Integrating Academic Technologies with Faculty Development

Centering Centers

https://learninginnovation.duke.edu/

33:19

What’s the secret to lasting friendships? How does queer community show up through the ebbs and flows of life? And what’s the REAL story behind the “YMCA” song? In the first episode of Silver Linings, The Old Gays dive into an essential part of queer life: chosen family. They discuss the vital love, support, and sense of belonging that community provides, especially during life's toughest moments. They open up about what “queer” means to them, how chosen family has impacted their lives, and how to maintain close bonds over time–including their love for each other! “We’ve come a long way, baby.” Family isn’t just what you’re born with; it’s the people who show up, shape you, and stick around. See omnystudio.com/listener for privacy information.…

2 years ago 37:16

M4A•Episode home

“I want my people to look like the experts they are, because I want them to be treated as colleagues, even though we are a service organization.”

In this episode of Centering Centers, guest host Derek Bruff talks with Shawn Miller, director of Learning Innovation at Duke University. Shawn’s unit combines faculty development, instructional technology, online program management, and more. Shawn shares how Duke Learning Innovation came to be and how the unit continues to integrate these different functions, and he provides strategic advice for centers for teaching and learning who are navigating the academic technology landscape.

Resources Mentioned in the Episode:

Transcript

70 episodes

#Podcasting Education #Laura Baecher

Integrating Academic Technologies with Faculty Development

Centering Centers

published 2 years ago

M4A•Episode home

“I want my people to look like the experts they are, because I want them to be treated as colleagues, even though we are a service organization.”

Resources Mentioned in the Episode:

https://learninginnovation.duke.edu/

Transcript

70 episodes

#Podcasting Education #Laura Baecher

All episodes

Centering Centers

1
Ungrading (INED 2024) 33:34

6 days ago33:34

33:34

What happens when we stop focusing on grades and start focusing on learning? In this episode of Centering Centers , we explore the practice of ungrading in higher education. Our guests reflect on how traditional grading systems can undermine motivation and share insights into alternatives like specifications grading, feedback-centered approaches, and project-based learning. Along the way, they discuss the challenges and opportunities of shifting mindsets and systems toward more meaningful, learner-driven education. Transcript…

Centering Centers

1
Moving From Faculty to Educational Developer (INED 2024) 30:24

20 days ago30:24

30:24

This episode explores the transition from faculty member to educational developer, highlighting how past experiences as students and instructors shape approaches to faculty support. They share insights into the challenges of course design, the value of community, and the ongoing learning required in their new roles. The conversation emphasizes how educational development work can help faculty reconnect with the purpose and joy of teaching. This episode is part of our series elevating the voices of New Educational Developers. It was recorded in July, 2024 as part of the Institute for New Educational Developers hosted by Temple University. Transcript…

Centering Centers

1
TIA - Virtual Gathering 35:59

29 weeks ago35:59

35:59

Today’s episode features Elizabeth Dickens (University of Virginia) and Nausheen Shafiq (University of British Columbia) in discussion of a manuscript on curriculum developers in educational development, which is under review at To Improve the Academy . This is the fifth episode of the partnership between To Improve the Academy and Centering Centers. We hope to pull back the curtain on the journal for our listeners, especially about our authors' research and experiences publishing in our journal. We look forward to bringing you regular conversations with our authors, reviewers, editorial team, and board members. Visit us at TIA: https://journals.publishing.umich.edu/tia/ Today’s episode was co-hosted by Liz Norelland Megan Robertson, who serve as co-editors of To Improve the Academy . It was recorded during the “Making Change, Taking Space” virtual gathering organized by disabled educational developers in June 2024.…

Centering Centers

1
TIA: Impacts of campus disruption on educational developers’ role-identity and teamwork 33:53

32 weeks ago33:53

33:53

Today’s episode features Bill Pilny, Benjamin Brock, and Stephanie Laggini Fiore in discussion of their recent To Improve the Academy article, “Impacts of campus disruption on educational developers’ role-identity and teamwork.” The authors apply the Dynamic Systems Model of Role Identity (or DSMRI) to the work of educational developers during the disruption of COVID-19 on our campuses. They present case studies of educational developers during that time and distill themes across the cases. This is the fourth episode of the partnership between To Improve the Academy and Centering Centers. We hope to pull back the curtain on the journal for our listeners, especially about our authors' research and experiences publishing in our journal. We look forward to bringing you regular conversations with our authors, reviewers, editorial team, and board members. Visit us at TIA: https://journals.publishing.umich.edu/tia/ And the article we discuss today at: https://journals.publishing.umich.edu/tia/article/id/4263/ Today’s episode was hosted by Liz Norell, associate director of instructional support at the Center for Excellence in Teaching and Learning at the University of Mississippi. Liz is co-editor-in-chief of To Improve the Academy , along with Megan Robertson (Simon Fraser University) and four assistant editors: Ebony Aya (Macalester College), Anna Bostick Flaming (University of Iowa), Will Hennessy (Algonquin College), and Jessi Hill (Worcester Polytechnic Institute). Transcript…

Centering Centers

1
Social Justice Advocacy in Educational Development 36:08

37 weeks ago36:08

36:08

Dr. Kim Case, Senior Advisor for Organizational Culture to VCU's Chief Diversity Officer and Vice President for Inclusive Excellence. Dr. Case is a tenured professor of psychology at Virginia Commonwealth University and previously served as VCU's inaugural Director of Faculty Success in the Office of the Provost. Dr. Case’s work blends her roles as a social justice educator, faculty developer, and mentor with a passion for inclusive pedagogy and anti-racism training. She’s also the author of several books on teaching about privilege and intersectionality. In this interview, she shares her insights on how social justice scholars navigate and transform academia. Transcript…

