Welcome to the POD Network

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Welcome to the POD Network

Welcome to the 40th Professional & Organizational Development Network in Higher Education (POD) conference! The conference program is filled with opportunities for you to explore our conference theme, Back to the Future: Critical Reflection, Effective Practice. Traditional POD conference features include the plenary session, interactive workshops, roundtable discussions, and poster presentations. As in the past, the conference offers you ample opportunity to network through shared meals, expeditions, informal meetings, the welcome reception, Birds of a Feather facilitated discussions, and the resource and job fairs. Specific conference highlights include the following:

1. Dr. Beverly Daniel Tatum delivers POD’s first “flipped” plenary featuring your questions and moderated by Matt Ouellett. “Can we talk about race? A conversation with Beverly Daniel Tatum” will take place on Friday, November 6, 10:30 AM - 12:00 PM.

2. In Sunday’s anchor session (November 8, 8:30 -10:00 AM), Thomas Tobin leads us in “Everyone’s future: Getting faculty to adopt Universal Design for Learning.” Tobin’s session on ways to make educational materials and practices inclusive for all learners includes a focus on how we can motivate and inspire faculty to value and adopt universal design.

3. Research sessions continue this year. Two 35-minute research presentations and a brief Q&A are paired in each 75-minute research time slot.

4. Back by popular demand is the POD Unconference (POD-U), which again offers conference participants opportunities to engage in peer-to-peer learning, collaborative activities, and creative experiences. POD-U is a participant-driven track, allowing you to decide what topics and discussions take place. These just-in-time learning experiences are an excellent opportunity for you to share what you know or to learn about something new.

5. Free wireless Internet access is available in all guest rooms and in all conference spaces—including meeting rooms—for conference attendees. Login information is available at the conference registration desk.

6. Whether you are a night owl or a morning lark, the conference provides opportunities for connecting and unwinding:

• Friday night after the banquet, join colleagues for the POD Dance and Karaoke Party.

• Certified yoga instructor and long-time POD member Michele DiPietro will lead early morning yoga sessions.

To help you get the most out of the many opportunities the conference offers, volunteers will be available in our welcome and hospitality area throughout the conference to greet you, answer your questions, and provide suggestions when appropriate.

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This conference was developed and is sustained through the work of hundreds of volunteers from the POD Network. Thank you so much for all that you do! Deandra Little, POD President, 2015-16 Bill Watson, POD Conference Co-chair David Sacks, POD Conference Co-chair Carl S. Moore, POD Program Co-chair Carolyn Oxenford, POD Program Co-chair Hoag Holmgren, POD Executive Director

POD Executive and Core Committees

President (2015-2016) Deandra Little, Managing Director Center for the Advancement of Teaching & Learning Elon University Past President Leslie Ortquist-Ahrens, Director, Center for Transformative Learning, and Director of Faculty Development Berea College President Elect Kevin Barry, Director Kaneb Center for Teaching and Learning University of Notre Dame Chair of Finance Debra Lohe, Director Reinert Center for Transformative Teaching & Learning Saint Louis University Executive Director Hoag Holmgren, Executive Director Professional & Organizational Development Network in Higher Education Core Committee Members Victoria Bhavsar (2015-2018) Director, Faculty Center for Professional Development Cal Poly Pomona Allison Boye (2015-2018)

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Assistant Director, Teaching, Learning, and Professional Development Center Texas Tech University Laura Cruz (2013-2016) Director, Coulter Faculty Commons Western Carolina University Donna Ellis (2014-2017) Director, Centre for Teaching Excellence University of Waterloo Francine Glazer (2014-2017) Assistant Provost & Director, Center for Teaching & Learning New York Institute of Technology Jake Glover (2015-2018) Senior Education Officer IDEA Education Natasha Haugnes (2013-2016) Faculty Developer/New Faculty Advisor Academy of Art University Cassandra Horii (2013-2016) Director of Teaching & Learning Programs California Institute of Technology Carol Hurney (2015-2018) Executive Director, Center for Faculty Innovation James Madison University Michael Palmer (2013-2016) Associate Professor & Associate Director, Teaching Resource Center University of Virginia Michael Reder (2013-2016) Director, Joy Shechtman Mankoff Faculty Center for Teaching & Learning Connecticut College

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Mei-Yau Shih (2014-2017) Associate Director, Center for Teaching & Faculty Development University of Massachusetts Amherst Roben Torosyan (2015-2018) Director, Office of Teaching and Learning Bridgewater State University Todd Zakrajsek (2014-2017) Executive Director, Academy of Educators University of North Carolina at Chapel Hill

POD Network Mission Statement The Professional and Organizational Development Network in Higher Education (POD) fosters human development in higher education through faculty, instructional, and organizational development.

Conference Overview

The development of students is a fundamental purpose of higher education and requires for its success effective advising, teaching, leadership, and management. Central to POD's philosophy is lifelong, holistic, personal, and professional learning, growth, and change for the higher education community. 2015 Conference Schedule-At-a-Glance The POD conference registration desk will be open in the Grand Peninsula foyer at these times:

Wednesday 10:00 AM to 5:00 PM Thursday 7:30 AM to 5:00 PM Friday 7:30 AM to 5:00 PM Saturday 7:30 AM to 5:00 PM

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Wednesday, November 4th

9:00 AM 9:00-5:00 POD Core Meeting

1:00 PM 1:00-4:30 Pre-Conference Workshop W1 (Part 1)

Thursday, November 5th

6:00 AM 6:00-7:00 Yoga, Poolside Pavilion

8:30 AM 8:30-12:00 Pre-Conference Workshops: W1 (Part 2) W2-W12

8:30-12:00 POD Core Meeting

9:00-5:00 Vendor Exhibit

1:30 PM 1:30-2:45 Interactive, Roundtable, and Research Sessions

12:30-4:15 Excursion E1: Self-guided Audio Tour of de Young Museum | CANCELLED 12:30-4:15 Excursion E2: Privately Guided Mission District Mural Walking Tour


4:30 PM 4:30-5:30 Introduction to POD for first-time attendees, Regency Ballroom

5:30 PM 5:30-6:30 POD Welcome Reception, co-hosted by the POD Diversity Committee and POD Membership Committee (cash bar)

6:30 PM 6:30-8:00 Conference Dinner: Welcome and President's Address, Grand Peninsula Ballroom

Friday, November 6th 6:00 AM 6:00-7:00 Yoga, Poolside Pavilion

7:00 AM 7:00-8:45 Conference Breakfast, Atrium

7:30 AM 7:30-8:45 Birds of a Feather (BOFs) 7:30-10:30 Vendor Exhibit 9:00 AM 9:00-10:15 Interactive, Roundtable, and Research Sessions;

Job Fair, Poolside Pavilion

10:15 AM Break

10:30 AM 10:30-12:00 Plenary Session (book signing immediately following)

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12:00 PM 12:00-2:00 Lunch-on-Your-Own Big 10 (CIC) Meeting, Harbour B

12:45 - 3:30 Excursion E3: Virtual Human Interaction Lab (VHIL) at Stanford | FULL 12:30 - 4:30 Excursion E4: Privately Guided Walking Tour of the Presidio 12:15 - 5:15 Excursion E5: Sights and Sounds of San Francisco Bus Tour

12:00-6:00 Vendor Exhibit

1:00 PM 2015 NIFD Reunion, Regency B

2:15 PM 2:15-3:30 Interactive, Roundtable, and Research Sessions Lightning Talks - POD Unconference

3:30 PM Break


5:15 PM 5:15-6:45 Resource Fair (cash bar) 3:45-5:45 Poster Session 7:00 PM 7:00-8:30 POD Awards Banquet, Grand

Peninsula Ballroom

8:30 PM Karaoke/Dancing, Regency Ballroom Saturday, November 7th

6:00 AM 6:00-7:00 Yoga, Poolside Pavilion


7:30 AM 7:00-8:45 International POD Attendees Breakfast, Regency B 7:30-5:00 Vendor Exhibit

9:00 AM 9:00-10:15 Committee Meetings

10:15 AM Break

10:30 AM 10:30-11:45 Interactive, Roundtable, and Research Sessions.

12:00 PM/ 12:00-1:15 Networking Lunch/Membership Meeting, Regency Ballroom

1:30 PM 1:30-2:45 Interactive, Roundtable, and Research Sessions;

1:15 - 5:00 Excursion E6: Privately Guided Gay History of San Francisco Walking Tour: Castro District | CANCELLED

2:45 PM Break

3:00 PM 3:00-4:15 Interactive, Roundtable, and Research Sessions SpeedGeeking - POD Unconference

4:15 Break

4:30 PM 4:30-5:45 Interactive, Roundtable and Research

6:00 PM Dinner-on-Your-Own

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Sunday, November 8th

6:00 AM 6:00-7:00 Poolside Pavilion


8:30 AM 8:30-10:00 POD-Sponsored Anchor Session: “Everyone’s future: Getting faculty to adopt Universal Design for Learning, Grand Peninsula Ballroom

10:30 AM

10:30 - 6:30 Excursion E7: Napa Valley Wine Bus Tour with Private Guide and Lunch (post-conference excursion) | CANCELLED 10:30AM – optional return times via BART Excursion E8: Alcatraz Prison Tour | CANCELLED 10:30AM – 5:30PM Excursion E9: Privately Guided Mt. Tamalpais Hike with Gourmet Lunch

The following information is provided to help conference participants understand and make the most of the rich and varied conference activities available to them.

Plenary Session

Selected by the conference team, the plenary speaker is a nationally and internationally renowned expert in higher education and/or educational development. His/her broadly scoped talk will center on the conference theme and invite participants to engage in dialogue during and after sessions.

Pre-Conference Workshops; Interactive, Roundtable, and Research Sessions

Pre-conference workshops emphasize learning-by-doing and provide participants the opportunity to explore topics in depth through a combination of hands-on activities, reflection, and discussion. Most pre-conference workshops are three hours in length. These shorter workshops will take place the morning of Thursday, November 6. Fewer six-hour sessions are offered and are reserved for proposals that provide a clear rationale for needing the longer session. Six-hour workshops will begin the afternoon of Wednesday, November 5 and conclude the morning of Thursday, November 6. Interactive sessions, which are 75-minutes in length, combine brief presentations or panel discussions with methods designed to engage participants. Session leaders are encouraged to incorporate meaningful activities as appropriate, selecting from a variety of methods such as

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presentation, demonstration, discussion, application, feedback, group and individual work, and role-playing. Roundtable discussions provide an opportunity for various kinds of interactions in a smaller group setting (10-15 people), such as discussion of a concept, approach, program, issue, case study, or reading. This 75-minute format is ideal for getting to know people who may be facing similar issues to you, exploring new ideas, and sharing practices. Research sessions have been continued this year to allow for sharing of the growing amount of SoTL research that POD members are undertaking. These sessions are more lecture-oriented in style than interactive or roundtable sessions. They are 35 minutes in length, so two are scheduled into each regular 75-minute slot. Attendees are free to change rooms in between research sessions.

Special Sessions: POD-Sponsored and Sunday Anchor

In addition to the sessions described above, the POD conference includes POD-sponsored sessions as well as an anchor session to close the conference. POD-sponsored sessions are sponsored and submitted by members of various POD committees, then reviewed and vetted by POD’s Core Committee. The Conference Committee chooses the anchor session, a session that has particular importance to the conference theme and the POD membership.

POD Session Topics and Audiences

Topic designations were reorganized to better match recent conference sessions and attendee interaction with electronic versions of the conference program. Presenters assigned one to three topics from the list below to their session, and could add a topic of their own designation if needed. Adjunct Professional Development: Practices, processes, theories, techniques, programs pertaining specifically to adjunct or part-time faculty development. Administration: Budgeting, funding, management, planning, performance appraisal, staff/faculty recruitment and retention, and other issues concerning the administration of a center or other unit. Assessment: Measuring the effectiveness of an aspect of practice and/or outcomes in order to improve (designate other topics to indicate the subject of assessment - e.g., teaching & learning, programs, Faculty PD). Diversity: addressing under-represented or minority populations on campus, in the classroom, in administration. Faculty Professional Development: Practices, processes, theories, techniques, programs pertaining to faculty development.

