on individual instructors with implicit or no theory of change underpinning it, this session will engage participants in examining theory driven change considering the department, instructor, and students as an integrated system. Using social practice theory (Kemmis & Mahon, 2017) and the reasoned action approach (Fishbein & Ajzen, 2010), participants will consider how they might navigate complex contexts in which instructors teach, grounded in departmental practices and influenced by student responses to their approach. This session will engage participants with a new conceptual approach to creating contextually appropriate pathways to instructional change.

Shared Session Notes

Presenters

Nancy Turner

Senior Director, Teaching and Learning Enhancement, University of Saskatchewan

Dr. Nancy Turner (she/her) serves as Senior Director, Teaching and Learning Enhancement at the University of Saskatchewan on Treaty 6 Territory and the homeland of the Métis. In her role as Senior Director, Nancy contributes to developments in teaching, learning, and student experience... Read More →

Donna Ellis

Director, University of Waterloo

Saturday November 19, 2022 9:00am - 9:45am PST
606 (Twisp)

Interactive Session

9:00am PST

Strengthening Student Belonging Through Effective Teaching

Whether teaching online, in-person, or hybrid, the key to accelerating student success, belonging, and equity is to create welcoming and inclusive learning environments. By implementing effective and equity-promoting teaching practices, faculty can ensure that all students feel they belong and achieve at higher levels. This session will focus on how the Association of College and University Educators’ (ACUE) faculty development programs enable institutions and faculty to close equity gaps, achieve better student outcomes, and empower students in the classroom. In this panel discussion, the presenters share how they are creating a campus-wide focus on student belonging by preparing and supporting faculty through their participation in ACUE’s Inclusive Teaching for Equitable Learning microcredential. The course equips faculty with evidence-based teaching practices, with a focus on inclusive pedagogy. These three panelists will share their experiences both participating in and facilitating the course, faculty and student impacts, and lessons learned along the way and will also offer insights to attendees who are considering applying similar student success strategies at their own institutions.

Sponsored by ACUE

Presenters

Martha Bless

Academic Director, ACUE

Anika Simone Johnson

Director of Equity & Inclusion, University of Rochester

Adrienne Morgan

Senior Associate Dean for Equity and Inclusion, University of Rochester

Nicole R. Herman

University of Rochester

Saturday November 19, 2022 9:00am - 9:45am PST
603 (Skagit)

Interactive Session

9:00am PST

Undercover educational development: Re:imagining strategies for stealth JEDI work

The multiple pandemics of COVID, racism and misinformation, have highlighted the urgent need for JEDI work in higher ed, as well as the tremendous challenges in addressing the issues head on, especially when institutions are ambivalent about how proactive they wish or can afford to be. Educational developers are often caught in the middle. It is clear that new approaches are needed. In this session, we will share related experiences and build community, review relevant literature, discuss real case studies, and generate subversive strategies that can fly under the radar.

Shared Session Notes

Presenters

Michele DiPietro

Executive Director, CETL, Kennesaw State University

They/them pronouns. Queer, genderqueer immigrant. Storyteller. Passionate about learning sciences, equity and justice, and the chakras

Saturday November 19, 2022 9:00am - 9:45am PST
602 (Nooksack)

Interactive Session

9:00am PST

Unlocking the Promise of Midcourse Conversations

Very few educational development practices hold the potential to impact teaching, learning, and culture to the same extent as the midcourse protocol, Small Group Instructional Diagnosis (SGID). Grounded in the presenters’ research, we detail the impacts on educational developers, instructors, students, and an institution’s culture around teaching. As we decide where to put our programming energies, the SGID rises to the top in terms of engaging (and reengaging) in conversations that matter, ones that resonate long after a particular midcourse moment. Participants will explore two essential SGID conversations in depth as well as creative ways to implement the protocol.

Shared Session Notes

Presenters

Christine Rener

Vice Provost for Instructional Development and Innovation, Grand Valley State University

Jordan Troisi

Senior Associate Director, Center for Teaching and Learning, Colby College

Saturday November 19, 2022 9:00am - 9:45am PST
608 (Wynoochee)

Interactive Session

9:00am PST

Between Black and White: An International Perspective on Inclusive Teaching

When we talk about inclusive pedagogy, we often talk from black or white perspectives. What about others “in between”? How can anti-racist teaching help students address their unique challenges, especially when the international political atmosphere put students, faculty and staff of a particular origin in the spotlight? How can we communicate with students with opinions that differ from ours? To answer these and other questions, Daniel Garcia will share experinces gathered with Berlin Fang and offer suggestions on improving inclusiveness in teaching and learning with international students, faculty, and staff in mind.

Shared Session Notes

Presenters

Berlin Fang

Jorge Daniel Garcia Santiago

Instructor of Management Sciences, Abilene Christian University

Born in Mexico City, Daniel grew up in Cancun, Mexico. After high school, he moved to Abilene to become an international student at Abilene Christian University. He is married to Yukari from Japan, and together they have three confused Texan children. He is a member of University... Read More →

Saturday November 19, 2022 9:00am - 9:45am PST
Regency A

POD Talk

9:00am PST

‘I’m not like you.’ Stories from Latina Ed Developers.