Centering Centers

1
Transforming Support for Adjuncts: Insights from Liza Bolitzer 34:58

39 weeks ago34:58

34:58

Dr. Liza Bolitzer is an experienced researcher, teacher and project manager dedicated to advancing teaching and learning in higher education. She uses qualitative methods to study how college faculty, institutional leaders, and higher education professionals can advance college students' academic learning. She has shared her work in Higher Education: Handbook of Theory and Research, the Review of Higher Education, the Journal of Student Affairs Research and Practice and The Journal of Faculty Development. As an Assistant Professor of Educational Leadership at Kean University, she teaches graduate level courses on qualitative methods and educational leadership and collaborates with her faculty colleagues on advancing support for doctoral students.…

Centering Centers

1
Adrianna Kezar - Dispelling the Myths 37:29

41 weeks ago37:29

37:29

Adrianna Kezar is the Dean’s Professor of Leadership, Wilbur-Kieffer Professor of Higher Education and Director of the Pullias Center for Higher Education at the University of Southern California. Dr. Kezar holds a Ph.D. and M.A. in higher education administration from the University of Michigan and a B.A. from the University of California, Los Angeles. She joined the faculty at USC in 2003 after serving at the University of Maryland and George Washington University as a faculty member. Dr. Kezar is a national expert of change and leadership in higher education and her research agenda explores the change process in higher education institutions and the role of leadership in creating change. Adrianna’s change and leadership research has been used by government agencies, accreditation bodies, foundations, state systems, consortium, and individual campuses to forward change agendas and initiatives and me leadership research has been used to design leadership development among national associations, consortium of colleges, and campus-based leadership programs. She also regularly consults for campuses and national organizations related to her work on diversity/equity/inclusion, non-tenure track faculty, STEM reform, collaboration, and governance. She is an international expert on the changing faculty and she directs the Pullias Center’s Delphi Project on the Changing faculty and Student Success . She is regularly quoted in the media related to her research including: New York Times, Wall Street Journal, Washington Post, USA Today, The Atlantic, PBS, NPR (national and local stations), Al-Jazerra, Chronicle of Higher Education, Inside Higher Education , among others. Kezar is a national expert on change, governance and leadership in higher education. Dr. Kezar is well published with 25 books/monographs, more than 130 journal articles, and over 100 book chapters and reports. Recent books include: Shared Leadership in higher Education: Responding to a Changing Environment (2021) (Stylus Press); The Gig Academy (2019) (Johns Hopkins Press), and Administration for Social Justice and Equity (2019) (Routledge). She has acquired over $22 million dollars in grant funding and has worked on grant-funded projects exceeding $35 million dollars on a variety of projects to fundamentally improve higher education. She is currently principal Investigator for the PASS Project : A mixed methods study of a comprehensive college transition and success program for low income students funded by The Buffett Foundation. She is an AERA fellow and has received national awards for her editorial leadership of the ASHE-ERIC report series from ASHE, for developing a leadership development program for women in higher education from ACE, and for her commitment to service learning from the National Society for Experiential Learning. Transcript…

Centering Centers

1
Academic Librarians as Educational Developers? 22:37

43 weeks ago22:37

22:37

Today’s episode features Jane Hammons (The Ohio State University), who talks about her recent To Improve the Academy article, “Academic librarians as educational developers: Overview, case study, and discussion.” An academic librarian who offers faculty-facing information literacy workshops, Hammons argues that educational developers may have untapped allies in instructional librarians. Her article offers an example of one such partnership and a robust discussion of how identity can impact how educational developers and librarians conceptualize these partnerships. This is the third episode of the partnership between To Improve the Academy and Centering Centers. We hope to pull back the curtain on the journal for our listeners, especially about our authors' research and experiences publishing in our journal. We look forward to bringing you regular conversations with our authors, reviewers, editorial team, and board members. Visit us at TIA: https://journals.publishing.umich.edu/tia/ And the article we discuss today at: https://journals.publishing.umich.edu/tia/article/id/4263/ Today’s episode was hosted by Liz Norell, associate director of instructional support at the Center for Excellence in Teaching and Learning at the University of Mississippi. Liz is co-editor-in-chief of To Improve the Academy , along with Megan Robertson (Simon Fraser University) and four assistant editors: Ebony Aya (Macalester College), Anna Bostick Flaming (University of Iowa), Will Hennessy (Algonquin College), and Jessi Hill (Worcester Polytechnic Institute). Transcript…

Centering Centers

1
Embodiment & AI with Susan Hrach 53:22

1 year ago53:22

53:22

For some, artificial intelligence represents the latest development in an age-old series of fantasies about escaping our vulnerable, imperfect, animal bodies. Humans have continuously developed tools to boost our capabilities; in the case of AI, we’re amplifying the speed of cognitive processes. But what capacities remain distinctively human? Dr. Susan Hrach is the author of the 2022 Silver Nautilus Award-winning book Minding Bodies: how physical space, sensation, and movement affect learning (WVU Press, 2021). As an undergraduate, she spent a year studying at the Universität Innsbruck, Austria, which shaped her lifelong interests in world literature, translation studies, and global education. Her international teaching experiences inform her on-going research and practice. In 2022-23 she served as Fulbright Canada Distinguished Research Chair in the Scholarship of Teaching and Learning at Carleton University in Ottawa. Currently Director of the Faculty Center and professor of English at Columbus State University in Georgia, Dr. Hrach has been recognized by the University System of Georgia with a statewide Scholarship of Teaching and Learning Award; she has also served as a scholar for the USG’s Executive Leadership Institute. She is a member of the International Coaching Federation and provides executive coaching within and outside of higher education, incorporating embodied strategies to support mental and physical wellbeing. Transcript…