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Graduate Student Professional Development: Practices, processes, theories, techniques, programs pertaining specifically to graduate and professional student development. Organizational Development: Practices, processes, theories, or techniques related to the systemic development of institutions and organizations. POD Professional Development: Practices, processes, theories, techniques, programs pertaining to development of those in the professions represented by POD (e.g., Center staff, technologists, etc.). Programs: Organization, implementation, practices, theories, techniques related to programs and services (in centers and other units). Research: Systematic, generalizable investigations into clearly defined questions, employing accepted methods for data collection and analysis (designate other topics to indicate the subject of research - e.g., teaching & learning, programs, Faculty PD). Retention: Practices, processes, theories, techniques related to retaining students and improving graduation rates. SoTL: Practice of, results of, and programs supporting Scholarship of Teaching and Learning. Start-up: Practices, processes, organizational ideas related to establishment and growth of centers, programs, or other projects. Sustainability: incorporating applying principles of environmental and/or programmatic sustainability into educational development work. Teaching & Learning: Practices, processes, theories, techniques related to classroom and other teaching and learning. Technology: Explorations of current and new technologies that can support teaching, program or organizational development. Presenters may also identify one or two audience(s) or population(s) likely to benefit from or have an interest in the session. Audience selections are indicated below. Presenters could also add an audience designation of their own, if needed. You will find the affiliated topic(s) and audience(s) at the end of the abstract for each session. Administrators All POD members Community colleges Faculty (conference attendees who are faculty and also part-time developers) Historically Black Colleges and Universities International POD participants Instructional Technologists and technology integration specialists Large colleges and universities New/recent faculty developers (5 years or less) Seasoned faculty developers Small colleges and universities

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POD Unconference (POD-U) This year at the conference we are once again grouping some of our sessions under the heading of POD Unconference (POD-U). The “unconference” concept started in the tech sector and has been quickly adapted by other fields. An unconference approach emphasizes peer-to-peer learning, collaboration, and creativity. These sessions bring together conference attendees who have common interests but there is flexibility and spontaneity that shape the style, subject, and/or flow of the interactions. Previous POD conferences have used an unconference approach with the Birds of a Feather Sessions, the Resource Fair, Job Fair, Poster Session, and The Doctor Is In. Last year we offered two new and dynamic sessions called Lightning Talks and SpeedGeeking. This year, we are bringing back all of these sessions and have added the Unconference designation to three regular interactive sessions. Information about all of these session types is provided below.

Birds of a Feather (BoF) Sessions Birds of a Feather Groups (formerly known as Topical Interest Groups, or TIGs) are informal discussions, which provide participants the opportunity to explore and engage a topic in more depth. Bringing together newcomers and more experienced educational developers, TIGs promote deeper interaction than can sometimes occur in more traditional conference sessions. Each BoF will have an experienced facilitator and will take place on Friday from 7:30-8:45 AM. The topics—not exhaustive of the expertise represented at the conference—are intended to be timely and have broad appeal across the full range of participants. Poster Session The Poster Session will be held on Friday afternoon from 3:45-5:45 PM and presenters will share research, observations, and/or insight from their institutions. This is an excellent opportunity for attendees to network with representatives of many institutions and find colleagues working on interesting problems. The Poster Session will be held in the room next to the Resource Fair and accompanying reception. The Doctor Is In This session is provided by members of the POD Research Committee and POD Grants Committee and will provide general assistance, support, and advice to those contemplating conducting educational research, Scholarship of Teaching and Learning or writing a competitive POD Network grant proposal. Research could be of various kinds, quantitative as well as qualitative, related to teaching, learning, assessment, evaluation, and professional, organizational, or instructional development. Educational development researchers are under increased pressure for research funding; therefore, grant proposal consulting has been added this year. The session will take place on Saturday from 1:30 - 2:45 in the Oak Room.

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Lightning Talks The “Lightning Talks” session will be held on Friday from 2:15 PM until 3:30 PM. There will be 10 conference attendees who will each offer a 5-minute dynamic and engaging talk on an exciting aspect of their work, a significant professional question, or lesson learned about faculty development that will resonate with the POD audience. After the speakers complete their Lightning Talks, there will be time for attendees to meet and greet with the speakers to spark a sharing of ideas, collaboration and continued conversation during the session and beyond. POD members will be invited to submit Lightning Talk titles in advance of the conference and speakers will be finalized through an online voting process prior to November. SpeedGeeking On Saturday afternoon from 3:00 – 4:15 PM we will provide a forum for our POD version of speed dating! POD members will be invited to show up on Saturday afternoon and be prepared to submit themselves as a “SpeedGeek” who is ready to engage a small table of colleagues in an exchange of exciting ideas that spark innovation and lead toward emerging practices. Participants will submit their SpeedGeek topic on a card prior to the start of the session and cards will be chosen randomly at the beginning of the session and those SpeedGeekers picked will be assigned to a table in the room. Session attendees will then visit tables in round robin fashion to listen to each SpeedGeekers for seven minutes before jumping to a new table and topic at the sound of the bell. The session provides a fast-paced and fun way to connect with colleagues and/or topics new to you. This type of session can be described as a dynamic, quick moving “posterless poster session” and SpeedGeekers are invited to bring their own visual aids (or not).

Job Fair

The Job Fair will be held on Friday morning from 9:00-10:15 AM. This session should be considered a networking "meet and greet" opportunity, not a time for formal interviews. Job candidates are likely to have more success if they meet face-to-face with potential employers rather than just dropping off a resume; the time can then be used to learn more about the position and the employing institution. Potential employers can use this time to plan a subsequent interview during the conference.

We're pleased to announce that this year's Job Fair is sponsored by Vitae (chroniclevitae.com), "the only online career hub that makes it easier and more rewarding for faculty and administrators to do their jobs each day."

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Resource Fair

The Resource Fair features tables from college and university–affiliated programs and from non–profit organizations. This venue provides an opportunity to socialize while displaying and distributing information that showcase your programs, activities, resources, and services. The Resource Fair and accompanying reception will be held on Friday evening from 5:15–6:45 PM. Materials and services may NOT be offered for sale or promoted for sale during the Resource Fair.

Vendor Exhibits

The Vendor Exhibit features tables from commercial enterprises, publishers and consultants. The Vendor Exhibit and Vendor Interactive Sessions will be held on Thursday, Friday and Saturday excluding times designated for the plenary sessions. The Vendor Exhibit and Vendor Interactive Sessions are the only times at the conference when items or services may be promoted or offered for sale.

Vendor Interactive Sessions

In 2009, the POD Core Committee approved the introduction of increased corporate sponsorship to avoid passing escalating conference costs onto POD attendees. Vendors who sponsor the POD conference at the Bronze Level or higher have the opportunity to present an interactive workshop. Interactive workshops are not commercials; rather, they are intended to reflect the engaged and research-based approach of the POD communities. This year's Vendor Interactive Sessions are presented by Vitae/Chronicle of Higher Education and Sapling Learning. The Vendor Exhibit and Vendor Interactive Sessions are the only times at the conference when items or services may be promoted or offered for sale.

Graduate & Professional Student Developers Networking Lunch

A Graduate and Professional Student Development (GPSD) Networking Lunch will be held on Thursday 12:00 PM - 1:00 PM in Grand Peninsula Ballroom D. This event provides an opportunity for graduate students and postdoctoral scholars to connect with each other early in the POD Conference. Graduate & Professional Student Developers are also welcome to attend. GPSD subcommittee chairs will be in attendance to provide conference and job market mentorship.

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International POD Attendees Breakfast Recognizing the continued and expanding presence of POD attendees from outside the United States, POD is creating an opportunity for international attendees to come together to meet with colleagues from everywhere (the U.S. included) to share ideas and concerns unique to them. It also provides an opportunity for the discussion of possible joint ventures between colleagues that cross international borders. The International Attendee Breakfast will be held on Saturday morning from 7:00 AM - 8:45 AM in Regency C.

2015 Institute for New Faculty Developers Reunion

Did you attend the 2015 Institute for New Faculty Developers in Asheville? Please join us to catch up with faculty and friends, share your progress, and continue to build our professional networks.

Morning Yoga Practice

Leverage body, mind, and heart to get the most out of your conference experience with an early morning yoga practice that will stretch you, ground you, and focus you. The practice is open to all levels of experience, including first-timers, and will include physical postures and introspective work. Bring a mat, and a bottle of water if you like. A certified yoga teacher since 2009, Michele DiPietro has been a student of yoga for 10 years and teaches in a variety of styles. He integrates physical postures, breath work, and chakra awareness to encourage others to find their grounding in their practice and, from there, their growing edge.

Inclusion Coordinator (formerly Accessibility Coordinator) This title has changed to enhance the responsibility of the coordinator role. "Accessibility" maintains a connotation for individuals with disabilities, whereas "inclusion" provides a broader charge to promote that individuals from all social identity groups are best included within POD. The Inclusion Coordinator(s) are encouraged (but not required) to be members of the Diversity Committee. They are selected by the Diversity Committee to serve per conference. The charge for the position is to provide perspective to the Conference Committee on major decisions about the conference, and to help identify possible “blind spots” that could marginalize conference attendees.

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Though the inclusion coordinator position is not solely focused on advocating for individuals with disabilities, the role does pay close attention to the accessibility needs of POD conference goers. This includes but is not limited to handicap and wheelchair access, hearing or vision support, food allergy and restrictions and other needs. Additionally, the coordinator(s) advocate that presenters create presentations that are accordance with the inclusive presentation recommendations outlined on Wikipodia. (https://sites.google.com/a/podnetwork.org/wikipodia/pod-2014-conference/information-for-presenters-2014). The Inclusion Coordinators for the 2015 POD Conference are Poonam Kumar ([email protected]) and Steve Jones ([email protected]). Anyone with accessibility needs and/or inclusion concerns should contact them via email.

POD Robert J. Menges Award for Outstanding Research in Educational Development

Robert J. Menges (1939-1997) was and remains an honored scholar whose long years of work and contributions to teaching, learning, and faculty development in higher education can be characterized by his spirit of caring consultation, active participation, and rigorous research. Bob was a consummate mentor: challenging, guiding, and deeply involved. It was in his nature to share what he knew and to help others find their own wisdom. He practiced active lecturing long before it was popular. In every event in which he engaged, he sought to find clever, intelligent, compelling tasks for people to tackle. He believed in the active life of knowledge. Moreover, Bob knew and respected the practice of social psychology. He loved to create studies out of ideas, and he practiced a wide variety of methodologies and designs. In memory of our cherished colleague and to encourage and recognize continuation of the fine qualities he embodied, the Core Committee has approved the creation of the Robert J. Menges Award for Outstanding Research in Educational Development, which will be an enduring part of the annual conference of our organization. The selection committee identifies award recipients on the basis of sound and rigorous research in an area appropriate to the POD mission. The award recipients for this year are presenting their research in the following session. This year’s Menges award goes to Michael Palmer, Lindsay Wheeler and Itiya Aneece for their proposal: Not Your Granddaddy’s Syllabus: Investigating Student Perceptions of Course Syllabi. 2015 Menges Award Subcommittee: Mary Wright, University of Michigan (Chair of Subcommittee); Donna Ellis, University of

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Waterloo (Chair of Awards Committee); Virginia Lee, Virginia S. Lee & Associates, LLC; Chantal Levesque-Bristol, Purdue University (Research Committee representative); Kiernan Mathews, Harvard University; Bonnie Mullinix, TLT Group & Jacaranda Educational Development, LLC; David Nelson, Purdue University.

POD 2015 Donald H. Wulff Diversity Travel Fellowships Recipients

The Donald H. Wulff Diversity Travel Fellowship is aimed at increasing the participation of people from historically underrepresented racial and ethnic groups and individuals from underrepresented institutions in the field of educational development into POD. The fellowship also encourages recipients to explore their particular interests and questions related to diversity and educational development. The fellowship is named after a former POD President, the late Donald Wulff, who was unequivocally committed to advancing diversity issues within the field of educational development and advocating for diversity issues within POD. Every time we select new recipients for the diversity travel fellowship, we honor his legacy to POD and commitment to diversifying the POD membership. The POD Network, upon recommendation of the Diversity Committee, awarded the 2015 Travel Fellowship to the following recipients: Autumn Harrell, Indiana University, USA Misiwe Katiya, Cape Peninsula University of Technology, South Africa Jacinta Mutambuki, Washington University at St. Louis, USA Amy Perreault, The University of British Columbia, Canada Cheryl Richardson, University of Delaware, USA Hanae Tsukada, The University of British Columbia, Canada Every year the Diversity Committee provides one or more POD member institutions with funding up to $5,200 in order to support an internship position related to educational development in higher education. The internship is meant to provide a person from a historically underrepresented racial and/or ethnic group, including those from international institutions with career exploration opportunities in educational development. The POD Network, upon recommendation of the Diversity Committee, has awarded the 2015 Educational Development Internship Grant to the following institutions: Indiana University Bloomington, submitted by Greg Siering, Director for the Center for Innovative Teaching and Learning; and Berea College, submitted by Leslie Ortquist-Ahrens, Director for Teaching and Transformative Learning. The Diversity Committee acknowledges the time, dedication, and effort of the following individuals who served on the 2015 Grants Review Committee:

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Isis Artze-Vega, Florida International University Robin Pappas, Oregon State University Pamela Roy, Consultancy for Global Higher Education Lindsay Bernhagen, The Ohio State University Leslie Lopez, The University of Hawai'i Mānoa Lori Schroeder, Metropolitan State University Steven Jones, Georgia College and State University Joy Potter Milano, Michigan State University Information about these grants can be found at http://podnetwork.org/about-us/grants-and-awards/

POD 2015 Innovation Award

Originally called the Bright Idea Award, the POD Innovation Award seeks to recognize the original, innovative ideas of new and experienced educational developers that improve teaching and learning, help to enhance the effectiveness of higher education faculty, and contributed to the field of educational development. From a highly competitive pool of proposals, the selection committee recognizes up to seven finalists who present their innovative ideas in a special poster session during the Resource Fair on Friday. Each finalist is recognized at the banquet and the winner of the award is announced.