Latinas are a growing segment of both college students and U.S. workers. Their presence in the higher education workplace, however, is still lacking. The extant literature focuses on either faculty or administrators. Few studies surface the voices of educational developers of color or Latina developers specifically. This is significant because the work of developers has a direct impact on the quality of teaching and the student learning experience at any given postsecondary institution. This session explores the findings of a narrative inquiry study on Latina educational developers working in colleges and universities throughout the United States.

Shared Session Notes

Presenters

Carol Hernandez

Saturday November 19, 2022 9:00am - 9:45am PST
Regency A

POD Talk

9:00am PST

Imagine the Connections: Co-Creating Faculty Communities of Practice

COVID-19 caused faculty to lose collegial connections when they needed them most. Given burnout and financial restraints, community building has had to be low-stakes, low-prep, and low-budget. Varied faculty needs at Syracuse University led to wide ranging implementations of Communities of Practice (CoPs). Faculty initiate and peer-lead these highly flexible communities; educational developers offer meeting structure and time. These CoPs help create space for faculty to focus on doing, being, and wellbeing. Join colleagues to imagine ways that CoPs foster connection, and consider new ways for CoPs to work in our current institutional contexts.

Shared Session Notes

Presenters

Jessica Dewey

Postdoctoral scholar, Syracuse University

Laurel Willingham-McLain

Faculty Developer, CTLE, Syracuse University

Martha Diede

Saturday November 19, 2022 9:00am - 9:45am PST
701 (Clallum)

Roundtable Discussion

9:00am PST

Re:Imagining Midterm Instructional Feedback

With the recent publication of Midcourse Correction for the College Classroom (Hurner, Rener, and Troisi, 2021) and the shift to online teaching and back again, how are we re-starting or re-imagining the service of mid-term instructional feedback? We will learn about how practices have shifted since 2020, what new strategies colleagues are attempting, and what might persist based on this first academic year returning to in-person teaching and learning.

Shared Session Notes

Presenters

Gloriana Trujillo

Director, Academic Teaching Programs, Stanford University

Amanda Modell

Associate Director, Graduate Teaching Programs, Stanford University - Stanford, CA

Amanda Modell leads programs in graduate student teaching support that serve students across Stanford's campus. She earned a PhD in Cultural Studies from the University of California, Davis, with a Designated Emphasis in Feminist Theory and Research, and you can find her educational... Read More →

Saturday November 19, 2022 9:00am - 9:45am PST
604 (Skykomish)

Roundtable Discussion

9:00am PST

Re:Imagining Trauma-Informed Teaching: Taking an Empowering Approach

Using the concepts of trauma-informed teaching, feminist pedagogy, and emancipatory learning, our teaching and learning center created a faculty development workshop focused on teaching faculty and graduate students how to reimagine their classrooms as spaces of empowerment for trauma survivors. This interactive presentation was successful and highly attended both on campus and at national graduate student professional development organizations. During this session, which is designed for a broad audience, participants will learn how trauma can impact learning and how to help faculty members create empowering learning environments at their home institutions.

Shared Session Notes

Presenters

Amber Giffin

Graduate Research Assistant, University of Tennessee, Knoxville

Saturday November 19, 2022 9:00am - 9:45am PST
707 (Snoqualmie)

Workshop-in-a-Box

9:00am PST

Self-Care and Interventions: A DEIA Statement Writing Workshop for Co-Conspirators

Although statements that demonstrate ongoing commitments to enhancing diversity, equity, inclusion, justice, and accessibility (e.g. DEI/JEDI/DEIA statements) are increasingly common components of hiring and tenure and promotion applications, existing scholarship overlooks the methods committees use to assess documents. This lack of clarity harms authors, especially those disproportionately taxed with the labor of dismantling systemic barriers in education. In this session, participants will actively reflect on their identities, access to power and privilege, and current interventions to identify next steps as co-conspirators and strategize ways to coach writers of these statements with collaboration, self-care, and growth in mind.

Shared Session Notes

Presenters

Kaitlyn Farrell Rodriguez

Saturday November 19, 2022 9:00am - 9:45am PST
607 (Wishkah)

Workshop-in-a-Box

10:00am PST

Career Fair

The Career Fair provides a networking opportunity for individuals exploring new career opportunities and representatives from institutions with positions to advertise. Early career POD Network members and job candidates may take full advantage of this event by meeting face-to-face with potential employers, rather than leaving a resume; the time can then be used to learn more about positions, the employing institutions, and the diverse career paths of POD Network members. Potential employers can use this time to plan a subsequent formal interview during or after the conference.

Saturday November 19, 2022 10:00am - 10:45am PST
Regency B

10:00am PST

From reflection towards loving self-critique: Centering DEI in consultations

The POD STEM SIG hosted a series of conversations on the role of diversity, equity, and inclusion (DEI) in educational development and the ways that developers' existing assumptions and skills can perpetuate rather than alleviate oppressive learning environments. The facilitators’ engagement in loving self-critique and reflection were key to the events' success. In this session, participants will engage in small-group discussions about loving self-critique and how it can empower and inform our ability to engage in DEI-centered development, including intervening on the implications of imprecise language about race and privilege featured in a faculty consultation case study.