Centering Centers

1
Goose Leadership & Empathy Migrations 50:25

1 year ago50:25

50:25

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 of Southern Mississippi. Lester is a Professor of Dance. Prior to her role as Associate Vice Provost, Lester was the inaugural director of the Center for Faculty Development. Lester is featured throughout the Association of College and University Educators (ACUE) courses demonstrating evidence-based teaching practices, and she regularly presents in the realm of educational development on her work in leadership development, application of the creative process to the classroom, and building community, belonging, and mattering in the classroom. Here's the link to Lester’s piece " Empathy Migrations " that she referenced in our conversation. Transcript…

Centering Centers

1
Behind the Scenes with TIA 35:56

1 year ago35:56

35:56

In the second of our new To Improve the Academy (TIA) partnership episodes on Centering Centers, Associate Editor, Liz Norrell (Associate Director of Instructional Support at the Center for Excellence in Teaching and Learning at the University of Mississippi), Marina Smitherman (Director of the Center for Excellence in Teaching and Learning at Dalton State College in Northwest Georgia and Editor in Chief of TIA) and Megan Robertson (Educational Developer at Simon Friesen University in British Columbia, Canada, and Associate Editor with TIA), speak about the forthcoming call for assistant editors to join the team – a brand new role they hope will expand pathways into journal editorship and lower the bar for those who may not be sure they want to make a multi-year commitment. They also discuss the joys and challenges of the role and dig into specific topics like fixing the peer review system, developmental editing, and supporting authors to bring out their best. Transcript…

Centering Centers

1
Leadership Pathways: Cultivating Equity in Education 38:24

1 year ago38:24

38:24

Chris Hakala talks with Dr. Leslie Alvarez about her move from psychology to educational development. Dr. Alvarez recounts her work with marginalized students and its impact on her path to faculty development, highlighting the role of equity in teaching. She discusses building a faculty development program and her transition to a director role amid the pandemic. Dr. Alvarez's experience underscores the importance of teaching centers in promoting inclusive education and meeting academic challenges. Transcript & AI Generated Episode Summary…

Centering Centers

1
TIA: Evidencing the Value of Educational Development: Charting a Course on the Waves and Winds of Change 33:29

1 year ago33:29

33:29

Today’s episode features Jovan Groen (Western University), Carolyn Ives (Thompson Rivers University), and Veronica (Roni) Bamber (Queen Margaret University, Edinburgh), who talk about their recent To Improve the Academy article, “Evidencing the value of educational development: Charting a course on the waves and winds of change,” which they wrote with coauthors Carolyn Hoessler (Thompson Rivers University), Corinne Laverty (Queen’s University), and Klodiana Kolomitro (Queen’s University). This international group traces its roots back to a Canadian group of educational developers. They wanted to keep working and writing together, and eventually invited in Roni Bamber from Scotland. Their piece provides a RUFDATA-inspired framework for evidencing the value of centers for teaching and learning. This is the first episode of our new partnership between the journal and Centering Centers. We hope to pull back the curtain on the journal for our listeners, especially about our authors' research and experiences publishing in our journal. We look forward to bringing you monthly conversations with our authors, reviewers, editorial team, and board members. Visit us at TIA: https://journals.publishing.umich.edu/tia/ And the article we discuss today at: https://journals.publishing.umich.edu/tia/article/id/1715/ Today’s episode was hosted by Liz Norell, associate director of instructional support at the Center for Excellence in Teaching and Learning at the University of Mississippi. Liz is also an associate editor of To Improve the Academy , along with associate editor Megan Robertson (Simon Fraser University) and editor Marina Smitherman (Dalton State College). Transcript…

Centering Centers

1
Illuminating Pathways: Building Relationships as a Center of One 33:14

1 year ago33:14

33:14

Chris Hakala and JT Torres talk about operating a center with very limited human resources. JT is a center of one, and in that role, he is working to build relationships, create educational development opportunities and support faculty and student teaching and learning. He does this by developing relationships. In the episode we discuss how JT is able to be so successful in an environment that is different than many in the higher ed world. Transcript…

Centering Centers

1
Bridging Dialogues: Partnering with To Improve the Academy 35:47

1 year ago35:47

35:47

In this episode, Liz Norell shares her educational developer journey and discusses plans for the forthcoming partnership between Centering Centers, a POD Network podcast, and To Improve the Academy , its flagship peer-reviewed journal. Dr. Liz Norell is Associate Director of Instructional Support at the University of Mississippi's Center for Excellence in Teaching and Learning. Prior to joining UM, Liz spent more than two decades in higher education as an instructor and (for a brief time early in graduate school) working as a digital communicator in a university marketing office. She spent more than a decade working as an adjunct instructor at a variety of institutions in the Dallas/Fort Worth metroplex and in middle Tennessee before spending seven years in a tenure-track role at a Tennessee community college. During that time, she developed a strong interest in pedagogy and the scholarship of teaching and learning. She is the author of the forthcoming book from the new OU Press series edited by Jim Lang and Michelle Miller, The Present Professor . In her role at UM, she'll be working with faculty to design, execute, and publish their own SoTL projects, as well as engaging with the breadth of teaching center activities (workshops, book clubs, consultations, etc.). She divides her time between Oxford, Miss. and Monteagle, Tenn. Her partner teaches math and computer science at the University of the South (Sewanee). They have two kids, two dogs, and a very calm existence. Liz reads voraciously and loves to travel. Transcript…