2015 Excursions

Below is an overview of excursions for this year’s conference. Some spaces may still be available. Please contact the registration desk for additional information on excursion availability. Times denote hotel departure and estimated return. Plan to be ready 15 minutes before departure. Excursion E1: Self-guided Audio Tour of de Young Museum | CANCELLED Thursday, November 5 12:30PM - 4:15PM

Excursion E2: Privately Guided Mission District Mural Walking Tour Thursday, November 5 12:30PM - 4:15PM

Excursion E3: Virtual Human Interaction Lab (VHIL) at Stanford | FULL Friday, November 6 12:45PM - 3:30PM

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Excursion E4: Privately Guided Walking Tour of the Presidio Friday, November 6 12:30PM - 4:30PM Excursion E5: Sights and Sounds of San Francisco Bus Tour Friday, November 6 12:15PM - 5:15PM Excursion E6: Privately Guided Gay History of San Francisco Walking Tour: Castro District | CANCELLED Saturday, November 7 1:15PM - 5:00PM Excursion E7: Napa Valley Wine Bus Tour with Private Guide and Lunch (post-conference excursion) | CANCELLED Sunday, November 8 10:30AM - 6:30PM Excursion E8: Alcatraz Prison Tour | CANCELLED Sunday, November 8 10:30AM – optional return times via BART Excursion E9: Privately Guided Mt. Tamalpais Hike with Gourmet Lunch Sunday, November 8 10:30AM – 5:30PM

Wednesday, November 4 9:00 AM – 5:00 PM

POD Core Committee Meeting

Pre-conference Workshop 1:00 PM – 4:30 PM Harbour A/B 1:00 PM - 4:30 PM POD SPONSORED

Part I: Getting Started: Workshop for New Educational Developers Teresa Johnson, The Ohio State University; Jonathan Iuzzini, Monroe Community College; Peter Felten, Elon University; Michele DiPietro, Kennesaw State University; Isis Artze-Vega, Florida International University Educational development can be one of the most rewarding careers in academia but, for most of us, requires the development of new skills and perspectives. As we process several core concepts and examples from different types of institutions, participants will engage in discussions, role-plays, and breakout groups to better understand

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what educational developers do and how we do it. We'll practice skill-building and you'll learn how to say "yes" to the right things. Each participant will leave the session with an individual action plan and a support network to help you achieve your goals. Audience: New/Recent Faculty Developers (5 years or less) Topics: Faculty Professional Development, POD Professional Development

Thursday, November 5

6:00 AM - 7:00 AM

Yoga, Poolside Pavilion

8:30 AM - 12:00 PM POD Core Committee, Regency Ballroom 9:00 AM - 5:00 PM Vendor Exhibit Pre-conference Workshop 8:30 AM -12:00 PM Harbour A/B 8:30 AM -12:00 PM

W1 Part II: Getting Started: Workshop for New Educational Developers Teresa Johnson, The Ohio State University; Jonathan Iuzzini, Monroe Community College; Peter Felten, Elon University; Michele DiPietro, Kennesaw State University; Isis Artze-Vega, Florida International University This is a continuation of yesterday's workshop.

Grand Peninsula E 8:30 AM -12:00 PM

W2: Expanding Your Team: Effective Hiring Practices for Center Directors Deborah DeZure, Michigan State University; Alan Kalish, The Ohio State University; Matthew Kaplan, University of Michigan; Mathew Ouellett, Wayne State University With the growth and diversification of teaching centers, directors are increasingly engaged in hiring, orienting, training, supervising, and evaluating staff with diverse backgrounds, experience, and expertise for differentiated and often new roles. Four long-time developers will engage participants in an inquiry-based conversation on effective hiring practices. The program is designed for center directors who are expanding their teams. This workshop will explore all phases of the hiring process; key issues, decisions and options at each phase; ways to recruit and retain a multicultural staff; and what constitutes effective practices. Numerous models and sample materials will be provided. Audience: Large Colleges And Universities, Seasoned Faculty Developers Topics: Administration, Diversity, Start-up

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Grand Peninsula F 8:30 AM -12:00 PM

W3: Assessing Our Work with Scholarly Rigor, Inclusiveness, and Integrity Wayne Jacobson, University of Iowa; Stacy Grooters, Stonehill College Effects of educational development are difficult to assess, especially when we pursue complex outcomes such as critically examining courses and curriculum, transforming pedagogies, or developing skills for engaging with diversity. However, without credible assessment, the basis for understanding program quality is limited to our personal observations and commitments to our good intentions. This session provides a framework and four distinct entry points for systematically taking assessment to higher levels of scholarly rigor, inclusiveness, and integrity. During this session, participants will formulate an action plan for strategically gathering evidence to help them critically examine the quality and inclusiveness of their programs. Audience: All POD Members Topics: Administration, Diversity, Assessment

Grand Peninsula G 8:30 AM -12:00 PM

W4: Using Strategic Planning to Reflect on Center Assessment Angela Linse, Penn State; Larkin Hood, Penn State "How do we assess ourselves and demonstrate we are effective?" is a perennial question for faculty developers and teaching center directors. This session is founded on the premise that our strategic plans should guide center assessment. Clear statements of what we want to achieve in coming years (goals) can lead to targeted assessment that provides evidence of achievements. Participants will discuss: why we assess, processes for achieving our mission and goals, and presenting our assessment results. Participants will also compare their center vision and mission statements to classic strategic planning statements and develop or rewrite achievable goal. Audience: Administrators, Center Directors Topics: Assessment, Administration, Start-up

Grand Peninsula A 8:30 AM -12:00 PM

W5: Reflection for Effectiveness: Reframing Faculty Engagement Craig Nelson, Indiana University; George Rehrey, Indiana University; Carol Hostetter, Indiana University How can academic development programs foster faculty engagement most effectively? We present an expanded diagnostic framework and show how we used it for critical review of our recent programs. We start with the contrast from behavioral economics

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between economic and social rewards, examining the differences in effectiveness between programs with different emphases. We expand our analysis to contrast direct and indirect social and economic rewards and ask how to maximize total rewards given economic and staffing constraints. We invite participants to use this framework to critically reflect on their current and developing programs to help make their programs more effective. Audience: All POD members

Grand Peninsula B 8:30 AM -12:00 PM

W6: Inclusive Teaching and Learning in Science, Technology, Engineering, and Mathematics Beth Fisher, Washington University in St. Louis; Regina Frey, Washington University in St. Louis Efforts to retain more women and underrepresented minorities in STEM majors create a need for inclusive-teaching programs in STEM. This workshop offers the opportunity to participate in an interactive workshop series. Participants will be able to 1) describe research on stereotype threat and growth mindset, and reflect on how this research can inform inclusive teaching in STEM; 2) explain micro-aggressions and their potential effects on students' sense of belonging and decisions to persist in STEM; 3) develop specific strategies that can create an inclusive learning environment. Participants will design a preliminary plan for similar workshops on their own campuses. Audience: All POD Members, Faculty (Conference Attendees Who Are Faculty and also Part-Time Developers), STEM Faculty and Faculty Developers Who Work with STEM Faculty Topics: Diversity, Faculty Professional Development, Teaching & Learning

Grand Peninsula C 8:30 AM -12:00 PM

W7: Stop, Swap, & Reflect: Building Critical Learning Environments for Faculty Development Lott Hill, Columbia College Chicago; Soo La Kim, Columbia College Chicago This hands-on, minds-on 3-hour pre-conference workshop will model easily adaptable approaches to teaching and faculty development. Instead of standing in front of faculty and telling them to engage students, we invite them to dive in and engage; to experience the learning as students might, to reflect more deeply about how they relate to and connect with their students, and to consider how they can create more equitable and inclusive classroom spaces. These learner-centered activities are designed to build community and facilitate discussion and faculty development in ways that are thought-provoking and (dare we say it?) fun!

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Audience: Large Colleges And Universities, Seasoned Faculty Developers Topics: Faculty Professional Development, Teaching & Learning, Diversity

Bayside A/B 8:30 AM -12:00 PM

W8: Field-testing a Comprehensive Faculty Development Evaluation Model: What We Learned Sue Hines, Saint Mary's University of Minnesota; Shelly Bayer, South Dakota State University; Jennifer Russell, Academy of Art University; Vanessa Spang, Academy of Art University; Michelle Felix, Milwaukee Area Technical College; Ann Johnson, Saint Thomas University of MN; Leslie Reid, University of Calgary; Laurel Willingham-McLain, Duquesne University; Libby Roderick, University of Alaska, Anchorage Recently, there is growing interest in evaluating the effectiveness of faculty development. In response, the facilitator for this session developed a 4-phase comprehensive evaluation plan based on the literature and findings from investigating faculty development evaluation practices at 53 learning centers. The model is currently being field tested at 10 centers representing a variety of institutions in North America, thanks to a POD grant. The purpose of this session is to share the evaluation model and, using a panel discussion, provide an opportunity for the field-testers to reflect upon and discuss their field-testing experience and discoveries regarding their evaluation work. Audience: All POD Members Topics: Assessment, Research

Sandpebble A 8:30 AM -12:00 PM

W9: Ground Zero: Launching an Effective Assessment Initiative at Your College Eric Metzler, Indiana University; Lisa Kurz, Indiana University; Joan Middendorf, Indiana University This 3-hour preconference session is designed to help faculty, consultants, and administrators learn effective practice when tasked with building an assessment program from the ground up. Participants will experience the activities we typically ask faculty to do to generate goals and learning outcomes, align the curriculum, and create assessment rubrics. They will also step back to analyze, interpret, and evaluate sample documents -- essential steps in closing the assessment loop. Participants will have the opportunity to adapt and apply their new knowledge and skills to launch a systematic, useful and enduring assessment program at their own institution. Audience: Administrators, Faculty (Conference Attendees Who Are Faculty and also Professional Developers)

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Topics: Assessment Sandpebble B 8:30 AM -12:00 PM

W10: Reflecting on Reflection Activities: Catalyzing a Reflective Culture Lauren Thomas, University of Washington; Brook Sattler, University of Washington; Cindy Atman, University of Washington; Jennifer Turns, University of Washington; Jim Borgford-Parnell, University of Washington; Ken Yasuhara, University of Washington In this workshop, educators will discuss benefits and methods of reflection for both educators and students. In the workshop's first half, we will focus on specific methods educators can use to prompt students to reflect. We will seed this discussion with a set of 120 reflection activities that, while drawn from engineering, we expect to apply to many disciplines. In the second half, we will explore how structured opportunities for educators to discuss teaching methods (such as the ones used to capture the 120 activities) can advance a culture of reflective practice. Audience: All POD Members Topics: Faculty Professional Development, Teaching & Learning

Sandpebble C 8:30 AM -12:00 PM

W11: Teacher-Centered Consultation: Reflective Inquiry Builds Resourcefulness and Self-Efficacy Laura Border, University of Colorado Boulder; Adam Blanford, University of Colorado Boulder; Valentina Iturbe-Lagrave, University of Colorado Boulder Participants learn and practice a reflective inquiry approach to consultation. Reflective inquiry teaches consultees to spot their problem areas in content and student learning, and to apply a framework to solve content and learning difficulties. Reflective inquiry, in contrast to the more intimidating methods based on feedback, non-evaluative and teacher-centered. Consultees view films of their classrooms, are guided to reflect on their own problems, and generate their own solutions. Consultants provide a content/learning activity framework and guidance on options and resources. Participants will engage in reflective inquiry, use the framework, and receive a list of resources for later use. Audience: New/Recent Faculty Developers (5 Years or Less), Graduate Teaching Assistants or Those Supporting This Population Topics: Faculty Professional Development, Graduate Student Professional Development

Sandpebble D 8:30 AM -12:00 PM POD SPONSORED

W12: How's It Going? Reflecting on Our Work Suzanne Tapp, Texas Tech University; Sal Meyers, Simpson College; Kathryn Cunningham, Embry-Riddle Aeronautical University; Stephanie Rohdieck, The Ohio State University; Shaun

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Longstreet, Marquette University Congratulations - you're doing faculty development! What are the opportunities, challenges, and risks before you: reaching all constituents, budgeting, prioritizing, advocating, establishing your professional identity, evaluating your program, meeting increased demands? "How's it Going?" offers early and mid-career faculty developers an opportunity to consult with peers and experienced mentors. Prior to the session, participants submit an issue they face. The session provides a safe place to collaborate with colleagues in reflecting on their specific issues, and together, identifying strategies. The process helps professionals build a sense of efficacy as leaders and establish relationships with colleagues across the career spectrum. Audience: New/Recent Faculty Developers (5 Years or Less), All POD Members, Mid-Career Faculty Developers Topics: POD Professional Development, Organizational Development, Faculty Professional Development

Excursions 12:30PM - 4:15PM

E1: Self-guided Audio Tour of de Young Museum | CANCELLED E2: Privately Guided Mission District Mural Walking Tour Interactive Sessions 1:30 PM - 2:45 PM Grand Peninsula F 1:30 PM - 2:45 PM POD SPONSORED

Nuts and Bolts: Putting Technology Models to Work for Faculty Chris Clark, University of Notre Dame; Julius Su, California Institute of Technology; Michael Truong, Azusa Pacific University In this session SIG-TwT will describe the "Technology Learning Cycle" (TLC) model and participants will apply it to a real-world scenario. Originally aimed at pre-service teachers, TLC has great potential to help college faculty learn to apply technology more effectively in the classroom. Participants will model the TLC by critically reflecting on technology adoption through the eyes of various constituencies. They will then use SKIES, a collaborative tablet-based tool, to create and share resources (ideas for workshops, consultations, research, communications, etc.) that draw from their collective experience and can be implemented at their own institutions. Audience: All POD Members, Instructional Technologists and Technology Integration Specialists Topics: Faculty Professional Development, Teaching & Learning, Technology.