Shared Session Notes

Presenters

Erin Whitteck

University of Missouri St. Louis

Lynn Mandeltort

Assistant Director, Center for Teaching Excellence, University of Virginia

Christine O'Donnell

Education Program Manager, American Physical Society

Beth White

Education Manager, Oak Ridge Institute for Science and Education

Audrey Dentith

Director of the Center for Teaching Excellence, North Carolina A&T State University

Tris Utschig

Director for Scholarly Teaching, Kennesaw State University

Ask me about Process Education, Team-Based Learning, 3D-PLE (3D printed lab equipment), Peace Corps, Ninja Warrior...

Joshua Caulkins

Director, Center for Teaching & Learning Excellence, Embry-Riddle Aeronautical University, Prescott Campus

Carie Cardamone

Associate Director CELT, Tufts University

Saturday November 19, 2022 10:00am - 10:45am PST
605 (Snohomish)

Committee/SIG Session

10:00am PST

Beyond the Syllabus: Class Community and Engagement through In-Class Advising

Underserved students not only face challenges within the classroom but an entire educational ecosystem that has an inherent inequality of opportunity, or ‘education debt’. Systems are often difficult to navigate, and access to resources or building connection come with unique challenges including overcoming stereotypes and imposter syndrome. I introduce in-class advising as a structured way to build class community, help students succeed academically and actualize degree and career goals. Participants will leave with ideas for in-class advising activities that leverage what we know about meeting students where they are, strengths-based advising and validation theory, and demystifying the college ‘hidden curriculum’.

Shared Session Notes

Presenters

Aleya Dhanji

Physics Faculty, Highline College

Saturday November 19, 2022 10:00am - 10:45am PST
703 (Hoko)

Interactive Session

10:00am PST

In the HyFlex Trenches: Pivoting to a Multimedia Platform

Creating equitable HyFlex learning is one of the common challenges facing higher education today. This interactive session presents lessons learned from planning and executing an in-person, highly active faculty development program, then pivoting to accommodate the diverse needs of participants.

Shared Session Notes

Presenters

Cheryl Diermyer

Associate Director, XCITE, UCR

Eric Johns

Saturday November 19, 2022 10:00am - 10:45am PST
607 (Wishkah)

Interactive Session

10:00am PST

Pedagogical Perspectives on Privacy, Access, and Support for Educational Technology

With a new focus on student privacy, accessibility, and pedagogy for technology adoption in the university classroom, it is important to re-imagine stakeholders' priorities and processes from a teaching and learning lens. This session will focus on pedagogical perspectives within educational technology by drawing on principles of digital ethics, access, and safety. Facilitators will provide participants with the opportunity to engage in interactive dialogue around these key issues and re-think ways to integrate educational technology into their own educational contexts.

Shared Session Notes

Presenters

Lexi Schlosser

Faculty Developer of Online Learning, University of Denver

Terri Johnson

Senior Faculty Developer, University of Denver

Saturday November 19, 2022 10:00am - 10:45am PST
606 (Twisp)

Interactive Session

10:00am PST

Reconnecting Learners and Educators Across Race on Anti-racist Accountability

While dismantling racist systems and policies, many of us also want to develop anti-racist *practices.* One black female professor and white male educational developer met through anti-racist reading groups but wished to lean into discomfort more intensively. We connected 7 faculty, 4 staff, 3 undergraduates, and 2 graduate students, identifying variously as black, white, Asian, Jewish and Middle-Eastern. Throughout seven 90-minute meetings, we built trust by first disclosing our edges, freed up voices with anonymous docs, and practiced stepping into challenging scenarios. Join us to exchange lessons learned doing related work, or to explore doing so in your context.

Shared Session Notes

Presenters

Roben Torosyan he/his

Senior Associate Director for Assessment, Northeastern University

Appreciative anti-racist inquiry. Center impact. Time. Feedback. Integrating human flourishing. Facilitating transformation.

Melissa Berry-Woods

Director, Learning Development & Student Success, Northeastern University

Michael Sweet

Director, Center for Advancing Teaching and Learning through Research, Northeastern University

Saturday November 19, 2022 10:00am - 10:45am PST
602 (Nooksack)

Interactive Session

10:00am PST

Advancing Equity and Strengthening Writing through Action Assessment

This session highlights a faculty development model called "Action Assessment," a flexible, project-based approach that we have used to advance high priority teaching and learning initiatives on our campus. The model involves two parts: 1. Assessment: partnering with departments to develop customized assessment projects that answer questions and meet needs identified by their faculty. 2. Action: Using the findings to take action, whether through instituting instructional interventions, curricular revisions, policy changes, or some other impact-oriented activity. We will describe how Action Assessment has forwarded racial equity and writing across the curriculum at our institution and explore applications for other universities.

