February 19: 2:00-3:00pm EST
Cheryl Jeffs and Kiara Mikita, University of Calgary
Feedback for Teaching Development was developed to support the ‘fearful’ to ‘fear less!’ Campus Mental Health Strategy at the University of Calgary. The infographic is designed to provide a visual reference to explore and to apply the components of receiving feedback to develop feedback literacy. Identified by Carless and Boud (2018), the components consist of appreciating feedback processes, making judgments, managing affect, and taking action. An example from higher education will be provided for participants to explore receiving feedback with the intent for growth and development. Faculty will have the tools to embrace feedback and educational developers will have the strategies to further support their institutions in developing feedback literacy.
Supporting ourselves and others by encouraging self-care: Strategies that educational developers can build into courses for instructors and students (and consider using ourselves)
Matthea Marquart, Columbia University and Beth Counselman Carpenter, Southern Connecticut State University
Members of the Millenial and iGeneration generations report higher levels of anxiety and depression, lower levels of self-esteem and happiness, lower levels of intrinsic motivation for school, and have less experience with independence, self-directed learning, and decision-making than past generations, and as a result require more guidance to be able to succeed in higher education (Twenge, 2018). These students and early-career professionals may benefit from explicit support around building self-care into academic experiences.
This one-page showcase item asks educational developers and instructors to consider ways to build self-care strategies into their courses, to bolster both students and instructors, and shares sample strategies; these strategies can apply to different types of courses and across disciplines. As part of the showcase, the presenters will invite participant interaction to share ideas, discuss challenges, and ask questions.
Incorporating Universal Design for Learning principles, accessibility guidelines, and wellbeing principles into online courses and course materials: A checklist for instructors and course designers
Marie Krbavac, Bosung Kim, and Josefina Rosado, University of British Columbia
This is a Course Set-up Checklist that helps evaluate the visual design and structure of online courses and materials. The checklist was designed to help instructors and course/learning designers incorporate Universal Design for Learning Principles, Web Content Accessibility Guidelines, and Student Wellbeing Practices into courses and course materials on Canvas. The checklist reminds faculty to:
- Create an effective homepage and course navigation
- Welcome students to your course by providing all necessary course information
- Organize, structure, and present course content
- Build student engagement and nurture a safe and supportive learning environments
- Provide students with information about activities and assessment requirements and set-up assessment weighting in your course
- Use and create course materials that are accessible to all students
Leva Lee, BCcampus and Peter Arthur, University of British Columbia Okanagan
In Fall 2018, BCcampus and a team of 6 volunteer post-secondary educators offered an online book club. The goal was to provide a fun and informal way for teaching and learning professional development and for building a community of learners in B.C. post-secondary and beyond. Join the project leaders, Leva Lee, BCcampus and Dr. Peter Arthur, UBC Okanagan in a conversation on the book club: how it worked, what worked, what didn’t work and what surprised about the project in their session “Engage your Learning Community with an Online Book Club”.
Zuzana Balazova, Inderpreet Banwait, Cassandra Piccoli, Esther Wanduku Nnam Fri, Genevieve Maheux-Pelletier and Lisa Endersby, York University
Piloted in the Fall of 2018, the Student Consultants on Teaching at York (SCOTAY) program is designed to offer instructors the opportunity to view their teaching through the eyes of a student. Our work aims to invite and incorporate the student voice into our work in the Teaching Commons, emphasizing and centering the value of the student perspective not just as another checkbox but as an equally valuable and valid source of feedback for instructors. Our interactive poster is designed to provide colleagues with an overview of our processes and procedures, while also grounding this work in the research and experience that guides our approach to providing opportunities for student consulting. Based on our students’ formative reflections, we also offer insight into the many benefits of this program, particularly how it can impact learning for our student consultants, our instructors, and the wider York student population.
Erika Kustra, University of Windsor and Carolyn Hoessler, Ryerson University
For many projects, initiatives and facilitations, a single educational developer is not enough. Adding team members can increase capacity and expertise, but some level of integration is needed to provide a consistent approach and message for centers and teams. Higher levels of integration offer cohesive, collaborative, and creative approaches that make the most of all team members’ ideas, perspectives and skills, but requires greater upfront investment of time and effort as team members consider new ways of practice, navigate differences, and create new joint paths forward within already full work loads. The resulting trade-off between greater integration and initial investment manifests as four observed approaches to collaboration. The model arose from lived practice (Bamber & Stefani, 2016) across multiple teams, centres and experiences. It can be used to openly discuss expectations prior to collaboration, to identify the level of initial investment, or to diagnose a misunderstanding during an ongoing project.