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Sandpebble A 1:30 PM - 2:45 PM POD SPONSORED

Starting and Sustaining Faculty Development Programs at Small Colleges: Theory And Practice (Part I) David Boose, Gonzaga University; Sal Meyers, Simpson College; Jason Craig, Marymount University In this interactive double session we examine the challenges and opportunities of supporting teaching and learning at a small college or university. Participants will discuss the unique characteristics of the small-college environment and the presenters will share information on best practices for maximizing success in that setting. We will also share examples of successful programs that implement those practices. Guided by the presenters, participants will analyze their own institutional settings and explore ways to implement these best practices tailored to their distinct circumstances. Participants will leave with an action plan to guide their work when they return home. Audience: New/Recent Faculty Developers (5 years or less), Small Colleges and Universities, Start-up Topics: POD Professional Development, Program

Grand Peninsula A 1:30 PM - 2:45 PM

Using Focus Groups to Promote Effective Practices Carl Sorgen, Wayne State University Asking people to collectively reflect on their experiences can promote effective practice. A focus group provides detailed reflective information and can help identify solutions that aid in overcoming challenges in administrative units and academic departments. This interactive session discusses evidence-based practices for planning, conducting, analyzing, and reporting the findings from focus groups. People who are considering implementing a focus group assessment, particularly those new to faculty development and/or administration, will benefit from this session. Participants will leave with strategies for thoughtful planning, skilled facilitation, and intentional reporting. Audience: Administrators, New/Recent Faculty Developers (5 years or less) Topics: Assessment

Harbour A 1:30 PM - 2:45 PM

Strategies for Introducing Creative Activities into The Classroom Ellen West, Portland State University; Candyce Reynolds, Portland State University; Dannelle Stevens, Portland State University The 21st century presents a dizzying array of challenges for current and future generations. Society needs people who have the confidence to explore unique ideas and the willingness to take risks in shaping and sharing those ideas. How can faculty members help

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our students learn to envision new, unusual, and creative solutions? This workshop will describe five key principles derived from a case study of three faculty members from different disciplines who structured their curriculum to foster creative thinking, lead participants in activities based on these principles, and discuss how faculty developers could encourage creative activities in the classroom. Audience: All POD Members, Anyone Who Wants to Have Fun and Learn About Creativity Topics: Teaching & Learning, SoTL, Faculty Professional Development, Creativity

Harbour B 1:30 PM - 2:45 PM

Three Framing Principles & Three Simple Strategies for Helping Your Faculty Utilize Assessment Data Michael Reder, Connecticut College Conversations about assessment often turn out to be conversations about effective teaching and significant student learning. Faculty developers can and should play a key role in helping their campuses critically reflect upon and utilize evidence about student experiences ("assessment data") to improve faculty teaching and student learning. Participants will: 1) briefly consider their own campus' and program's current use of data; 2) learn about three framing principles and three basic strategies for helping faculty use evidence to create potential faculty workshops, illustrated with copious examples; 3) apply these principles and strategies to potential programming and leave with "immediate next" steps. Audience: All POD Members Topics: Organizational Development, Faculty Professional Development, POD Professional Development, Theory and Practice of Helping Faculty Use Evidence about Student Experiences

Grand Peninsula E 1:30 PM - 2:45 PM

Living Contexts for Teacher Preparation Judith Goleman, University of Massachusetts Boston Paulo Freire writes "professional development takes place in existential experience" (Letters 80). This session will help graduate instructors, new faculty, and those facilitating their development to explore the research and memoir writing of four leading educators whose career choices and research investments have developed in specific social contexts that are easily overlooked in teacher preparation but vitally important to the shaping of effective practices. Through examination of telling excerpts from four writers' research projects and memoirs, session participants will gain useful understanding of how and why their own academic knowledge and existential experience should be kept in dialogue.

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Audience: Graduate Teaching Assistants, Faculty Topic: Gradate Student Professional Development, Faculty Professional Development, Teaching & Learning

Regency A 1:30 PM - 2:45 PM

Whose Classroom Is It Anyway? Imagining, Acting, and Talking Back Linda Stewart, Kennesaw State University What does acting have to do with educational development? Educational developers or faculty members don't have to be Drew Carey or Tina Fey to borrow from the field of theatre and performance. Drawing upon theatre-based strategies, this session asks participants to imagine and perform scenarios that grapple with questions of diversity and inclusion in campus and classroom spaces. Through guided reflective prompts and a talkback, participants will explore and discuss how dramatics can "offer the space for change, invention, and spontaneous shifts" to create a welcoming and democratic climate in educational development settings and classrooms alike (hooks, 1994, p. 11). Audience: All POD Members Topic: Diversity, Faculty Professional Development, Teaching & Learning

Regency C 1:30 PM - 2:45 PM

Aligning the Website With the Center's Mission Kaleem Clarkson, Kennesaw State University; Michele DiPietro, Kennesaw State University A great website does more than publicize events and archive resources. At its best, it helps us engage all our audiences, achieve our strategic goals, and assess and document our accomplishments for reflection and accountability purposes. Our center underwent a shift in focus, and we redesigned the website to ensure it was in alignment with our new mission and strategic plan. The presenters, an educational developer and a web developer, will engage you in an intentional, user- and action-centered thinking process, similar to backward design, that will maximize the impact of your center's website on campus and beyond. Audience: All POD Members Topic: Administration, Assessment, Start-up

Grand Peninsula C 1:30 PM - 2:45 PM

Envisioning Models for Teaching Center and Ed-Tech Center Collaborations Marsha Lovett, Carnegie Mellon University; Matt Kaplan, University of Michigan; Benjamin Bederson, University of Maryland; Robyn Dunbar, Stanford University; Chantal Levesque-Bristol, Purdue University

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As educational technology and online learning draw more attention in higher education, teaching centers must increasingly collaborate and coordinate their faculty-development efforts with technology-oriented organizations, both inside the institution (e.g., online-learning support units, IT departments, university libraries) and outside the institution (e.g., technology vendors). In this panel-plus-small-groups session, participants will hear, share, and discuss challenges and opportunities surrounding how teaching centers relate to and work with these organizations. Panelists will represent five teaching centers' experiences and lessons learned in navigating this changing landscape. Participants will analyze their own institutions' features and collectively brainstorm viable models and strategies. Audience: All POD Members, Administrators Topic: Diversity, Administration, Org. Development, Technology

Regency B 1:30 PM - 2:45 PM

Catalyzing Institutional Change: A Model for Effective Practice Susan Shadle, Boise State University; Leslie Ortquist-Ahrens, Berea College; Linda Serro, Florida Gulf Coast University; Kay Sagmiller, Oregon State University; Mathew Ouellett, Wayne State University; Andrea Beach, Western Michigan University This workshop explores a four-square model of change strategies (Henderson, Beach, Finkelstein, 2011) whose categories are based on the answers to: "Does the change strategy seek to primarily impact individuals or environments/structures?" and "Is the intended outcome prescribed or emergent?" The model is useful for conceptualizing how a range of activities, when aligned, may act to catalyze deeper and longer lasting institutional change. This workshop will use several NSF-funded institutional change projects, aimed at widespread adoption of evidence-based instructional practices, as case studies, in order to gain insight into how educational developers can most effectively affect institutional change. Audience: All POD Members Topic: Organizational Development, Teaching & Learning, Programs

Grand Peninsula G 1:30 PM - 2:45 PM POD UNCONFERENCE SESSION

Focused Synthesis as Critical Reflection: Tools for Creative Brevity Peter Shaw, Monterey Institute of International Studies; Netta Avineri, Monterey Institute of International Studies; Bob Cole, Monterey Institute of International Studies A key aspect of critical reflection is the ability of students and faculty to produce concise, focused, meaningful statements of synthesis of a particular concept, process or system; and to do so in a novel, creative fashion which combines verbal and graphic elements.

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Supported by work in cognitive processing and based on the concept of creative brevity, five tools are demonstrated, each featuring careful planning, rigorous rehearsal and severe editing by placing precise format limitations: they include the 'zine (a photocopied booklet combining text and images); and pecha kucha, a format of 20 slides, 20 seconds per slide. Audience: New/Recent Faculty Developers (5 years or less), Faculty Topic: Faculty Prof. Development, Teaching & Learning, Technology

Sandpebble E 1:30 PM - 2:45 PM

Good Things Come in Small Packages: Microtraining for Professional Development Wendi Kappers, Embry-Riddle Aeronautical University Did you know the average adult's attention span is 15 minutes? So, why do we ask faculty to sit through hours of professional development? To combat busy schedules and short attention spans, we utilize short microtraining sessions of 20 minutes or less to reach our geographically dispersed faculty. These small webinars cover topics related to technology and pedagogy, and we have found great success through this professional development model. In this session, we will discuss our best practices for implementing these webinars, why they are so successful, and how anyone can establish a similar program at their own institution! Audience: All POD Members Topic: Adjunct Professional Development, Faculty Professional Development, Technology

Bayside A/B 1:30 PM - 2:45 PM

Opening A Center: Faculty Engaging the Past, Present, And Future David Garcia, Carthage College; Dennis Munk, Carthage College Planning for a new Teaching & Learning Center is best informed by a synthesis of past and current expert advice from the past 25 years. A consistent recommendation has been the meaningful involvement of faculty in the governance and operations of a center. This interactive session will focus on strategies for engaging faculty in the planning process. Facilitators will describe how a Center Planning Group at their small college has completed a process that will inform decisions regarding the physical design, menu of services and supports, and opportunities for faculty involvement in the governance and operations of a new center. Audience: Administrators, Faculty (Conference Attendees who are Faculty and also Part-time Developers). Topic: Administration Faculty Professional Development

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Grand Peninsula B 1:30 PM - 2:45 PM

Let's Get Social! Fostering Online Conversation Among Faculty Vicki Parish, University of Central Arkansas; Dustin Summey, University of Central Arkansas; Amy Hawkins, University of Central Arkansas; Deborah Kuster, University of Central Arkansas; Ed Powers, University of Central Arkansas Social media offers a variety of powerful modalities for communication and collaboration. Discover practical strategies for leveraging social media channels to promote community among faculty through professional discourse, online partnerships, and personal learning networks. Share your own experiences and learn from others in this highly collaborative session. Audience: All POD Members, Faculty (Conference Attendees who are Faculty and also Part-time Developers Topic: Faculty Professional Development, Teaching & Learning Roundtable Sessions 1:30 PM – 2:45 PM

Pine Room 1:30 PM – 2:45 PM

Needs of Contingent Faculty, A Roundtable Discussion Deborah Melnick, Salem State University; Marc Boots-Ebenfield, Salem State University This roundtable is the first step in developing a plan to create support programming to meet the needs of the adjunct population at participants' institutions by reflecting on the ways they are responding to and meeting the needs of their contingent faculty. We'll discuss best practices in orienting new adjunct faculty members and incorporating them into the culture of the university as well as responding to the needs of more seasoned contingent instructors. Participants will reflect upon who (if anyone) is doing the work of supporting adjunct faculty members at their institutions versus who should be doing the work. Audience: Administrators, Large Universities, Small Colleges and Universities Topic: Adjunct Professional Development

Sumac Room 1:30 PM – 2:45 PM

Overcoming Oppression for Faculty of Color: Reflecting on Targeted Mentoring Dana Munk, Grand Valley State University; Patty Bolea, Grand Valley State University Evidence suggests that well designed mentoring programs for underrepresented faculty yield many benefits, however at pre-dominantly white universities, finding faculty of color to serve as mentors for junior faculty can be challenging. This session will reflect on research conducted with early career faculty of color. Subsequent targeted mentoring program development that incorporates