Shared Session Notes

Presenters

Beth Beschorner

Heather Camp

Saturday November 19, 2022 10:00am - 10:45am PST
Regency A

POD Talk

10:00am PST

From Skeptics to Converts: How To Build Enthusiasm for Assessment

After 26 years with an entrenched distribution requirement, American University approved a core curriculum emphasizing metacognition and habits of mind. Last year, as full implementation of the curriculum was achieved, attention turned wearily to how assessment would be conducted. Like at many other institutions, faculty attitudes about assessment at American range from indifferent to hostile, with few rising in defense of its value. This session describes a replicable approach to ease work and build up goodwill for traditionally unpopular tasks, like assessment of student learning, by situating faculty development in committees (as opposed to volunteer attendance).

Shared Session Notes

Presenters

Brad Knight

Senior Director, AU Core and University College, American University

Saturday November 19, 2022 10:00am - 10:45am PST
Regency A

POD Talk

10:00am PST

Lights, Camera, Action: HyFlex Teaching as Theater

We often think about teaching as a “performance,” or as an “art form,” but in HyFlex teaching, theatrical metaphors become especially useful in framing how we plan to engage our “live studio audiences” – students taking our courses in person, via videoconference, and asynchronously. In this POD Talk, I’ll describe the theatrical elements that have proven useful as we’ve coached faculty on teaching in this modality (and that have helped our Center for Teaching and Learning staff as we’ve built this plane while flying it [to add in one more metaphor]).

Shared Session Notes

Presenters

Sarah Brown

Saturday November 19, 2022 10:00am - 10:45am PST
Regency A

POD Talk

10:00am PST

An Introduction to Interpreting Quantitative Visualizations in Educational Developer Contexts

Educational developers may interact with visual representations of quantitative data (e.g. charts, graphs) shared by instructors, organizational leaders, and partnering organizations. This session is designed to build confidence for educational developers with less expertise with quantitative data. We will introduce key questions to ask when engaging with a new visualization, highlighting the importance of first describing and drawing meaning from it. We will share strategies to answer these initial questions. In small groups, participants will experiment with employing the strategies with authentic visualizations from higher education contexts.

Shared Session Notes

Presenters

Amy Chan-Hilton

Director of CETL, University of Southern Indiana

Katherine Simeon

Senior Assistant Director, Center for Advancing Teaching & Learning Through Research, Northeastern University

Beate Brunow

Associate Research Prof, Penn State

Bethany Morrison

Instructional Consultant at Center for Research on Learning and Teaching (CRLT), University of Michigan

Marsha Lovett

Saturday November 19, 2022 10:00am - 10:45am PST
603 (Skagit)

Professional Development Session

10:00am PST

Catalyzing Change in Institutional SoTL Culture

What is the culture around SoTL at your institution? How can individuals be change agents in the institution-wide culture of SoTL? In this session, we will share case studies detailing SoTL culture and practices at different types of institutions. Participants will then select the case study that best matches their institutional context before engaging in reflection and conversation. They will use a provided toolkit to consider how they might adapt aspects of the case study to impact the culture of SoTL at their own institutions.

Shared Session Notes

Presenters

Holly Buckland Parker

Educational Developer, University of Vermont

Holly is a Faculty Development Specialist at the University of Vermont's Center for Teaching and Learning (CTL). As part of her work at the CTL, she coordinates the Graduate Teaching Program and conducts workshops on teaching pedagogy and educational technologies. She completed her... Read More →

Devshikha Bose

Senior Educational Development Specialist, Boise State University

Senior Educational Development Specialist at Boise State University, CTL, with over 10 years of experience supporting faculty with SoTL research, student success strategies, and EBIP integration.

Robert Bartsch

Program Director, Center for Faculty Development, University of Houston-Clear Lake

Dayna Henry

Interim Assistant Director, Center for Faculty Innovation, James Madison University

Laura Lukes

Assistant Professor, University of British Columbia

Saturday November 19, 2022 10:00am - 10:45am PST
707 (Snoqualmie)

Professional Development Session

10:00am PST

Ensuring Your CTL Thrives in Times of Uncertainty and Volatility

Changing student enrollment numbers, evolving employee expectations, turnover of senior leaders, and uncertain economic forecasts make today one of the most complicated and volatile times to be a faculty developer. What steps should CTL leaders take to ensure the sustainability and relevance of their Centers in this ever-changing times? This session will explore this question in depth, providing opportunities for attendees to learn and share concrete ideas regarding how to manage the complex nature of teaching and learning in an ever-changing higher educational landscape.

Shared Session Notes

Presenters

C. Edward Watson

Associate Vice President, American Association of Colleges and Universities (AAC&U)

C. Edward Watson, Ph.D. is Associate Vice President for Curricular and Pedagogical Innovation with the Association of American Colleges and Universities (AAC&U) and formerly director of the Center for Teaching and Learning at the University of Georgia. At AAC&U, he directs the Association's... Read More →

Christopher Hakala

Director for the Center for Excellence in Teaching, Learning, and Scholarship, Springfield College

Saturday November 19, 2022 10:00am - 10:45am PST
702 (Clearwater)

Roundtable Discussion

10:00am PST

Creating Pragmatic, Empathetic, and Equitable Syllabus Policies

It can be challenging to craft syllabus policies that are student-centered and flexible without increasing faculty workload. Many faculty are unaware of the different options that exist for policies like attendance and late work. This workshop is designed to make faculty aware of the many different possibilities and to guide them through the process of crafting policies that will work well for the specific course they are teaching. Special attention will be focused on helping faculty see the syllabus as a tool to promote equity and inclusiveness in their courses.