Centering Centers

1
Let's Remember What We Value in this Work 40:52

1 year ago40:52

40:52

In this episode of Centering Centers, Diane Boyd shares how she guided faculty through the pandemic by first having them connect to their core values before diving into new teaching modalities. She explains how articulating one's values provides an internal compass when navigating challenging situations--keeping you grounded in your strengths and priorities, and she emphasizes the importance of self-care and preparation as ways to support oneself in this work. Diane E. Boyd serves as the Associate Dean of Faculty Development and Mary Seawell Metz ‘58 Executive Director of the Faculty Development Center at Furman University in Greenville, SC. Diane leads equitable course design, organizational learning, and holistic professional development programs throughout the academic life cycle. Her recent publications include research on threshold concepts in course design and the Scholarship of Teaching and Learning, leveraging pandemic pedagogical insights for long-term educational equity, and increasing agency and reducing burnout via values-infused programming for mid-career colleagues. Transcript…

Centering Centers

1
Getting to Know POD's New Executive Director, Danielle Gabriel 21:58

1 year ago21:58

21:58

In this episode of Centering Centers, Co-Chair of the POD Network’s Digital Resources and Innovation committee, Yianna Vovides, engages in a transformative conversation with the POD Network's newly appointed Executive Director, Danielle Gabriel. Danielle Gabriel's professional background encompasses program management in educational and museum settings. At the George Washington University Office of Alumni Relations, she was involved in program development and alumni engagement. She also served as the Assistant Director for Museum Grants and Stewardship at the George Washington University Museum and The Textile Museum, where she managed institutional giving and community support. She earned a B.A. in Art from Lafayette College and an M.A. in Museum Studies from George Washington University. Currently, Danielle is a doctoral candidate in Human Organizational Learning at George Washington University's Graduate School of Education and Human Development, focusing her research on inclusivity and the intersection of social exclusion with organizational routines. As Executive Director, Danielle looks forward to guiding the POD Network into its next phase, collaborating with its leaders, members, and staff to enhance its impact on the educational development community and shape the future of higher education.…

Centering Centers

1
Reflecting on the POD Conference with New Educational Developers 44:58

1 year ago44:58

44:58

In Episode 53 of Centering Centers, we hear from three brand new educational developers who recently attended the POD Conference in November of 2023. Grouped in the "getting started" two day workshop, these new PODsters share their takeaways and reflections on their experience. This conversation will be of interest to those who are new to an educational development role as well as to those who lead and mentor new educational developers, as each of the three brings a unique disciplinary perspective and each is at very different places in their professional careers. Dr. Rebecca Conley joined the Department of Mathematics and Statistics at Saint Peter’s University in 2016, and she has been the Director of Faculty Research and Development since 2022. She earned her BA in mathematics and political science from Pace University, her MA in pure mathematics from Hunter College and her PhD in applied mathematics from Stony Brook University. She is the PI of the LEAPS S-STEM grant, which is in its third year and supports low-income, high-achieving students who are majoring in STEM. DeElla Wiley joined the Biggio Center for the Enhancement of Teaching and Learning at Auburn University in 2022 as a graduate teaching assistant and transitioned into a full-time position in 2023. She earned her BA in English in 2009, MA in English Literature in 2012, and a Master of Technical and Professional Communication degree in 2023 from Auburn University. She has taught or developed curriculum in English and ESL in community colleges and at Auburn, and managed instructors who served under-represented minority students. In her current role at the Biggio Center, she creates and facilitates teaching and learning professional development opportunities for Auburn's academic community, including facilitating the Teaching with AI course that has nearly 5,000 learners from nearly 40 institutions across the country.…

Centering Centers

1
Creative Play as Community Building 32:41

2 years ago32:41

32:41

In this episode, Joan Zaretti from Bryant University, Karen Hopkins from Auburn University, and Josh Luckens from Wentworth Institute of Technology discuss their experiences creating playful and play-based programs and activities aimed at engaging their campus and building community. They share strategies for cultivating a sense of belonging, purpose, and trust among students and faculty through the joy of play. *This episode is another installment of our PODFest series which was recorded December 1, 2022. Transcript…

Centering Centers

1
Scarlet Letters & Storytelling 38:58

2 years ago38:58

38:58

Josh Eyler, acclaimed author of How Humans Learn, delves into the pivotal role of storytelling in teaching, learning, and educational development and some of the systemic issues around grading practices tackled in his upcoming book, Scarlet Letters . He offers reflections and stories about his own developmental journey leading different CTLs and shares insights and inspiration for others engaged in educational development and institutional change. Josh Eyler is Director of the Center for Excellence in Teaching & Learning and Director of the Think Forward Quality Enhancement Plan at the University of Mississippi, where he is also Clinical Assistant Professor of Teacher Education. He previously worked on teaching and learning initiatives at Columbus State University, George Mason University, and Rice University. A sought-after speaker for his expertise about the science of learning and about compassion in education, especially in connection with students, grades, and mental health, he has spoken at college and universities across the country. Eyler is the author of the book How Humans Learn: The Science and Stories behind Effective College Teaching (West Virginia University Press, 2018), which Book Authority named one of the “100 Best Education Books of All Time”. Called a “splendid repository of ways to rethink how we teach college” by the Los Angeles Review of Books, it was named a “Book of the Year” in the Chicago Tribune. His second book is forthcoming from Johns Hopkins UP in 2024. Scarlet Letters: How Grades are Harming Children and Young Adults, and What We Can Do about It, is about one of the most urgent issues in education today, grading and alternative assessment. Transcript…