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strategies for retention, promotion, and tenure will be examined. Responses to barriers such as resources and university commitment to diversity and inclusion will also be addressed. Audience: Administrators, All POD Members Topic: Diversity, Faculty Professional Development, Organizational Development

Conifer Room 1:30 PM – 2:45 PM

Framing The Narrative: Highlighting Faculty Reflection & Success Via Film Sunay Palsole, The University of Texas at San Antonio Digital Storytelling has been shown to be a very effective tool in engaging students in critical thinking, analysis and media literacy (Robin, 2008; Morris et. al, 2013). We leveraged the same principles to engage faculty in digital film making projects designed to highlight the critical process they use for their own work in teaching and learning, and highlight their success in the classroom, research and beyond. The final film products were entered in a film festival created specifically for the purpose of showcasing faculty work. This session shares the plan, the tools and results of the filmmaking project. Audience: Administrators, Instructional Technologists and Technology Integration Specialists, Seasoned Faculty Developers Topic: Technology, Faculty Prof. Development, Administration

Evergreen Room 1:30 PM – 2:45 PM

How Teaching Centers Can Support Student Global Learning Mary Wright, CRLT, University of Michigan; Monica Huerta, Independent Instructional Designer Global learning is a "high impact practice" and some have suggested that intercultural competence is one of the essential learning outcomes of a liberal education. Yet only scant minorities of undergraduates study abroad, and there are substantial demographic disparities among those who do. What is the role of educational developers in supporting student global learning, a charge typically under the purview of others (e.g., study abroad administrators)? This workshop will prompt participants to reflect on new ways educational developers can support global learning, framed by a case study of one teaching center's extensive assessment work in art & design. Audience: All POD Members, Administrators Topic: Assessment, Organizational Development, Teaching & Learning, Arts

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Research Sessions 1:30 – 2:45 Sandpebble B 1:30 PM – 2:05 PM MENGES AWARD SESSION 35-Minute Research Session A

Not Your Granddaddy's Syllabus: Investigating Student Perceptions of Course Syllabi Michael Palmer, University of Virginia; Lindsay Wheeler, University of Virginia; Itiya Aneece, University of Virginia Though syllabi have historically served contractual, record-keeping, and communication functions, their potential as a learning tool has gained traction in recent years. When framed as such, the document looks and reads much differently than more traditional, content-focused syllabi. But, do these differences matter to students? In this session, we report the results of a three-part study which probed 1) how students perceive content- and learning-focused syllabi, 2) how syllabi influence the way they perceive the associated courses, and 3) whether a relationship exists between students' perceptions of syllabi and their typical approach to learning. Audience: All POD Members Topic: Assessment, Teaching & Learning

Sandpebble B 2:10 PM – 2:45 PM 35-Minute Research Session B

Social Context Matters: Learning Spaces, Classroom Relationships, and Student Outcomes: Paul Baepler, University of Minnesota; J.D. Walker, University of Minnesota Research indicates that new learning spaces exhibit the potential to influence student learning outcomes. We describe how social context --relationships among students themselves, between students and instructors, and self-efficacy--might be a mechanism for how these spaces affect these changes. We describe the validation of an instrument designed to measure changes in social context as well as the early findings. Our results suggest the positive and deleterious effects of social context and point to potential ways to encourage students to take greater advantage of the learning environment. Audience: Community Colleges, Large Colleges and Universities, Researchers, Faculty Developers Topic: Research, Faculty Professional Development, Teaching & Learning

Sandpebble C 1:30 PM - 2:05 PM 35-Minute Research

Transforming Faculty Classroom Practice through Reflection And SoTL: Christina Gitsaki, Zayed University; Nicholas Yates, Zayed University The widespread adoption of mobile technology in higher education has brought with it ample opportunities for innovative, technology

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Session A

enhanced teaching practices to support student learning and academic attainment. This session will describe a structured faculty professional development program aimed at helping faculty take full advantage of the affordances of mobile technology to enhance their teaching practices and provide an innovative learning environment for their students. Research results will be presented showing how faculty involvement in a series of critical discussion and reflective activities and the Scholarship of Teaching and Learning have led to the innovation of teaching and student learning. Audience: Faculty Professional Developer Providers Topic: Technology, Faculty Professional Development, SoTL, Teaching & Learning, Higher Education Certification Program

Sandpebble C 2:10 PM - 2:45 PM 35-Minute Research Session B

Design Thinking: Using Alumni Feedback to Impact Course Design: Patricia Dinneen, The George Washington University Design thinking, taught at Stanford's D-School and elsewhere, urges us to think of courses as user experiences designed from deep understandings of students' needs. Yet, most faculty receive little feedback from students beyond end-of-course evaluations. This session reports on 2015 interviews into how hearing from their own past students, now university alumni, impacted tenure-track faculty members' views of their course and their interest in course design. This session compares and contrasts what alumni remembered from a course with what most surprised the faculty; it will invite discussion of how alumni interviews can support faculty development and course design. Audience: Faculty (Conference Attendees who are Faculty and also Part-time Developers), Seasoned Faculty Developers Topic: Faculty Professional Development, Research, Course Design

Sandpebble D 1:30 PM - 2:05 PM 35-Minute Research Session A

New Faculty Members: Closer Look at the Challenges of Faculty Returned Home from the United States Oya Guneri, Orta Dogu Teknik Universitesi; Yesim Capa Aydin, Orta Dogu Teknik Universitesi; Esra Eret Orhan, Orta Dogu Teknik University Doctoral programs seem to prepare their students for transition to academia as a faculty member. However, the transition is not always smooth or easy. Research showed that new faculty may experience stress due to vague expectations, responsibilities related to teaching, maintaining balance between various aspects of life, and gender or race (Eddy & Gaston-Gayles, 2008). Furthermore, faculty members who come out of graduate programs abroad and return home experience additional issues related to cultural readjustment. This session will reflect on challenges of new faculty members

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returned from the US who are currently working in a large state university in Turkey. Audience: New/Recent Faculty Developers (5 years or less), International POD participants Topic: Faculty Professional Development, Research, Organizational Development

Sandpebble D 2:10 PM - 2:45 PM 35-Minute Research Session B

Disciplinary Conceptions of Teaching in a Graduate Teaching Development Program Rachael Baiduc, Northwestern University; Nancy Ruggeri, Northwestern University We present an evaluation of a teaching development program for graduate students and postdoctoral fellows designed with a community of practice model in mind (Wenger, 1998). The year-long program consists of workshops, seminars, and discipline-specific group discussions and served approximately 110 participants over two years across an array of disciplines. Evaluation gauged conceptions of teaching and the relevance of student diversity, revealing differences between participants in STEM and non-STEM fields measured by responses to quantitative and qualitative survey questions. Participants will assess survey data and deliberate possible alternative explanations for the findings, bringing their own evaluation experience to the conversation. Audience: All POD Members, Evaluators Topic: Graduate Student Professional Development, Research, Programs, STEM

Interactive Sessions 3:00 PM - 4:15 PM

Sandpebble A 3:00 PM – 4:15 PM

Starting & Sustaining Faculty Development Programs at Small Colleges: Theory And Practice Part II David Boose, Gonzaga University; Sal Meyers, Simpson College This session is the second in a two-part session, but you do not need to have attended the first part to participate fully in this one. This second session will focus on strategies for faculty development programming at smaller institutions, and will feature three examples of successful programs. Participants will leave with concrete ideas for programs they can implement at their own institutions. Audience: New/Recent Faculty Developers (5 years or less), Small Colleges and Universities Topic: Start-up, POD Professional Development, Programs

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Harbour A 3:00 PM – 4:15 PM

Using Future Time Perspective as a Personal-Professional Motivator Steven Hansen, Duquesne University When we fail to reflect on our deepest personal goals, we become stuck in the drudgery of the present. Using studies on future time perspective, we will explore how future orientation motivates personal-professional growth. Session goals include 1) empowering faculty to evaluate their deepest personal aspirations as academics, 2) becoming open to creating the future through goal elaboration, and 3) constructing community for those, including women, internationals and minorities, who may feel squelched by the predominant educational culture. Participants will leave with their own future plan and a strategy to help colleagues find motivation by going back to the future. Audience: All POD Members, Faculty (Conference Attendees who are Faculty and also Part-time Developers) Topic: Faculty Professional Development, Diversity

Harbour B 3:00 PM – 4:15 PM POD UNCONFERENCE

New Frontiers: Exploring the Power and Possibilities of the Unconference Lee Skallerup Bessette, University of Kentucky; Enoch Hale, Virginia Commonwealth University At its core, education is the process of gaining awareness beyond one's self. Educators facilitate these opportunities for learners, but what can be done to help educators further their exposure to and exploration of new ideas and media that challenge our conceptions of what is possible for advancing learning in the digitally engaged era? The unconference has emerged as a powerful iteration of networked learning in a face-to-face environment. This session address the What, Why and How of faculty development through the medium of the unconference in generative format, mirroring the unconference experience. Audience: All POD Members Topic: Faculty Professional Development, Graduate Student Professional Development, POD Professional Development, Technology

Grand Peninsula E 3:00 PM – 4:15 PM

Aligning Center Work with Campus-Level Strategic Plans Greg Siering, Indiana University Bloomington Aligning the work of our centers to campus-level strategic plans can increase our potential for institutional impact, as well as secure vital resources, security, and visibility. But connecting our work to campus-level plans itself is a strategic endeavor. This session will allow participants to explore approaches to strategic alignment,

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including identifying both staff FTE and financial alignments, identifying relevant outcomes and metrics, developing plans for communicating alignment to various stakeholders, and helping academic units succeed within the plan's framework. Participants are encouraged to bring a copy of their institutions' plans, or be able to access it online. Audience: Administrators Topic: Administration, Organizational Development

Regency A 3:00 PM – 4:15 PM

Creating Inclusive Courses: Practical Approaches that Advance Learning in STEM Angela Linse, Penn State In this workshop you will learn about strategies to create course environments in which all students can learn and feel included. The workshop design is founded on knowledge of STEM faculty who want concrete strategies that can be used immediately. The opening activity sets the stage for the rest of the workshop in which participants will participate in other activities and discuss research findings associated with some of the more challenging aspects of inclusive teaching. The workshop is appropriate for STEM faculty and faculty developers who want to reach out to more STEM faculty on the topic of inclusive teaching. Audience: All POD Members, Faculty (Conference Attendees who are Faculty and also Part-time Developers, STEM Faculty or Developers Topic: Diversity, Programs, Retention, STEM

Regency B 3:00 PM – 4:15 PM

SPOTing Effective Teaching: Promoting Critical Reflection Using an Observation Tool Cara Harwood Theisen, University of California, Davis; Cassandra Paul, San Jose State University; Katrina Roseler, San Jose State University How can we promote instructor reflection on and adoption of evidence-based practices, particularly if instructors are unfamiliar with those practices? This session introduces the Student Participation Observation Tool (SPOT) as a tool for motivating critical reflection on teaching and implementation of more student-centered approaches. SPOT is an objective, research-based application that captures classroom interactions and provides quantitative, illustrative data about how instructors are spending class time and who is participating. Participants will use SPOT, analyze SPOT data, and discuss uses for faculty development and evaluation. All participants will have access to the SPOT application and facilitation materials. Audience: All POD Members

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Topic: Faculty Professional Development, Teaching & Learning, Assessment

Regency C 3:00 PM – 4:15 PM

The Educational Developer's Portfolio: Preparation, Practice, Performance, and Proof Isabeau Iqbal, University of British Columbia; Debra Dawson, University of Western Ontario; Erika Kustra, University of Windsor; Jeanette McDonald, Wilfried Laurier University; Judy Chan, University of British Columbia Educational developer portfolios have the potential to promote reflection on practice, showcase accomplishments, make explicit approaches and facilitate hiring processes in our field. Despite these benefits, our community has not uniformly adopted the educational developer's portfolio. Drawing on findings from our research with Canadian educational developers, the literature, and case studies, we will explore the possibilities and potential for the educational developer's portfolio. Session participants will consider how they (individually, and as members of a centre and profession) position portfolios and will also examine how to further support a culture of portfolios within our field. Audience: Seasoned Faculty Developers, New/Recent Faculty Developers (5 years or less) Topic: POD Professional Development, Research, Administration

Grand Peninsula C 3:00 PM – 4:15 PM

Institutional Culture Through Professional Development In Non-Cognitive Factors Cindy Walker, Chaffey College A growing amount of research reveals that addressing the affective domain has a significant impact on student success. In order to effectively convey affective principles such as high hope and a growth mindset to students, employees need to model these thinking and behavioral skills to students across the institution. During this interactive session, participants will explore ways to integrate professional learning around hope, mindset, and grit for faculty, staff, and administrators in order to change the culture of the institution and create positive learning interactions for students across the campus. Audience: All POD Members, Community Colleges, Faculty Developers (New and Seasoned) Topic: Organizational Development, Faculty Professional Development