Shared Session Notes

Presenters

Amy Ort

University of Nebraska-Lincoln

Robert Vavala

University of Nebraska-Lincoln

Saturday November 19, 2022 10:00am - 10:45am PST
604 (Skykomish)

Workshop-in-a-Box

10:00am PST

Empathetic Action for Educational Developers

Educational developers are often asked to ‘react’ to urgent and emergent instructional needs. For some educational developers, this ‘reactionary’ mode may have been a default, even before the start of the COVID-19 pandemic. This session provides participants an opportunity to pause and experience a method, empathy mapping, that can be used with faculty to take intentional action in supporting student learning. Led by facilitators who have integrated empathy mapping in a variety of instructional settings, participants will be invited to experience an inclusive, deeply meaningful approach that can be used to support course design and curriculum development in post-secondary institutions.

Shared Session Notes

Presenters

Bee Brigidi

Educational Developer, Simon Fraser University

Bees are known to be hard workers, effective collaborators, and harmonious beings—and that’s who I strive to be as an educational developer at the Curriculum and Instruction Division at the Centre for Educational Excellence. Besides working through EDI through inclusive teaching... Read More →

Megan Robertson

Simon Fraser University

Saturday November 19, 2022 10:00am - 10:45am PST
601 (Hoh)

Workshop-in-a-Box

10:00am PST

Thinking with Things: Creating Effective and Engaging Classroom Experiences

This interactive, hands-on workshop models the practice and theory of a Thinking With Things approach to instruction, using physical materials in the classroom to take advantage of the ways in which we humans evolved to learn: with our hands, our bodies, and our immediate environments. Brief presentations and short hands-on exercises are designed to inspire participants to create innovative ways to teach concepts across the disciplines.

Shared Session Notes

Presenters

Sarah Kuhn

Professor Emerita, University of Massachusetts Lowell

I'm passionate about teaching students in the way all human beings learn--with our hands, our bodies, and our immediate environments. I offer professional development workshops, presentations, and consultation to faculty, administrators, and anyone interested in changing instruction... Read More →

Saturday November 19, 2022 10:00am - 10:45am PST
608 (Wynoochee)

Workshop-in-a-Box

11:15am PST

POD Writes: Re-Connecting through the Scholarship of Educational Development

Have you been interested in starting or reinvigorating your scholarship of educational development (SoED) work and re:connecting with other SoED scholars? In this interactive session, we’ll explore strategies for engaging in collaborative SoED research, including insights from the 2019 POD Writes collaborative SoED writing initiative. Participants will have an opportunity to take part in a collaborative scholarly brainstorming exercise and will leave with a plan for engaging in future collaborative SoED projects.

A virtual follow-up session that will also include Laura Cruz, Mary Wright, and Chris Kilgore will provide opportunities for POD members to engage with SoED mentors.

Shared Session Notes

Presenters

Gary Hawkins

Dean for Teaching & Learning, Warren Wilson College

Poetry, pedagogy, bicycles.

Lindsay Wheeler

Assistant Director of STEM Education Initiatives, University of Virginia

Adam Smith

Penn State University

Jessica Taggart

Postdoctoral Research Associate, Center for Teaching Excellence, University of Virginia

Anna Flaming

Director, Center for Teaching, University of Iowa

Jeanne Andreoli

Assistant Director, University of Michigan - Ann Arbor

Eric Fournier (he/him)

Director of Educational Development, Washington University in St. Louis

Christopher Hakala

Director for the Center for Excellence in Teaching, Learning, and Scholarship, Springfield College

Saturday November 19, 2022 11:15am - 12:00pm PST
601 (Hoh)

Committee/SIG Session

11:15am PST

Collective Wisdom: Using Storytelling to Address Instructor Teaching Challenges

In this session, participants will Re:Connect with colleagues and self as they experience a Step-Back Consultation, a group consultative model useful for professional developers in creating divergent thinking. The model leverages faculty stories of teaching challenges in an authentic way by applying the collective wisdom of peers through a facilitator-guided process. Participants will collaboratively address a scenario about an educational developer attending to the vulnerability of non-tenure-track faculty while supporting teaching excellence. Participants will leave with a new consultative technique and guidelines for successful facilitation, which they can then apply to their own work.

Shared Session Notes

Presenters

Ryan Rideau

Assistant Provost for Faculty Development, Tufts University

Carie Cardamone

Associate Director CELT, Tufts University

Heather Dwyer

Tufts University

Dana Leeman

Saturday November 19, 2022 11:15am - 12:00pm PST
708 (Sol Duc)

Interactive Session

11:15am PST

Course Success Self-Review: Reimagining Support for Course Design and Instruction

The Course Success Self-Review helps instructors support learners, improve teaching, and update course design. An EDUCAUSE 2022 Horizon Report exemplary project, the Self-Review was developed to address a gap between self-access resources and consultation-based services – reimagining support for instructors who may not feel comfortable or have time to engage with a consultant. Explore the design of the survey tool and corresponding website, which are structured around a comprehensive framework of recommendations paired with practical applications. Discuss the principles and approaches used to build the Self-Review, and ways of applying usage data to understand and better address instructor needs.