Centering Centers

1
Centers for Teaching and Learning, A Love Letter, with Mary Wright 55:14

2 years ago55:14

55:14

Mary Wright is the Associate Provost for Teaching and Learning, Executive Director of the Sheridan Center, and a Research Professor in Sociology. She is a former president of the POD Network in Higher Education. Before joining Brown, she served as Director of Assessment at the University of Michigan's CRLT. She holds degrees in sociology and higher education administration from Princeton and the University of Michigan. Her research focuses on teaching evaluation, educational development impact, and graduate student development. She is a co-author on the ACE-POD Center for Teaching and Learning Matrix (2017), which created operational standards for Centers for Teaching and Learning, as well as Defining What Matters (2018), which established guidelines for Center for Teaching and Learning evaluation. In 2021-22, she served on the commission (co-chaired by Barbara Snyder, AAU, and Peter McPherson, APLU) that authored The Equity/Excellence Imperative: A 2030 Blueprint for Undergraduate Education at U.S. Research Universities, a report which can be accessed at: https://ueru.org/boyer2030 . Mary co-edits the International Journal for Academic Development, aiming to advance the field of academic development globally, and she has authored two books on educational development, including Centers for Teaching and Learning , the subject of our conversation in this episode ⁠Transcript ⁠ Get Your Copy: Centers for Teaching and Learning: The New Landscape of Higher Education (2023) by Mary Wright, published through ⁠JHUPress⁠ . Use promo code HCTL23 in the check-out for a discount (active through 7/7/24). Below are CTL websites that Mary Wright identified as effectively presenting information that goes beyond offering resources for instructors or students. (1) Centers that offer a clear and concise overview of their statement of purpose (mission, goals, vision, values, and or/ guidelines) Coppin State University's Center for Excellence in Teaching and Learning (2) Centers that offer a clear picture of the norms of how they work UCLA's Center for the Advancement of Teaching and their visualization of collaborations Saint Louis University's Reinert Center for Transformative Teaching and Learning UNC Asheville's Center for Teaching and Learning Washington & Lee's Harte Center for Teaching and Learning (3) Centers that document, longitudinally, how might one expect to work with them over time (e.g., their curriculum) UCSF School of Medicine's Center for Faculty Educators* (4) Centers that offer an understanding of their history and origin story Oklahoma State University Institute of Technology's Center for Advancement of Teaching and Learning * CUNY Hostos Community College's Professor Magda Vasillov Center for Teaching and Learning Auburn University's Biggio Center (5) Centers that have a sense of humor about how they make visible their work Oklahoma City University's Center for Excellence in Teaching and Learning…

Centering Centers

1
Organizational Positioning of Centers for Teaching and Learning 32:01

2 years ago32:01

32:01

How do we optimize our Center for Teaching and Learning (CTL's) organizational structure for maximizing impact and resources? In this episode, Chris Hakala , Director of the Center for Excellence in Teaching, Learning, and Scholarship and Professor of Psychology from Springfield College in Springfield, MA and Bonnie Mullinix, a Research Fellow at the Centre for Integration of Research Teaching and Learning at University College Cork (UCC) in Ireland and President of Jacaranda Educational Development, LLC discuss the importance of reporting lines, integrating with other campus units, space logistics, and being a persistent advocate to advance teaching and learning. *This episode is another installment of our PODFest series which was recorded December 1, 2022. Transcript…

Centering Centers

1
Advocating for the Future with POD President, Stacy Grooters 39:47

2 years ago39:47

39:47

In this episode, we speak with Stacy Grooters, the current President of the Professional and Organizational Development (POD) Network in Higher Education. Stacy shares her vision for leading POD, reflects on its history of diversity, equity and inclusion efforts, and discusses how educational developers can advocate for higher education. Stacy Grooters is currently the Executive Director of the Center for Teaching Excellence at Boston College and the President-Elect of the POD Network. She earned her PhD in English literature, with a concentration in Women’s Studies, from the University of Washington, where she also taught in the departments of English, American Ethnic Studies, and Women Studies. She then spent eight years at Stonehill College, a small liberal arts, Catholic college in Massachusetts, where she founded the Center for Teaching and Learning and co-directed the Gender and Sexuality Studies Program. Stacy’s research focuses on the ways that commitments to diversity, equity, and inclusion are practiced within the field of educational development. Her 2014 article, “Tracking POD’s Engagement with Diversity,” analyzes 35 years of POD conference sessions and journal articles to track changes in how questions of diversity have been taken up by the field. Her current project seeks to define what it means to be an “equity-minded educational developer” and identify the pathways that educational developers take towards growing an equity-minded practice. Transcript…

Centering Centers

1
Graduate Students in Teaching Centers: Chapter 2 17:49

2 years ago17:49

17:49

What is the role of a graduate student in a center for teaching and learning? Does it vary by institution or are there predictable patterns that we as educational developers can use to craft job descriptions, direct projects, and provide opportunities for growth through assessment and reflection? This episode is hosted by Yianna Vovides from CNDLS and features an interview with Haya Jalal. ⁠Transcript…

Centering Centers

1
Ungrading & Alternative Assessments 31:18

2 years ago31:18

31:18

In this episode, Holly Parker from the Center for Teaching and Learning at the University of Vermont speaks with Leigh Wright, Associate Professor of Journalism and Mass Communications at Murray State University and Ciera Cornelison, Instructional Designer at the University of Alabama about their experiences and thoughts on alternative grading practices. They discuss how these approaches can promote a more nuanced and personalized understanding of student learning beyond mere numbers and letters. *This episode is another installment of our PODFest series which was recorded December 1, 2022.…