February 20: 2:00-3:00pm EST
Frances Kalu, University of Calgary-Qatar and Cheri Macleod, College of the North Atlantic-Qatar
Educational development sometimes referred to as faculty development is a professional development process through which faculty members improve their skills in various areas including teaching, assessment, leadership, scholarship of teaching and learning amongst others. Various organizations serving to promote the enhancement of teaching and learning in higher education exist in different parts of the world, with conferences, publications and communities of practice developed with an aim of advancing knowledge of educational development practices. Currently, no known formal or informal educational development organization exists within the country we reside in here in the Middle East. We developed this survey tool to collect information on the nature of educational development in the country. We are looking forward to receiving feedback on the survey instrument from participants at the EDC conference and also contributing to the advancement of the field of educational development.
Jeni Spencer, University of Guelph with guests: Betsy Keating, Cynthia Korpan,
Alexandra Kozelko, Natasha May, Jill McSweeney-Flaherty, Michelle Ogrodnik, Ashlyne O’Neil, Brandon Sabourin
TAGSA and EDC have traditionally been separate subgroups of the STLHE family. However, much of TAGSA’s work overlaps with and complements that of the EDC community. The TAGSA Executives, along with key members of the TAGSA community, have put together a short video that outlines who TAGSA is, the work TAGSA does, and how TAGSA aligns with the educational development profession. We encourage participants to post videos on social media, using the hashtag “#TAGSA&EDC” and answer the following questions: Why is TA and graduate student advancement important to educational development? How do educational developers support graduate students,TAs, and supervisors? What resources would you suggest to other educational developers supporting TA and graduate student advancement? What is one piece of advice you have for TAs, graduate students, or educational developers? The showcase video and hashtag will act as an evolving collection of resources for the TAGSA and EDC communities.
Decolonizing the Curriculum through Disruption: From Decoding Tacit Knowledge to Disrupting Disciplines
Michelle Yeo, Gabrielle Lindstrom, Roberta Lexier, and Lee Easton, Mount Royal University
Decoding the Disciplines is a process developed by Middendorf and Pace (2004) to help university teachers, who are disciplinary experts, deal with student bottlenecks in learning. Often, these places where students become consistently stuck are related to difficult disciplinary concepts or processes that have become so internalized and familiar for the expert that we have a difficult time explaining them to students. In this audio blog/podcast, we draw on our own explorations of the Decoding process, which we modified so that, rather than decoding individual tacit knowledge, we started to uncover and disrupt knowledges and practices related to three different disciplines. Our podcast features the four subjects in conversation with each other as they reflect on what we have named a “disruptive interview.” We explore our experience of attempting to uncover and disrupt our discipline’s complicit knowledge, in our path towards reconciliation and decolonization within the institution.
Celia Popovic, York University
The Educational Developers’ Cookbook is a free resource of ice breaker, workshop and feedback eliciting ideas, written for and by educational developers around the world.
The Cookbook is divided into starters – icebreaker ideas, main courses – workshop plans, and desserts – ways to conclude a session and elicit feedback.
This free resource is available to all, and new submissions are encouraged and welcomed.
Sam Ellis, Glasgow Caledonian University
This video is a ‘virtual handshake’ to EDC from your Scottish counterparts, SHED (Scottish Higher Education Developers). Here, we offer our thoughts on burnout and wellbeing, first by looking at barriers to employee wellbeing within our universities, before turning to strategies for surmounting these barriers. We propose that ‘time in the SHED’ – that is, feeling part of a Scotland-wide network of peers – is an important and effective approach.
In November 2018, SHED was joined on the Argyll coast at its annual residential by Klodiana Kolomitro of Queen’s University, who introduced her work on preventing burnout and promoting well-being for educational developers. We hope that our present act of ‘reaching out’ to our Canadian colleagues will expand our network further, and will encourage sharing of related practice around recognising our mutual accomplishments, reclaiming autonomy and agency, and speaking truth to power.
Josh Bookin and Allison Pingree, Harvard University
Online resources and programs for improving pedagogical practices are permeating the higher education landscape. Articulating best practices for such offerings, Wright et al. (2016) urge educational developers to “leverage on-campus resources” and “attend to institutional context and audience”. This session will engage in that work of adaptation and application, drawing on Harvard’s Instructional Moves (IM) project – a free, online, video-rich resource designed for both independent and guided use. The format of the session is as follows:
- You are encouraged to browse the website and the sample professional development sessions (posted on the EDC conference website) in advance.