Shared Session Notes

Presenters

Daniel Pell

Teaching & Learning Consultant, University of Wisconsin-Madison

Karen Skibba

Teaching & Learning Specialist, University of Wisconsin-Madison

Saturday November 19, 2022 11:15am - 12:00pm PST
607 (Wishkah)

Interactive Session

11:15am PST

Improv to Reimagine Educational Development

While widely acknowledged as a comedy staple, improvisation (improv) is also a key skill every effective educator must learn. Improv promotes authentic experiences rooted in humanistic values and mutual respect by fostering creativity, collaboration, communication, and interpersonal skills. In this interactive workshop, we will play improv games in the context of developing developers to boost their skillset and their tools for programming. Key elements include self-awareness and recognition, supportive interaction, and spontaneous communication. This practicum inherently helps people build mutual respect, break down barriers, and create collaborative climates that can be channeled to enhance many interpersonal situations and contexts.

Shared Session Notes

Presenters

Jackie Shay

Associate Director, Center for Engaged Teaching and Learning, University of California, Merced

I am new to educational development and I work on developing inclusive graduate student and postdocs teacher development programming. I am interested in discussing 1) servingness at an HSI or AANAPISI, 2) building community with graduate students, and 3) how you got into educational... Read More →

Saturday November 19, 2022 11:15am - 12:00pm PST
603 (Skagit)

Interactive Session

11:15am PST

Office Hours: An Index of COVID’s Impact upon Teaching

It is a commonplace belief that COVID-19 will forever change how institutions of higher education approach teaching and learning. But how much do we really know about the pandemic’s lasting impact on the ways that instructors teach their students? In this session we will invite participants to generate some tentative answers to this question on the basis of data we have collected about how instructors at our institution evolved their office hours policies in response to (1) a campus-wide shift to remote teaching in AY 2020–21, and (2) the return to fully in-person instruction in AY 2021–22.

Shared Session Notes

Presenters

Eleanor Finnegan

Adam Beaver

Director of Pedagogy, Derek Bok Center for Teaching and Learning, Harvard University

As Director of Pedagogy, Adam Beaver provides leadership and strategic direction for the Bok Center's faculty programming, while working closely with faculty and graduate students in the humanities, social sciences, and General Education. Trained as a Renaissance historian, Adam is especially attuned to what we can learn from the deep history of universities, including the different kinds of intellectual practices and communities which have inhabited them. Rather than see recent trends in higher education, from the digital revolution to the shift towards active... Read More →

Tamara Brenner

Executive Director, Harvard University, Derek Bok Center for Teaching and Learning

Ashlie Sandoval

Saturday November 19, 2022 11:15am - 12:00pm PST
606 (Twisp)

Interactive Session

11:15am PST

The impact of identity on using active learning strategies

Active learning (AL) promotes educational equity, increasing underrepresented students’ success (Freeman et al., 2014). Despite promoting AL for decades, developers often overlook psychological and social obstacles inhibiting faculty from using it. For example, minoritized colleagues have expressed a felt lack of agency or permission to use AL, perhaps in reaction to bias in student evaluations (Pittman, 2021). In this session, participants explore new survey findings from faculty at 17 universities, examining how individual and intersectional identities influence confidence using AL. Together we consider how developers can help all faculty adopt more equitable teaching without penalty for faculty with underrepresented identities.

Shared Session Notes

Presenters

David Green

Director, Center for Faculty Development and Clinical Professor of International Studies, Seattle University

Katherine Raichle

Associate Director of the Center for Faculty Development, Associate Professor, Seattle University

I love to chat about all things teaching! I am an associate director of teaching and learning and my primary aim is to help faculty in their efforts to improve their pedagogy. Happy to chat about that any time. (I also love to garden ;) )

Holly Ferraro

Faculty Director, DEI Teaching and Research, Villanova University

Saturday November 19, 2022 11:15am - 12:00pm PST
602 (Nooksack)

Interactive Session

11:15am PST

Excavating an Education: looking back and sifting through

In this POD talk I will tell the story of applying a decolonizing lens to my own formation as a researcher and educator, and what that review taught me about white privilege and epistemologies of ignorance in the culture of higher ed.

Shared Session Notes

Presenters

Tina Huey (she/her)

Associate Director of Faculty Development, University of Connecticut

I care about the civic and moral promise of education and the way instructors perceive their roles in it. I enjoy developing multi-modal learning using sound, video, and embodiment, including theatre pedagogy. I like to grow food. In eastern Connecticut this means growing fences (deer... Read More →

Saturday November 19, 2022 11:15am - 12:00pm PST
Regency A

POD Talk

11:15am PST

Healing From Racism Journey: Program to Facilitate Anti-Racist Faculty Development

Our POD talk will provide an overview of the first cohort, its outcomes, and ongoing efforts the Healing from Racism Journey (HRJ) – a collaborative program co-designed by ed developers and Indigenous content librarian through an anti-racist pedagogy framework. Organized in four parts and intended for 12 SFU faculty and sessional instructors, launched in the Summer 2021. HRJ provides self-paced learning through LMS modules, one-on-one consultation as needed, and community of practice around anti-racist teaching. Participants co-developed plans of action, and our talk will also present some of these as well as the journal publication.

