POD 2022 Seattle

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

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

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

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

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

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

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

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

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

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

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

A common challenge faculty face, across disciplines, is how best to address the escalating threat of climate change, a threat already affecting all aspects of society and every student’s life (Robinson, 2011). Many instructors still view climate change as a scientific/biological issue, to be addressed only within those disciplines (Hung, 2014). Instructors may seek to integrate climate change topics into their courses but may lack the skills, networks, and knowledge necessary to address this pressing issue in a holistic manner. This workshop offers instructors multiple concrete tools to support them in engaging in this global issue.

After this session, participants will be able to incorporate one or more new lessons, discussions, assignments, or activities associated with climate change into their courses across disciplines.

Shared Session Notes