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Grand Peninsula F 3:00 PM – 4:15 PM

Weaving Reflective Practice throughout Faculty Development Programming Christine Rener, Grand Valley State University; Kathryn Stieler, Grand Valley State University Critical reflection is an important thread woven throughout our teaching and learning center's programming. This year's conference theme inspires us to look back at the tapestry of reflection we have woven and provide it as a model for others to adopt and adapt. In this session, we will describe a suite of critical reflection approaches, including individual, small-group, large-group faculty activities as well as practices that have become integral to the operations of our center. We will challenge session participants (and ourselves) to increase the intentionality of promoting critical reflection opportunities and to assess the impact of those efforts. Audience: New/Recent Faculty Developers (5 years or less), Seasoned Faculty Developers Topic: Faculty Professional Development, Programs, Teaching & Learning

Grand Peninsula G 3:00 PM – 4:15 PM

"Wow, That Was a Good Meeting!" Yes, It's Possible! Victoria Bhavsar, Cal Poly Pomona It's a total cliché that everyone hates meetings. The truth is, we all hate BAD meetings that end with decisions unmade, work undone, and relationships damaged. Productive meetings can result in sound decisions, move work forward, sustain academic workplace relationships, enhance collaborations - and even be enjoyable! Faculty developers can contribute to organizational development by facilitating fruitful meetings and retreats, and by being good meeting participants, in their institutions. Based on organizational development literature and the presenter's long experience as a meeting handler for academic departments, this session will provide tools for good meetings, with special consideration for non-face-to-face meetings. Audience: All POD Members Topic: Organizational Development

Sandpebble D 3:00 PM – 4:15 PM

Assessing How Well Individual Campuses Serve Their LGBTQ Community Members Mary Jo Festle, Elon University; Matthew Antonio Bosch, Elon University This session will prompt participants to critically reflect upon how they might assess the learning and working environment for LGBTQ students, faculty, and staff on their campus in a manner that builds goodwill and creates positive change. The facilitators, one a faculty

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member from a teaching and learning center and the other a student life staff member directing an LGBTQIA center, will share the methods (and surveys) their task force used to learn about people's experiences and attitudes and how they crafted recommendations that resulted in Elon University dramatically improving its Campus Pride ranking. Audience: All POD Members Topic: Diversity, Assessment, Organizational Development

Sandpebble E 3:00 PM – 4:15 PM

Fostering Faculty Collaboration and Community: Reflecting on Practice Bonnie Mullinix, TLT Group / Walden University Our field has a long history of facilitating collaboration, coordinating communities and fostering reflective practice among faculty. Whether we do this under the moniker of Faculty Learning Communities (FLCs), Communities of Practice (CoPs), Scholarship of Teaching and Learning (SoTL) or Curriculum Redesign, the primary focus remains the same: connecting faculty and promoting reflection to improve teaching and learning. This session will engage participants in reflecting on the origins and evolution of these practices, sharing examples and projecting elements that are most likely to sustain future collaboration, connection and practice. Audience: All POD Members Topic: Faculty Professional Development, SoTL

Bayside A 3:00 PM – 4:15 PM

Bring on The Drama! Drama-Based Pedagogy for Learning And Assessment Devon Donohue-Bergeler, The University of Texas at Austin Drama-based pedagogy (DBP) provides a creative and engaging way to assess and reflect on learning with attention to multiple perspectives and diverse learning preferences. DBP encourages students to co-create and experience ideas from alternative points of view while using culturally appropriate language in order to accomplish a content-related, semi-authentic task in a low-risk setting. In this interactive session, the presenter will offer a crash-course professional development for faculty, graduate student instructors, and faculty developers in how to plan, facilitate, assess, and reflect on their use of DBP techniques with attention to socio-constructivist learning theory and reflective practice. Audience: All POD Members, Graduate Teaching Assistants or Those Supporting this Population Topic: Teaching & Learning, Assessment, Innovative pedagogy

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Grand Peninsula B 3:00 PM – 4:15 PM POD SPONSORED

Developing Programming to Support Adjunct/Part-Time Faculty at Your Institution Jim Stenerson, Pace University; Lori Schroeder, Metropolitan State University; Paul Decker, Woodbury University; Eli Collins-Brown, Western Michigan University; Lindsay Bernhagen, Ohio State University; Steven Hansen, Duquesne University; Ann Coburn-Collins, Saginaw Valley State University Facilitators from the Adjunct & Part-Time Faculty Development Special Interest Group will present strategies used on their campuses and will lead discussion around questions of how to best serve and support adjunct and part-time faculty. Facilitators and participants will explore programming such as face-to-face and online orientation strategies, faculty development workshops, strategies that foster a sense of belonging to colleagues and to the institution, and teaching excellence recognition. Throughout the workshop, there will be ample opportunities for individual and group consultation to help you develop an action plan that you can implement when you return to your own campus. Audience: All POD Members, Seasoned Faculty Developers, New Faculty Developers Topic: Adjunct Faculty Development, Faculty Professional Development

Roundtable Sessions 3:00 PM – 4:15 PM

Pine Room 3:00 PM – 4:15 PM

All Systems Go: Academic Transformation and Public University Systems Scott Simkins, North Carolina A&T; Laura Cruz, Western Carolina University; Stephen Ehrmann, University System of Maryland; Brett Christie, CSU Office of the Chancellor; Martin Springborg, Minnesota State Colleges and Universities; Ginger Durham, University System of Georgia With state funding for public higher education systems shrinking and increasing calls for accountability, state systems of higher education are searching for new methods of academic transformation, including faculty development support, that will help institutions achieve accountability goals more effectively and efficiently, while reaching a larger and more diverse set of students. This session will engage participants in a dialogue around the issues of such transformation and ways in which campuses and system may best progress together. Audience: Administrators, Seasoned Faculty Developers Topic: Administration, Faculty Professional Development, Organizational Development

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Evergreen Room 3:00 PM – 4:15 PM

Transitioning Course Re-Design Learning Communities into a Community of Practice Christine Lupton, University of Wisconsin-Madison; Karen Skibba, University of Wisconsin-Madison UW-Madison has implemented several approaches to faculty learning communities that teach online and blended course design, effective teaching, and leadership. These programs seek to sustain the power of faculty sharing best practices for course redesign and building collaborations to continue to transform teaching and learning after the learning communities end. Join us as we discuss the challenges and best practices for developing and sustaining faculty learning communities in research universities, including creation of a Community of Practice to sustain and support the ongoing campus conversation. And share methods to engage and encourage participation, especially with limited funding. Audience: Seasoned Faculty Developers, New/Recent Faculty Developers (5 years or less), Large Universities Topic: Faculty Prof. Dev., Sustainability, Teaching & Learning

Conifer Room 3:00 PM – 4:15 PM

Impostor Syndrome: Reflecting on Our Experiences to Better Serve Instructors Kristin Rudenga, University of Notre Dame; Emily Gravett, Trinity University Many educational developers and instructors frequently feel like impostors, believing, despite evidence to the contrary, that they do not deserve the success or position they have. Because of the negative effects that impostor syndrome can wreak on an individual's experiences, mood, and even career, it is crucial to recognize it as a common phenomenon and to identify strategies to effectively combat it. In this roundtable discussion, we will 1) reflect on and grapple with our own experiences with impostor syndrome, and 2) consider how to best apply those experiences to better serve our constituents as they may face similar struggles. Audience: All POD Members Topic: POD Professional Development, Faculty Professional Development, Graduate Student Professional Development

Sumac Room 3:00 PM – 4:15 PM

Out or In with the Old? Preparing TAs for Online Teaching Linda von Hoene, UC Berkeley; Kim Starr-Reid, UC Berkeley As more institutions offer for-credit online courses, the role of TAs in online learning is becoming increasingly important. How are TAs being prepared for this emerging setting? Will the technological supersede the pedagogical? In this roundtable, we will discuss with

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colleagues how TAs are being prepared to serve in online courses. We will reflect on how principles of student learning that TAs apply in traditional courses can also apply in online courses, as well as how teaching practices emerging in online settings can improve student learning in traditional courses. Topic: Graduate student professional development, Technology, Teaching and learning Audience: Graduate teaching assistants and those supporting them, Instructional technologists and technology integration specialists

Research Sessions 3:00 PM – 4:15 PM

Sandpebble B 3:00 PM – 3:35 PM 35 Minute Research Session A

Promoting Critical Reflection: Assessing the Longer-Term Impact of a Substantial Faculty Development Program Susanna Calkins, Northwestern University; Muveddet Harris, Northwestern University For many faculty, critical reflection on their teaching requires space and time that is not always readily available. For fifteen years we have run a substantial year-long faculty development program designed to help participants: (1) reflect critically on their teaching; (2) strengthen their knowledge, understanding and expertise in learning and teaching; and (3) develop a project related to their teaching that emphasizes deep student learning. Building on our earlier evaluation of the program (e.g. changes in approaches to teaching and conceptions of teaching), in this session we will share the ongoing impact of the program for 40 post-program participants. Audience: New/Recent Faculty Developers (5 years or less) Topic: Assessment, Faculty Professional Development, Teaching & Learning

Sandpebble B 3:40 PM - 4:15 PM 35 Minute Research Session B

Vital Statistics: A Multi-Institutional Study of Senior Faculty Engagement Brian Smentkowski, Appalachian State University; Laura Cruz, Western Carolina University This interactive presentation uses the results of a multi-institutional study to engage participants in the question: what are the strategies and processes senior faculty use to maintain and regain creativity and passion in their teaching? Participants will complete a brief version of the survey and engage in a thematic analysis of their results in relation to the context of the larger study. They will leave with an inventory of revitalization strategies designed to maintain or regain creativity and passion in their teaching and the inspiration to engage senior faculty in ways that benefit them and the university as a whole.

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Audience: All POD Members, Faculty (Conference Attendees who are Faculty and also Part-time Developers) Topic: Faculty Professional Development, Research, Teaching & Learning

Sandpebble C 3:00 PM - 3:35 PM 35 Minute Research Session A

Evaluation of an Interactive Workshop Series for Future STEM Faculty Jacinta Mutambuki, Washington University in St. Louis; Regina Frey, Washington University in St. Louis; Beth Fisher, Washington University in St. Louis This session examines the effectiveness of a professional development program in preparing graduate students and postdoctoral fellows (postdocs) in STEM fields for faculty positions. We compared the perceptions and attitudes of STEM pedagogies workshop attendees toward evidence-based pedagogies against non-workshop attendees. Data were collected through a structured survey instrument. Open-ended workshop surveys were also used to assess the benefits of the workshops to participants. Preliminary findings based on quantitative data indicate that workshop attendees were significantly more aware of, and likely to implement, evidence-based approaches than non-workshop attendees. Detailed findings and implications for future faculty preparation programs will be discussed. Audience: All POD Members, Graduate Teaching Assistants or Those Supporting this Population Topic: Graduate Student Professional Development, Research

Sandpebble C 3:40 PM - 4:15 PM 35 Minute Research Session B

Reflecting on Our Impact: Evaluating Past Success to Inform Future Programming Karen Brinkley-Etzkorn, The University of Tennessee As more courses and programs are offered online in higher education, the field of faculty development has seen an increase in programming to train and support instructors who teach blended, hybrid, and online courses. This research presentation will begin by demonstrating how the CIPP (context, input, process, and product) framework guided a comprehensive evaluation of an intensive summer training program at a large Research 1 institution. The results of this 4 year-long study will be shared, which measured both the short and long-term impacts on the teaching of the instructor participants who completed the program. Audience: All POD Members, Instructional Technologists and Technology Integration Specialists Topic: Research, Programs, Faculty Professional Development

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Regency Ballroom 4:30 PM - 5:30 PM

Introduction to POD for 1st-Time Attendees Highly recommended for first-time attendees of the POD Conference, this session is an opportunity to learn a bit more about POD as an organization, its current priorities and goals, and how to become more involved in areas related to your interests. You’ll also meet other first-time POD conferees. All participants are welcome!

Atrium 5:30 PM - 6:30 PM

POD Welcome Reception, co-hosted by the POD Diversity Committee and POD Membership Committee (cash bar)

Grand Peninsula 6:30 PM - 8 :00 PM

Conference Dinner: Welcome and President's Address Deandra Little, POD President

Friday, November 6

6:00 AM – 7:00 AM


7:00 AM – 8:45 AM Conference Breakfast, Atrium 7:30 AM – 8:45 AM To Improve the Academy Board Meeting, Board Room IV 7:30 AM - 8:45 AM Birds of a Feather 7:30 AM - 10:30 AM Vendor Exhibits 9:00 AM - 10:15 AM Job Fair, Poolside Pavilion Birds of a Feather Sessions (BOFs), Friday 7:30 AM - 8:45 AM 7:30 AM - 8:45 AM Formerly known as Topical Interest Groups (or TIGs), Birds of a

Feather (BoFs) sessions are informal conversations designed to foster relationships between experienced faculty developers and colleagues new to the field, and are intended to promote more meaningful interaction and deeper relationships than can sometimes occur during regular conference sessions. Each “Birds of a Feather” session is facilitated by an experienced faculty developer with expertise in the particular topic.