Shared Session Notes

Presenters

Sarah Ford

Educational Consultant, Learning and Teaching Centre, Simon Fraser University

SFU

Bee Brigidi

Educational Developer, Simon Fraser University

Saturday November 19, 2022 11:15am - 12:00pm PST
Regency A

POD Talk

11:15am PST

How to Climb a Mountain: Grade Reform and Systemic Change

In this POD Talk, I will discuss the research on grade reform and make an argument for why, in the post-COVID landscape of higher education, change to our grading models is not only possible but necessary.

Shared Session Notes

Presenters

Joshua Eyler

Director of Faculty Development, University of Mississippi

Joshua Eyler is Director of Faculty Development and Director of the Thinkforward Quality Enhancement Plan at the University of Mississippi, where he is also on the faculty in the Department of Writing and Rhetoric. He previously worked on teaching and learning initiatives at Columbus... Read More →

Saturday November 19, 2022 11:15am - 12:00pm PST
Regency A

POD Talk

11:15am PST

Building and Sustaining Learning Assistant Programs at Small Decentralized Colleges

Building and sustaining a learning assistant program––where students partner with instructors to enhance pedagogy and support fellow students––is a difficult endeavor, no matter the educational context. It can be an even more complex and delicate task at a small and decentralized college, where decision-making power is widely dispersed and where academic departments largely control how students in their courses and majors will be supported. In this roundtable discussion, we invite participants to come together to share and build wisdom about the opportunities, constraints, affordances, and pitfalls of developing a learning assistant program at a small and decentralized college.

Shared Session Notes

Presenters

Jordan Troisi

Senior Associate Director, Center for Teaching and Learning, Colby College

Kevin Murray

Saturday November 19, 2022 11:15am - 12:00pm PST
703 (Hoko)

Roundtable Discussion

11:15am PST

Making Time and Space for Transformative Learning in Business Education

For our roundtable discussion, participants will be invited to consider the principles of transformative learning through dialogue, critical prompts, and reflection. Beginning with a view of the educational landscape within our Business Faculty, we will characterize the educational development activities that have contributed to raising conscious awareness and intentionality in curriculum making, teaching and learning. Drawing on rich examples from Communities of Practice and SoTL initiatives, we will describe our praxis, which aims to nudge and disrupt the status quo, ultimately contributing to the reconceptualization of the values, mindsets, competencies, and experiences that we hope to cultivate in business education.

Shared Session Notes

Presenters

Meagan Troop

Saturday November 19, 2022 11:15am - 12:00pm PST
608 (Wynoochee)

Roundtable Discussion

11:15am PST

Re:Connecting Late Career Faculty, Re:Imagining the final years

Faculty with 3-5 years remaining in their career are a significant portion of the professoriate, yet little attention is devoted to their specific career needs and interests as they approach retirement. Variables impacting the connectedness of late career faculty can include age-ism, culture changes in the department and university, and changing goals in academia. Supporting faculty through the end of their career has benefits for the institution, as well as the individual faculty member. This roundtable will focus on identifying strategies to help faculty Re:Imagine the twilight era of their career.

Shared Session Notes

Presenters

Dana Munk

Patty Bolea

Professor, Grand Valley State University

Saturday November 19, 2022 11:15am - 12:00pm PST
707 (Snoqualmie)

Roundtable Discussion

11:15am PST

Teaching and Learning Centers’ Impact on Faculty Sense of Belonging

Students’ sense of belonging has gained increased attention as a key to their success, and institutions are working to ensure students feel that they belong. But what are institutions doing to support faculty sense of belonging? Teaching and learning centers are strategically positioned within institutional structures to initiate and support impactful change. In this roundtable discussion, we will share examples of efforts undertaken through our Center for Faculty Excellence to impact faculty sense of belonging, and we will engage participants in discussion about what they have implemented or could implement to impact faculty sense of belonging at their respective institutions.

Shared Session Notes

Presenters

Emily Hixon

Director, Center for Faculty Excellence, Purdue University Northwest

Meghan Cook

Assistant Director, Center for Faculty Excellence, Purdue Northwest

I am the Assistant Director of the Center for Faculty Excellence at Purdue University Northwest. I work with the Director to support the development of courses and implementation of instructional practices that promote inclusive excellence in teaching and learning. I hold a Ph.D. from the USF School of Geosciences, specializing in Geoscience Education. I... Read More →

Saturday November 19, 2022 11:15am - 12:00pm PST
702 (Clearwater)

Roundtable Discussion

11:15am PST

The Value of Community: Culturally Responsive Teaching in Community Colleges

The purpose of this presentation is to examine how a sustained culturally responsive teaching training program could encourage faculty from largely homogenous backgrounds at a rural community college to employ culturally responsive teaching strategies in order to improve their students’ educational experiences by interweaving their students’ cultural heritages and experiences with their classroom experience in order to challenge the single, dominate heritage that has controlled their education (Cejda, 2010; Ladson-Billings, 1995; Gay, 2000). Furthermore, this presentation will discuss how culturally responsive teaching within higher education can address the anti-critical race theory legislation currently affecting teachers (McGee, 2021; Matias, 2013).