- From 2 to 2:20 pm and from 2:20 to 2:40 pm, we will hold two identical interactive sessions that examine the best practices for using on-line resources for in-person educational development and explore two sample professional development sessions that do so by leveraging the IM resources. Interested participants should attend one session or the other.
- From 2:40 to 3 pm, we will have an open Q&A session for anyone who would like to learn more about topics related to our interactive sessions or any other topic of interest related to the IM project.
February 21: 2:00-3:00pm EST
Trent’s Distinguished Visiting Teaching Scholars Program: Strengthen our SoTL work through building communities
Robyne Hanley-Dafoe, Trent University
The Educational Leadership division of the CTL at Trent University welcomed and is hosting 12 Distinguished Visiting Teaching Scholars this academic year (2018-2019). These award-winning faculty and leaders, including Canadian Research Chairs and 3M national award winners, representing different decanal units came to share their work and provide support to our teaching community. This speaker series was made possible through a generous philanthropic donation received by the Centre, for supporting of teaching excellence. The aim of these events was to raise the profile of SoTL and educational research at other Ontario Universities with the goal of building capacity for educators as teaching scholars. Please join our showcase session to discuss lessons learned hosting this program and where we will go from here.
Introductory Educational Developer Portfolio Workshop: A 4-hour workshop for Educational Developers by Educational Developers
Rebecca Taylor and Elliot Storm, McMaster University; Jeanette McDonald, Ontario Police College
The Introductory Educational Developer Portfolio Workshop is a 2-part, 4-hour workshop based on the 2017 blended, 3-day EDC Institute on The Educational Developer’s Portfolio in Halifax, NS, and EDC Guide #1: The Educational Developer’s Portfolio created by McDonald et al. (2016). The workshop was created so that educational developers could benefit from these EDC resources via a relatively short time commitment, while still making significant progress to creating or refining their portfolios and keeping up with the professionalization of the field. The workshop materials include a slide deck and accompanying handout package and are licensed under Creative Commons on the EDC website. We invite you to learn more about educational developer portfolios, the introductory workshop, and to discuss ways you might modify and utilize these resources in your own contexts.
Daphne Loads, University of Edinburgh
Staying Alive is a series of blog posts focused on surviving the challenges of contemporary academia and staying alive to its joys and possibilities. It is aimed at academics who teach and the academic developers who support them.
Annelies Gilis, Saartje Creten, and Nicole Totté, KU Leuven
Collaborating and building relationships with the community of educational developers is a threshold concept in the careers of educational developers (Timmermans, 2014). Participation in networks provides them the opportunity to co-create knowledge and grow as a professional (de Laat & Strijbos, 2014). At KU Leuven, over the years we have used different strategies to facilitate the network, adapted to the needs of the educational developers. Currently, the educational developers strive to be recognised as a group within the university, to discuss their identity and the role they take on. They aim for a shared identity and to consider themselves as ‘one unit’ working on different levels and locations. Addressing this evolution, we launched a coworking initiative. Coworking focuses on ‘belonging to a community’ and creating a common place for formal and informal sharing and learning. In this showcase we describe this initiative, the used strategies and the challenges we face.
Alice McPherson, Kwantlen Polytechnic University
We wish to share our Peer Tutor materials and process to those who are interested. This starts with Level One where tutors complete 6 hours of training in fundamental principles with a team trainer. They are then assigned to a coordinator, learning strategist, and a faculty mentor who assist them in completing the integration materials as they begin peer tutoring. As they accumulate the 25 hours of tutoring required for the first level, they are also receiving tutee and faculty feedback as well as writing reflective journals on their experiences. This concludes with both a self-evaluation and a summative performance evaluation. Levels Two and Three follow a similar pattern with new materials and experiences being introduced as the tutor progresses. The KPU Peer Tutor program has recently completed the EDC Accreditation process, initiated to allow us to situate this program within a Canadian accreditation context and improve accessibility.
Overlaps and Opportunities: Partnerships between International Education Centers and Centers for Teaching and Learning
Rebecca Wakelin, Algonquin College
This infographic outlines how Learning and Teaching Services and the International Education Center at Algonquin College formed a lasting partnership that brings together expertise from both departments to better train faculty to teach in increasingly diverse classrooms.