Sandpebble A Adjunct Professional Development Dana D’Angelo (Drexel University) In this session, we will discuss the unique needs of adjunct faculty for specific faculty development programming, engagement

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opportunities and university support, and share best practices and ideas of how to best meet those needs to promote excellence in teaching and learning, and the scholarship surrounding them. Join us!

Sandpebble B ArtPOD Facilitator: Johanna Inman (Temple University) In this session, we will discuss ways to use visual and creative arts in faculty development and how to engage in faculty development with visual and creative arts instructors.

Sandpebble C Assessment of Student Learning Mary Wright (University of Michigan) Do you serve as a campus resource for development of learning objectives or assessment of student learning outcomes and experiences? This session will focus on sharing questions, ideas and best practices for assessment from an educational development perspective.

Sandpebble D Balance and Well-Being of Faculty Facilitator: Susan Robison (www.ProfessorDestressor.com) Are you balancing the demands of a faculty position or balancing faculty life with your personal life? How do you help your faculty do the same? Join us as we discuss strategies for promoting professional and personal well-being!

Sandpebble E Civic Engagement and Service Learning Facilitator: Kristi Fondren (Marshall University) Are you working with faculty, students, and community partners on pedagogies and initiatives related to civic engagement and service-learning? If yes, we invite you to join us. If not, but you'd like to learn more about service learning as a pedagogical method, we invite you to join us as well.

Bayside A/B Diversity in the Classroom Facilitator: Penelope Wong (Berea College) Diversity of social backgrounds affects pedagogy in many ways. Participants in this session will discuss issues we face when working with instructors on issues such as inclusive teaching, multicultural education, student diversity, and faculty diversity.

Sumac Room Emerging Research on Learning Theories Facilitator: Todd Zakrajsek (University of N. Carolina at Chapel Hill) In this session, we’ll discuss topics such as research on how people learn, metacognition, mindfulness, intellectual and social development, and/or cognitive and affective domains.

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Evergreen Room Evaluation of Educational Development Initiatives Facilitator: Sue Hines (Saint Mary’s University of Minnesota) How can we best set goals for our work, evaluate outcomes and impact, and share these findings? Join us as we exchange ideas, strategies, and resources.

Pine Room Faculty Evaluation Facilitator: Linda B. Nilson (Clemson University) We will gather around our shared interest in identifying best practices in faculty evaluation. We will examine the research behind various practices, evaluate their strengths and weaknesses, and explore the best ways to collect and interpret the different kinds of data with student learning in mind.

Oak Room

Graduate Student Professional Development Facilitator: Kristi Rudenga (Notre Dame) and Claudia Cornejo Happel (Georgia Southern University) Consultations, programs, resources, and research focusing on the responsibilities of graduate students as well as their preparation for academic or other careers is the focus of this session.

Regency Ballroom A New Faculty Programs Facilitators: Theresa Braunschneider (University of Michigan), Meg Bakewell (University of Michigan) In this session, join us as we discuss programs and resources designed to support new faculty as well as efforts to document the impact of new faculty programs.

Habour A Organizational Development in Higher Education Facilitator: Amy Fowler Kinch (University of Montana) and Rania Sanford (Stanford University) How do we position ourselves and our offices to impact broad, institutional priorities? How does holistic faculty development fit into institutional change? Join us as we contemplate these and other questions related to organizational development.

Habour B Paths to the Educational Development Profession Facilitator: Carol Sullivan (Georgia Institute of Technology) There is no GPS leading us to Educational Development. The paths to developing and maintaining a career in educational development are varied, filled with twists and turns, and often lead to uncharted territory. Join us as we discuss explore this interesting and rewarding journey.

Grand Peninsula E Scholarship of Teaching & Learning Facilitator: Peter Felten (Elon University) This BoF session will provide you with the opportunity to discuss ways to conduct, make public, and support research on teaching and learning at course, program, and institutional levels.

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Regency Ballroom B Small Colleges

Facilitator: Michael Reder (Connecticut College) Join your faculty and faculty developer colleagues who are working in small colleges as we share issues of concern related to this teaching context.

Regency Ballroom C STEM in the POD Network Facilitators: Cassandra Horii (California Institute of Technology) and Matthew Ouellett (Wayne State University) STEM stands for Science, Technology, Engineering, and Mathematics, and the acronym is front and center in conversations about educational development at the campus, regional, and national levels. Whether you work with STEM faculty and students, have a background in a STEM field, or wish to find colleagues interested in STEM educational development, this BoF is for you! Come discuss your own work, POD’s role in STEM education, and new possibilities for collaboration and community.

Conifer Room Teaching with Technology Facilitator: Chris Clark (University of Notre Dame) Discussion will include topics such as technology in the classroom, teaching online, favorite tools, hybrid courses, best practices, new devices, learning management systems, and online educational development.

Regency Ballroom B 9:00-10:15AM

VENDOR SESSION

Transforming Course Materials to Create Tailored Learning Experiences Todd Pearson and Andrew S. Campbell, Sapling Learning Content delivery for courses has evolved recently thanks to improved Internet connectivity and device accessibility. Educational technology startups and traditional publishers alike are harnessing these advances in many ways. Our team is devoting resources in two unique ways; creating digital-first textbooks and partnering with instructor-authors to create tailored course materials. We will discuss some of the tools and resources now available to instructors to create powerful learning experiences outside of the classroom. We will also discuss how our products and processes can be applied in specific scenarios.

Interactive Sessions 9:00 AM - 10:15 AM

Harbour A 9:00 AM - 10:15 AM POD SPONSORED

Don't Remain Silent! Strategies for Supporting Colleagues via Microresistance and Ally Development Cynthia Ganote, St. Mary's College of California; Floyd Cheung, Smith College; Tasha Souza, Boise State University We often discuss ways to lead difficult dialogues amongst our

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students, and even ways to serve as allies to students experiencing classroom-based microaggressions. However, what do we do when we witness colleagues who are the targets of microaggressions? This workshop will examine ways in which microaggressions particularly impact women, faculty and staff of color, and LGBT faculty and staff in our institutions. In response, we can use constructive tools to serve as allies to our colleagues. This focus on empowerment allows us to take action in our local environments, thereby lessening the impact upon colleagues when microaggressions occur.

Harbour B 9:00 AM - 10:15 AM

Welcome, Now Go Teach: Reflections on Scaling GTA Orientation Kem Saichaie, University of California – Davis; Cara Harwood Theisen, University of California - Davis This session will explore models and strategies for implementing campus-wide, year-long GTA orientations that prepare new GTAs to teach. Participants will examine and reflect on issues related to GTA orientation, including: What campus organizations are responsible for GTA training? How do we meet the needs of GTAs, including international GTAs? How can we promote GTA development in and out of the classroom? The presenters will use their institution as a case study and share preliminary findings to their approach to "scale up" GTA orientation over an academic year for nearly 700 new GTAs, including 100 international GTAs. Audience: All POD Members Topic: Graduate Student Professional Development, Programs

Grand Peninsula E 9:00 AM - 10:15 AM

Late Career Faculty: Critical Reflection, Effective Practice, Intentional Living Gwendolyn Mettetal, Indiana University South Bend; Susan Robison, Principal, Professor Destressor Following the 1994 changes to the Age Discrimination in Employment Act ending mandatory retirement at age 65, many faculty have opted to stay in their jobs until well into their 70s making the professoriate ranks top heavy with experienced professors who are now nearing retirement. Faculty development centers that have traditionally supported programs/consultations for early career and mid-career development have often neglected the needs of late-career faculty. This workshop will model a reflection and planning process that can be used with late career faculty to revitalize their work and/or plan a rewarding retirement, thus meeting both personal and institutional goals. Audience: Seasoned Faculty Developers, Faculty (Conference attendees Who Are Faculty and part-time developers)

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Topic: Faculty Professional Development, Program Grand Peninsula F 9:00 AM - 10:15 AM

Applying Backwards Design to Your Center Carol Hurney, Ph.D., James Madison University Recently, our faculty development center systematized critical reflection through a process where we 'backward designed' our work by creating faculty learning outcomes, designing assessment measures, and aligning programming with outcomes. This process has greatly improved our ability to reflect on programs, both individually and in programming genres (e.g., institutes, workshops and roundtables). We will share our backward design process and discuss the benefits of the process: our ability to reflect on our impact and our capacity to make data-informed decisions. Finally, participants will apply this process to their centers or programs offering opportunities for reflection on their campuses. Audience: All POD Members Topic: Faculty Professional Development, Assessment, Programs

Regency A 9:00 AM - 10:15 AM

Aligning Reflection Activities with Student Development Based upon Perry's Scheme Keith Allred, Ph.D., Boise State University; Mike Stefanic, M.S., Boise State University Actively engaging students is recognized as a hallmark of effective instruction. Self-reflection and service learning can be powerful means of engaging students. However, constructivist notions such as ZPD (Zone of Proximal Development) and 'scaffolding' suggest that faculty should thoughtfully ask about the 'fit' between various self-reflection activities and where their students are at in their intellectual development. Participants will explore a matrix that suggests one way to align Perry's Scheme of different levels of student intellectual/ethical development with a range of self-reflection activities. Participants will have the opportunity to effectively practice self-reflection in order to critically reflect on effective practice. Audience: Faculty (Conference Attendees who are Faculty and also Part-time Developers), New/Recent Faculty Developers Topic: Faculty Professional Development, Teaching & Learning

Regency C 9:00 AM - 10:15 AM

Reflections for Faculty on Teaching Critical Thinking Linda Nilson, Clemson University What must faculty know and reflect on if they want to teach critical thinking (CT)? The CT literature is too fragmented to meet their needs. This session will give educational developers the content and

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activities to facilitate a highly interactive faculty workshop (live or online) on teaching a CT-infused course. It will present the common denominators across the competing 6-7 CT schema, extrapolating these into 12 principles that faculty should reflect on while designing and developing such a course. Participants will work in groups to create workshop activities that will help their faculty discover or experience these principles. Audience: All POD Members Topic: Faculty Professional Development, Teaching & Learning

Grand Peninsula G 9:00 AM - 10:15 AM

How Reflective Teaching (Re/In)Formed Administrative Practice at a Southwestern MSI Mary-Ann Winkelmes, University of Nevada, Las Vegas; Gayle Juneau-Butler, University of Nevada, Las Vegas At an urban MSI in the southwest, leaders of 10 campus units adopted the reflective and evidence-based process of transparent assignment design (recognized by POD's 2012 Menges Award) to close the traditional gap between student services and faculty development, to create a united strategic plan, and to launch new programs and practices that promote their shared goal of student success. Their team practice is recognized internally (UNLV's new strategic plan) and externally (Chronicle of Higher Ed). Facilitators will engage session participants in using the transparent design model to consider opportunities, barriers and strategies for collaborative practice at their own institutions. Audience: All POD Members, Administrators Topic: Organizational Development, POD Professional Development, Programs

Sandpebble A 9:00 AM - 10:15 AM

Financial Planning for Educational Developers Paul Gebb Oklahoma City University; Grace Small Wienken Wealth Management Educational developers have unique needs for their own financial planning. Developers may move between campuses to progress in careers and may be working within a smaller timeframe for investment. This session will offer individuals basic tools to craft a long-term personal investment approach, matching retirement goals with investment strategy. The session is co-presented by Grace Small, POD's investment advisor, in collaboration with POD's Finance Committee. No specific financial planning services will be marketed during this session.