Shared Session Notes

Presenters

Jenee Higgins

Dean of Instruction, Howard College

Saturday November 19, 2022 11:15am - 12:00pm PST
605 (Snohomish)

Roundtable Discussion

11:15am PST

Re-Imagining How We Support Neurodivergent Students, a Workshop

Recently, the number of neurodivergent students entering higher education has significantly increased, however, college spaces are often designed for those that are neurotypical. While the disability accommodations offered by universities are helpful, they are often insufficient for neurodivergent students to feel a sense of belonging in the classroom.

In this workshop, participants will learn ways in which neurodivergence may impact their students’ learning experiences and use that knowledge to identify how their course design may contribute to this impact. Participants will explore and reflect on what strategies they could integrate into their teaching to best support their neurodivergent students’ experience.

Shared Session Notes

Presenters

Paloma Casteleiro Costa

Graduate Research Assistant & Graduate Teaching Fellow, Georgia Institute of Technology

Saturday November 19, 2022 11:15am - 12:00pm PST
701 (Clallum)

Workshop-in-a-Box

2:00pm PST

The Centering Centers PODcast – Re: Connection through Conversation

Our educational development work often happens in the margins and behind the scenes. Opportunities to learn how other CTLs approach common challenges are rare but vital to our development as professionals and as an organization. The DRI Committee’s new initiative is a podcast that tackles this challenge by centering the work of CTLs through conversations with educational developers. In this session, we share lessons learned in our first year and invite participants to shape its future through strategic-planning brainstorming. Participants will leave with ideas and resources for developing their own local podcasts as a form of relational professional development.

Shared Session Notes

Presenters

German Vargas Ramos

POD DRI Committee Co-Chair & POD Core Committee Member, Otterbein

Bonnie Mullinix

Co-President & Sr. Educational Development Consultant and Researcher, Jacaranda Educational Development, LLC

Lindsay Doukopoulos

Associate Director for Educational Development, Auburn University

I am passionate about building community around the challenges and joys of teaching and learning, building capacity in our faculty to achieve their teaching and learning goals in rewarding and sustainable ways, and fostering creativity so that all faculty are empowered to innovate... Read More →

Saturday November 19, 2022 2:00pm - 2:45pm PST
601 (Hoh)

Committee/SIG Session

2:00pm PST

Connect, Reflect, Write, Repeat: A Professional Practice Promoting Well-Being

Written reflection and conversations with trusted partners are valuable ways for educational developers to think about their work and attend to their well-being. To promote these activities, this session shares the POD Reflects model, a collaborative model for connecting and reflecting that leverages insights from writing accountability groups. We share key features of the POD Reflects model, results from a pilot, and discuss ways this model could be made more accessible to educational developers. Participants will receive a guide to create and run their own POD Reflects groups.

Shared Session Notes

Presenters

Lindsay Wheeler

Assistant Director of STEM Education Initiatives, University of Virginia

Eric Kaldor

Senior Associate Director, Sheridan Center for Teaching and Learning, Brown University

Joshua Caulkins

Director, Center for Teaching & Learning Excellence, Embry-Riddle Aeronautical University, Prescott Campus

Carie Cardamone

Associate Director CELT, Tufts University

Laurie Grupp

Dean, School of Education and Human Development, Fairfield University

Saturday November 19, 2022 2:00pm - 2:45pm PST
603 (Skagit)

Interactive Session

2:00pm PST

Finding community through the syllabus: tracking the impact of COVID

In Summer 2020, instructors were encouraged to modify their courses to address the amplified need for building community during the pandemic. In this session, we will share our analysis of syllabus statements and course policies on community and belonging in a representative sample of syllabi from our institution over the past three years. How did instructors modify their syllabi to create a sense of belonging and community during the shift to remote learning? Have these efforts remained in present day syllabi? How can we make sure these efforts to build and support diverse class communities remain present going forward?

Shared Session Notes

Presenters

Eleanor Finnegan

Tamara Brenner

Executive Director, Harvard University, Derek Bok Center for Teaching and Learning

Ashlie Sandoval

Saturday November 19, 2022 2:00pm - 2:45pm PST
606 (Twisp)

Interactive Session

2:00pm PST

Navigating Complexities: Educational Development In and Through the Curriculum

This session invites participants to reflect on ways that curricular changes can be leveraged to enhance faculty development. You will be invited to explore and analyze your contexts and challenges through a new, practice-oriented heuristic–SEAM (Scale, Expertise, Autonomy, Motivation)–which helps navigate challenges to working with faculty and departments during implementation of new curricula. By factoring in key variables of educational development, SEAM allows you to design curricular interventions that are effective for your specific context. To anchor the discussion, we feature two projects at Stanford University, Introductory Seminars and senior capstones, which bookend the undergraduate experience.

Shared Session Notes

Presenters