Centering Centers

1
Graduate Students in Teaching Centers: Chapter 1 16:23

2 years ago16:23

16:23

What is the role of a graduate student in a center for teaching and learning? Does it vary by institution or are there predictable patterns that we as educational developers can use to craft job descriptions, direct projects, and provide opportunities for growth through assessment and reflection? This episode is hosted by Laura March and Yianna Vovides from CNDLS and features interviews with: Stefanie Chae Pulkit Goyal Nikisha Kotwal Oluwafikayo Odugbemi Kathleen Waterston Transcript…

Centering Centers

1
Faculty Engagement: How Are We Inviting Folks Back To Programming? 24:49

2 years ago24:49

24:49

Following the Covid-19 pandemic, faculty and students alike have experienced burnout, stress, and disengagement with professional activities. For educational developers, this can show up as dwindling numbers of participants in our programs and services. As developers we know our job is to make our programs relevant and impactful to our academic communities, but how do we re-engage them in ethical, sustainable, and meaningful ways? In this episode, Chris Adamson from Dakota State University and Tara Harvey an educational developer and founder of True North , an educational development company focused on supporting intercultural teaching and learning discuss the challenges, opportunities, and innovative approaches they are using to solve this challenge. *This episode is another installment of our PODFest series which was recorded December 1, 2022. Transcript…

Centering Centers

1
Becoming A New Faculty Developer 25:48

2 years ago25:48

25:48

What is the journey to educational development like? What are the challenges and opportunities that come with starting out as a new faculty developer? This episode is another installment of our PODFest episodes featuring a conversation between April Tallant, Senior Educational Developer at Coulter Faculty Commons at Western Carolina University; and the POD Network's DRI Committee Co-Chair, Yianna Vovides, Senior Director, Learning Design & Research at Georgetown University's Center for New Designs in Learning and Scholarship (CNDLS). Transcript…

Centering Centers

1
How to Help New Faculty Get Started with SoTL Projects 21:14

2 years ago21:14

21:14

How do we make SoTL accessible (and not scary) to new faculty? This episode features a lively and engaging conversation between Maria Gallardo-Williams of North Carolina State University, Nancy Chick of Rollins College, and Erin Garcia of Auburn University on the topic of introducing faculty to SoTL. It was recorded as part of the PODFest event hosted by the DRI committee on December 1st, 2022. Transcript…

Centering Centers

1
How to Help STEM Faculty Help Students Learn 41:21

2 years ago41:21

41:21

Professors are expected to have extensive expertise in their fields of study in order to qualify to teach at the post-secondary level, but can graduate coursework in quantum mechanics or X-ray crystallography prepare you to be a supportive advisor and an inclusive educator? Ashley McNeill, Assistant Professor of Chemistry at Springfield College in Springfield, MA, and Elizabeth McDonald, Instructional Designer at The University of Alabama, discuss faculty preparedness for teaching (or lack thereof) for new STEM educators. It’s important for new faculty, particularly in STEM, to be introduced to Centers and other resources intended to help them navigate their new roles as educators, mentors, and academic advisors. Traditional training in a STEM PhD program famously lacks opportunities to be exposed to this aspect of a professor’s work, particularly at large R1 institutions where many graduate students receive their training from professors whose responsibilities largely focus on grant writing and research. Ashley and Elizabeth review several approaches to learning more about student needs in the classroom, course design, and adapting assignments to classrooms of different sizes. Perhaps even more importantly, Ashley and Elizabeth spend some time talking about connecting with your students and teaching them to engage meaningfully in their STEM education. A PODFest Collaboration Host, Ashley S. McNeill, Springfield College Elizabeth McDonald, University of Alabama Transcript…

Centering Centers

1
Developing a Teaching Center Podcast 36:48

2 years ago36:48

36:48

Is it time that your teaching center started its own podcast? That’s the question that brought four POD Network colleagues together in a breakout session at PODFest 2022 to talk about teaching center podcasts. What goals might a teaching center podcast have? How would you know if you were meeting those goals? And how would your center go about planning and producing a podcast? This episode features a lively conversation between two teaching center podcast producers, Derek Bruff of the University of Mississippi and Tom Pantazes of West Chester University of Pennsylvania, and two colleagues interested in starting new podcasts, Karen Skibba of the University of Wisconsin-Madison, and Jasmine Parent of McGill University. They discuss podcasting as an educational development tool as well as practical strategies for starting and sustaining a teaching center podcast. ODLI on Air, https://open.spotify.com/show/7dlveEuHbzzJ9BfgotUyq8 Leading Lines, https://leadinglinespod.com/ Intentional Teaching, https://intentionalteaching.buzzsprout.com/ Teaching in Higher Education, https://teachinginhighered.com/episodes/ Two Profs in a Pod, https://twoprofsinapod.blogspot.com/…

Centering Centers

1
Inflections & Innuendos 37:56

2 years ago37:56

37:56

I do not know which to prefer, The beauty of inflections Or the beauty of innuendoes, The blackbird whistling Or just after. -- Wallace Stevens, "13 Ways of Looking at a Blackbird" In this season of Centering Centers, we are speaking with educational developers from diverse centers about their inspirations and innovations – what drives their work and approaches that have impact. Today we are speaking with Robert Gray, an Associate Professor of University Pedagogy in the Department of Education at the University of Bergen in Bergen, Norway who has over 20 years of experience in higher ed professional development. Before moving to Norway, Rob taught literature courses and led professional development at numerous institutions including: University of Alabama at Birmingham, the University of South Alabama, and the University of Stavanger. His research interests include teaching and learning in higher education, how technology impacts assessment practices in higher education, peer feedback, various aspects of interaction inside and outside the classroom, and how we define quality in teaching and learning. In addition, he has published three books of poetry and directed an award-winning documentary film on race relations in the American South. Resources Mentioned: https://www.uib.no/en/uped https://www.uib.no/en/rg/teled Transcript…

Centering Centers

1
Collaboration Across Universities and Across Borders 41:28

2 years ago41:28

41:28

In this episode of Centering Centers, guest host Derek Bruff talks with Jessica Riddell, professor of early modern literature and the Stephen A. Jarislowsky Chair of Undergraduate Teaching Excellence at Bishop’s University in Quebec, Canada. Jessica is also the executive director of the Maple League of Universities, which is not, in fact, a group of Canadian super-heroes, but rather a consortium of four small universities that have banded together to support quality undergraduate education. Jessica shares her journey into the field of educational development, how collaboration across institutions can support the missions of those institutions, what she’s learning in her new position on the board of directors of the American Association of Colleges and Universities, and how she manages to get so much stuff done in her week. https://www.jessicariddell.com/ Transcript…

Centering Centers

1
Integrating Academic Technologies with Faculty Development 37:16

2 years ago37:16

37:16

“I want my people to look like the experts they are, because I want them to be treated as colleagues, even though we are a service organization.” In this episode of Centering Centers, guest host Derek Bruff talks with Shawn Miller, director of Learning Innovation at Duke University. Shawn’s unit combines faculty development, instructional technology, online program management, and more. Shawn shares how Duke Learning Innovation came to be and how the unit continues to integrate these different functions, and he provides strategic advice for centers for teaching and learning who are navigating the academic technology landscape. Resources Mentioned in the Episode: https://learninginnovation.duke.edu/ Transcript…

Centering Centers

1
How One CTL is Responding to the AI Disruption of Higher Education 43:59

2 years ago43:59

43:59

In this episode of Centering Centers, we are concluding our trifecta of episodes on the AI disruption by sharing a specific example of how one center is responding to the challenge. Many of us have been benefitted from sharing examples of policies, statements, assignments, and ideas online through the AI for Educators Google group and pod listserv, in that spirit, I wanted to share out through this platform how my colleagues and I are working through these challenges. My guests are my colleagues, Asim Ali, executive director of the Biggio Center, and Shawndra Bowers, who is, like me, an Associate Director in the Biggio Center, but whose focuses on learning experience design and online course production.…

Centering Centers

1
Unpacking the Ethics of AI in Educational Development 40:23

2 years ago40:23

40:23

In our last episode, we learned about ChatGPT with Cynthia Alby. Today we are diving deeper into the ethics of AI and how we as educational developers might best support the conversations happening across our campuses. To guide us in this conversation, we are speaking with Dr. Kevin Yee, Director of the Faculty Center at the University of Central Florida. Kevin has held numerous faculty and leadership positions at a range of institutions through his career including USF, Duke, Iowa, Pomona College and UC Irvine. His research interests within pedagogy are wide, and have included student motivation, study skills, and various emerging technologies for teaching. He is currently co-editing a book of case studies on the intersection of VR and ethics in the college classroom. Resources Mentioned: UCF's resource on Academic Integrity and Artificial Intelligence Writing Christina DiMicelli's "A Discussion for Education" - Google Slide Repository of her research and resources on ChatGPT Zoom Transcript of the Interview…

Centering Centers

1
Let's Chat about ChatGPT 43:30

2 years ago43:30

43:30

Today on "Centering Centers", we are speaking with Cynthia Alby, who is Professor of Teacher Education and Faculty Director of Georgia College Journeys, in Milledgeville, Georgia, USA. She shares her perspectives on ChatGPT and how it can catalyze needed change in the teaching landscape of higher education. Learning that matters: A field guide to course design for transformative education Website: https://learningthatmatters.weebly.com/resources.html Media Kit: https://docs.google.com/document/d/1EB9sls15WITsiRqYUuRyrdoBFTalwktEOv836ISFv5Y/edit?usp=sharing A link to a specific article referenced: Autumm Caines’ Prior to (or Instead of) Using ChatGPT with Your Students . Transcript of the Interview…

Centering Centers

1
Advocating for Adjuncts 46:33

2 years ago46:33

46:33

Today on "Centering Centers", we are speaking with Teresa Focarile who is the Associate Director for Educational Development at the Center for Teaching and Learning, and Adjunct Faculty in the Department of Theatre, Film and Creative Writing at Boise State University. We discussed the many-layered approach they are implementing to support adjunct faculty's professional learning as well as job satisfaction. Two examples of their Adjunct Faculty Newsletter: April 2022 and November 2021 The link to the POD Special Interest Group (SIG) for Adjunct and Part-Time Faculty (you need to be logged in to the POD website as a member to access that page; you can also email the SIG with questions at adjunct-sig@podnetwork.org ) A recent publication by the Pullias Center for Higher Education, Designing Accessible and Inclusive Professional Development for NTTF . Transcript of the Interview…

Centering Centers

1
Medallions and Medicine 35:30

2 years ago35:30

35:30

Today on "Centering Centers", we are speaking with Tom Laughner who is the Director of the University of Tennessee Health Sciences Center Teaching and Learning center, in Memphis, Tennessee. Our conversation explores his work supporting faculty in the health professions and the successful micro-credentialing program called the Medallion Program. Learn more about the Medallion initiative ! Transcript of the Interview…

Centering Centers

1
Take-aways from the In-Person POD Conference 33:26

2 years ago33:26

33:26

Today on "Centering Centers", we are speaking with Dana Grossman Leeman who is the Senior Associate Director of the Center for the Enhancement of Teaching and Learning at Tufts University. We discussed her experiences, noticings and wonderings from attending the POD conference in person in Seattle this fall. Episode Transcript…

Centering Centers

1
What Teaching Looks Like: Higher Education through Photographs 47:50

3 years ago47:50

47:50

This is Episode 30 and we are speaking with Cassandra Volpe Horii and Martin Springborg about their new free, open-access book: “ What Teaching Looks Like: Higher Education through Photographs .” Click on the title to go to access the book through the Elon University's Series on Engaged Learning website. Cassandra Volpe Horii (@cvhorii ) is the associate vice provost for education and director of the Center for Teaching and Learning at Stanford University. A former president of the POD Network (2018-19) and founder of educational development centers at the California Institute of Technology (Caltech) and Curry College, Cassandra brings her background in STEM and college writing instruction to life in her current work on educational and systemic change at her institution and in higher education more broadly, as well as through projects such as the collaboration we discuss in today’s episode. Martin Springborg has worked in the field of educational development since 2007. His writing and photographs on the topic of teaching and learning in higher education have appeared in Thought and Action and To Improve the Academy Stemming from his work as arts faculty and in educational development, Martin also co-authored the books “Meaningful Grading: A Guide for Faculty in the Arts” and of course, the book we will be talking about today: “What Teaching Looks Like: Higher Education through Photographs” Transcript of the Episode…

Centering Centers

1
Centering Centering Centers 28:32

3 years ago28:32

28:32

This is episode 29 of the CC podcast. This is the next installment in our chapter on SoEd. Our guest is Dr. Laura Baecher. Laura is an Associate Professor of TESOL at Hunter College (which is part of cuny system) and she is a leader in their Academic Center for Excellence in Learning and Teaching. We know Laura as the founder and co-host of the centering centers podcast and that is the focus of this episode: how it started, how it's going, and where it might go in the future. Transcript of Episode 29 PODFEST Invitation I want to give a quick plug for a new event that the POD Squad, a subcommittee of POD’s DRI committee, is hosting, called POD Fest. It is a fully virtual, totally free event for POD members who are interested in podcasting and interested in creating content for THIS podcast. Bonnie Stachowiak, Catherine Ross, and Siobhan McHugh will “headline” the program and participants will have the opportunity to collaborate in small groups to create an episode of Centering Centers that will air in 2023. The event will be held on Zoom on December 1st, 1 - 3pm EST. To register for PODFEST go to aub.ie/podfest22…

Centering Centers

1
Power, Positionality, and Peer Review 38:34

3 years ago38:34

38:34

This is Episode 28 of the Centering Centers Podcast. I’m your host for this episode, Lindsay Doukopoulos. I serve as Associate Director for Educational Development in the Biggio Center at Auburn University. I also serve as co-chair of PODs Digital Resources and Innovations committee. This episode is the next installment in our chapter on the Scholarship of Educational Development and today I’m thrilled to speak with Anna Flaming. Anna L. Bostwick Flaming is Director of the Center for Teaching in the Office of Teaching, Learning & Technology and affiliate faculty in the Department of Gender, Women’s & Sexuality Studies at the University of Iowa. Anna’s interests include inclusive teaching, active learning, course design, the Scholarship of Educational Development (SoED), the history of higher education, and the history of gender. She is chair of the Professional and Organizational Development (POD) Network in Higher Education’s Scholarship Committee, which supports the POD Network’s strategic goal of “advancing evidence-based practice.” Our conversation covers topic ranging from the value of multi-disciplinary perspectives in the scholarship of educational development to the power-dynamics of CTL vocabulary choices to the way in which considerations of positionality and inclusion inform the work of the POD Network's Scholarship Committee and its subcommittees. A link to the ICED pre-conference session Anna mentioned about doing SoED research in combination with our practice: https://medialib.cmcdn.dk/medialibrary/80234312-1C55-406C-86A7-410099EB2739/0DDAA258-5F83-EC11-84B2-00155D0B0901.pdf A link to the article Anna recommended by Chavella Pittman and Thomas J. Tobin "Academe Has a Lot to Learn About How Inclusive Teaching Affects Instructors": https://www.chronicle.com/article/academe-has-a-lot-to-learn-about-how-inclusive-teaching-affects-instructors Transcript of Episode 28…

Centering Centers

1
Unpacking Failure and Other Threshold Concepts in Academic Development with Julie Timmermans, Co-Editor of IJAD 50:29

3 years ago50:29

50:29

Julie Timmermans is a Senior Lecturer in the Higher Education Development Centre at the University of Otago in Dunedin, New Zealand. Julie is a teacher, researcher, and academic developer with experience facilitating learning in various universities and countries, including Canada, Japan, France, and now, New Zealand. Her research interests focus on academic development and threshold concepts. Julie has been a co-editor of the International Journal for Academic Development since 2020. In this conversation on the Scholarship of Educational Development, we speak with Julie Timmermans to learn how her experiences in multiple institutions and across countries has informed her work and her perspective as one of the Co-Editors of the International Journal for Academic Development. Transcript…

Centering Centers

1
Improving the Academy with Michael Palmer & Lindsay Wheeler 45:14

3 years ago45:14