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Sandpebble D 9:00 AM - 10:15 AM

Inter-Institutional Faculty Development through "Back To Grad School" Workshops Hilary Eppley, DePauw University; Adam Johnson, Harvey Mudd College A group of faculty members from across the country have created a virtual community and a "living" repository for online teaching materials in the field of inorganic chemistry. The Leadership Council of the group has developed "Back to Grad School" workshops for creating new teaching materials and for enhancing the virtual community. Research experts present cutting edge science and teams of faculty develop learning materials based on these presentations. Participants are groomed for participation in the online community, materials developed at the conference are tested, and feedback and assessment data are posted on the website (www.ionicviper.org)

Sandpebble E 9:00 AM - 10:15 AM

Midterm Student Feedback: Reflecting on Lessons Learned and Best Practices Douglas Holton, Embry-Riddle Aeronautical University; Hajara Mahmood, Embry-Riddle Aeronautical University; Kathryn Cunningham, Embry-Riddle Aeronautical University Midterm Student Feedback (MSF) is a win-win for faculty, students, and faculty developers. Instructors get valuable feedback on their teaching, students feel empowered, and faculty developers get a window into teaching practices on their campus, as well as consulting opportunities with faculty. MSF has been collected for decades in a variety of ways (SGID, TAP, QCD...). During this session, participants will discuss key aspects of the MSF process, including effective ways to advertise MSF services, conduct MSF surveys, and report MSF data to faculty. Also, what are pitfalls to avoid, and how can online tools make the process more efficient? Audience: New/Recent Faculty Developers (5 years or less); Seasoned Faculty Developers Topic: Assessment, Teaching & Learning, Programs

Bayside A 9:00 AM - 10:15 AM

Scholarly Writing Programs Improve Writing and Double Productivity Michelle Jackson, New Mexico State University; Tara Gray, New Mexico Faculty, and increasingly, graduate students work under intense pressure to publish. Fortunately, faculty developers can help without a big budget, a lot of time, or specially trained staff. Participants will hear an overview of three types of programs that double scholarly productivity: workshops, support groups and coaches. Participants

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will also learn about a program that combines a four-hour workshop with writing support groups. This particular program triples scholarly productivity and produces writing that is clearer, better organized, and more compelling. From the various models presented, participants will combine elements to create a program to host on their home campuses. Audience: All POD Members, All Faculty & Graduate Student Developers Topic: Faculty Professional Development, Graduate Student Professional Development, Programs

Roundtable Sessions 9:00 AM – 10:15 AM

Pine Room 9:00 AM - 10:15 AM

Both/And not Either/Or: Integrating Faculty Development Across Contexts Erin Dokter, The University of Arizona; Mascha Gemein, The University of Arizona; Lindsay Hansen, The University of Arizona; Gretchen Gibbs, The University of Arizona; Sue Howell, The University of Arizona; Ingrid Novodvorsky, The University of Arizona Interleaving is a means of ordering experience or practice that enhances the learning of multiple skills. Interleaving is a significant method for educational development because it focuses attention on ends (outcomes) rather than on means (face-to-face vs. online). Applying an interleaving structure in educational development offerings can help build better integration in order to better help faculty learn about teaching in multiple contexts. This roundtable will be an opportunity for any POD colleagues to come together, discuss, and critically reflect on current faculty development practices and how they are structured to either separate or unite teaching and learning contexts. Audience: All POD Members Topic: Faculty Professional Development, Teaching & Learning, Technology

Sumac Room 9:00 AM - 10:15 AM

Encouraging Critical Reflection in an Asynchronous Online New Faculty Orientation Sarah Holt, The Ohio State University; Stephanie Rohdieck, The Ohio State University Online courses provide asynchronous development options for faculty unable to attend in-person workshops and orientations. While using online course technology opens opportunities for continuous access to materials and creative media resources, without synchronous interactions between teachers, their peers, and workshop facilitators, traditional methods for encouraging critical reflection may not directly transfer. In this roundtable facilitators will

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introduce one model of a new faculty orientation offered asynchronously online. Reflecting on the unique opportunities and challenges of online development resources, session participants will generate ideas for adapting existing approaches to encourage critical reflection to online professional development opportunities at their institutions. Audience: All POD Members Topic: Faculty Professional Development, Adjunct Professional Development, Technology

Evergreen Room 9:00 AM - 10:15 AM

Creating A Faculty-Driven Repository on Methods for Deeper Critical Reflection Jody Horn, University of Central Oklahoma Critical reflection is a central component of our campus mission "to help students learn by providing transformative education experiences" (University of Central Oklahoma, uco.edu/aboutuco). Most scholars of transformative learning contend that change cannot occur without a critical reflection. Since every course on campus and numerous co-curricular events require an intentional planned experience for the potential for transformative learning to occur -- critical reflection is part of the campus experience for all faculty and many staff. Inasmuch as most research finds reflection to be shallow, we developed a faculty-driven model to share approaches toward more meaningful critical reflections in courses and in co-curricular activities. Audience: All POD Members, International POD participants Topic: Faculty Professional Development, Assessment, Teaching & Learning

Conifer Room 9:00 AM - 10:15 AM

Fostering Risk Taking at Research-Intensive Institutions: Integrating Pedagogy and Technology. Amanda McAndrew, CU Boulder; Andrew Saltarelli, Stanford University As the pressure to cultivate grant funding increases for faculty at research-intensive universities, so does the opportunity cost and risk associated with implementing new pedagogies and technologies. What is more, those faculty that do take risks with integrating pedagogies with new technologies sometimes get pushback from students and colleagues. During this roundtable discussion, we will facilitate a discussion aimed at surfacing some of the underlying issues fueling this tension at research-intensive institutions. Participants will also collectively begin to design faculty development approaches aimed at alleviating this tension and fostering risk taking.

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Audience: Large Colleges and Universities, Seasoned Faculty Developers Topic: Faculty Professional Development, Teaching & Learning, Technology

Research Sessions 9:00 AM – 10:15 PM

Sandpebble B 9:00 AM - 9:35 AM 35 Minute Research Session A

Reflective Change: STEM Professors Instructional Evolution in Action Maria Orjuela-Laverde, McGill University; Laura Winer, McGill University Developing reflective instructors stands out as a key category in the existing literature of organizational change in STEM disciplines. Our experience in the Faculty of Engineering has found two patterns in the relationship between reflection and instructional change: some instructors implement change after reflecting on their practice; conversely, other instructors reflect on their teaching only after implementing changes in their courses. This session draws from findings of four case studies where different conditions have led to reflection and instructional change. Participants will engage in a discussion about their experiences and assumptions about the relationship between these two concepts. Audience: Faculty (Conference Attendees Who Are Faculty and also Part-time Developers), Seasoned Faculty Developers, Faulty and Other STEM Interested POD Members

Sandpebble B 9:40 AM - 10:15 AM 35 Minute Research Session B

Graduate Teaching Programs of the Future: General, Discipline-Specific or Both? Denise Drane, Northwestern University, Erica Knowles, Northwestern University How can we best develop discipline-specific knowledge of teaching and learning in future faculty? Are discipline-specific programs sufficient, or is exposure to both general teaching principles and discipline specific knowledge required? We present results of a study comparing experiences of graduate students who participated in either a year-long discipline-specific program, or a discipline specific-program and a year-long general program simultaneously. Students' conceptions of learning and teaching and their reflections on the value added by the programs will be examined. Session participants will critically evaluate the research framework and results and will reflect on outcomes of their own programs. Audience: All POD Members Topic: Graduate Student Professional Development, Research, Programs

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Sandpebble C 9:40 AM - 10:15 AM 35 Minute Research Session B

Insights into Assessment in Science, Technology, Engineering, and Mathematics Classes Yesim Capa Aydin, Orta Dogu Teknik Universitesi; Oya Guneri, Orta Dogu Teknik Universitesi; Esra Eret Orhan, Orta Dogu Teknik Universitesi In the current presentation, we will share the results of an online survey study conducted to examine assessment practices utilized in Science, Technology, Engineering, and Mathematics (STEM) classes in a research-oriented university. We collected data from both faculty members and students to provide a complete picture. Overall, findings indicated that traditional assessment methods are still being used, on the contrary to suggestions for alternative approaches. Considering the findings, we will also discuss with participants how we can motivate faculty members to prefer different assessment strategies. Audience: All POD Members Topic: Assessment, Teaching & Leaning

Plenary Session 10:30 AM-12:00 PM

“Can We Talk About Race? A Conversation with Dr. Beverly Daniel Tatum”

We are excited to have Dr. Beverly Tatum as our plenary speaker this year. She is widely recognized as an expert in race relations and the author of, Can We Talk About Race? And Other Conversations in an Era of School Resegregation (2007). Dr. Tatum was the 2005 recipient of the Brock International Prize in Education and the 2013 recipient of the Carnegie Academic Leadership Award. This year's plenary format will be different from past years, as we will be "flipping" the traditional keynote address. Using questions and input from the POD membership to shape the themes and ideas discussed, former POD-President Matt Ouellette will moderate a conversation with Dr. Tatum about the implications of race and diversity on our profession. Book signing to follow.

12:00 PM - 6:00 PM Vendor Exhibit 12:00 PM – 2:00 PM Lunch on Your Own

Big 10 Committee Meeting (Harbour B) 1:00 PM – 2:00 PM 2015 INFD Reunion (Regency B)

Excursions

12:45 PM – 3:30 PM E3: Virtual Human Interaction Lab (VHIL) at Stanford | FULL 12:30 PM – 4:30 PM E4: Privately Guided Walking Tour of the Presidio 12:15 PM – 5:15 PM E5: Sights and Sounds of San Francisco Bus Tour

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Grand Peninsula D 2:15 PM - 3:30 PM

Unconference Lightning Talks During this session there will 10 conference attendees who will each offer a 5-minute dynamic and engaging talk on an exciting aspect of their work, a significant professional question, or lesson learned about faculty development that will resonate with the POD audience. After the speakers complete their Lightning Talks, there will be time for attendees to meet and greet with the speakers to spark a sharing of ideas, collaboration and continued conversation during the session and beyond. POD members were invited to submit Lightning Talk titles in advance of the conference and speakers were finalized through an online voting process.

Interactive Sessions 2:15 PM – 3:30 PM


Career Moves: Reflecting on Transitions to Becoming an Educational Developer Katherine Kearns, Indiana University Bloomington; Cynthia Tobery, Dartmouth College; Beth Fisher, Washington University in St. Louis; Kimberly Eby, George Mason University In this interactive session, panelists representing different institutional types and stages of their careers will offer insights and reflections to faculty and graduate students interested in the educational development profession. Panelists will facilitate a conversation on the rewards of choosing a career in educational development; discuss the similarities and differences between faculty and teaching center job searches; share strategies for job market success and perspectives from the hiring committee; and describe the skills, knowledge, and expertise needed to successfully engage in this work, including those necessary for a smooth transition. Emerging opportunities within our field will also be explored. Audience: All POD Members Topic: POD Professional Development


Reflecting on Diversity, Reconsidering Course Design: Diversity Reflection as Critical Practice David Molina, Northwestern University; Christine Bean, Northwestern University Considerations of student diversity form a central component of higher learning institutions' pedagogical missions. However, the task of enacting these commitments at the level of course design and implementation is an ongoing, complex process. Drawing on our work designing, implementing, and evaluating a professional development program for graduate students and postdoctoral fellows

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at Northwestern University, we explore the impact of multiple reflective practices for incorporating diversity reflections into course design outcomes. In an active, collaborative session, we will discuss the role of critical reflection in preparing future faculty for teaching responsibilities across a wide disciplinary array. Audience: Graduate Teaching Assistants or Those Supporting this Population, All POD Members Topic: Diversity, Graduate Student Professional Development, Teaching & Learning


Backward to Our Future: Assessing Our Work through Backward Design Stephanie Rohdieck, The Ohio State University; Alan Kalish, The Ohio State University; Teresa Johnson, The Ohio State University; Lindsay Bernhagen, The Ohio State University Our teaching center recently engaged in an extensive, data-driven self-study as part of our academic review process. Rather than assessing our work by describing what services we offer and then counting how many people used them, we used an outcome-based approach. This approach allowed us to engage in the Backwards Design process. We first determined our goals and objectives before collecting, analyzing, and aligning 234 existing data sets from a broad range of direct and indirect sources. In this session we will describe our process and engage participants in creating or modifying an aspect of their own assessment plan. Audience: Administrators, All POD Members Topic: Assessment, Administration

Grand Peninsula F 2:15 PM - 3:30 PM

Which CTL Events Impact Faculty Learning and Teaching Practices Most? Chad Hershock, Carnegie Mellon University; Rachel Niemer, University of Michigan; Marsha Lovett, Carnegie Mellon University Through interactive case-based and inquiry-based activities, participants will share, hear about, and discuss innovative strategies regarding two questions. What are efficient and effective ways to measure impacts of educational development strategies? Given limited resources, what educational development event models should teaching centers prioritize to maximize dissemination and adoption of evidence-based teaching practices? Participants will explore the implications of our assessment data comparing innovative and traditional event models implemented by two teaching centers at two universities. Leveraging direct and indirect assessment techniques, this research investigated relative impacts on instructors' learning and subsequent teaching practices regarding "flipped classroom" pedagogies.

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Audience: All POD Members, Seasoned Faculty Developers Topic: Assessment, Faculty Professional Development, Research


Show Me the Money: CTL Fundraising Fundamentals Isis Artze-Vega, Florida International University Colleges raised $37.45-billion last year, a record high. How much of that went to Centers for Teaching and Learning? Participants in this interactive session will be guided through stages of educational fundraising, beginning with intense reflection on priorities and needs. They will conduct informal content analyses of sample case statements, the written tools that undergird all fundraising efforts, and begin to develop their own cases for support, ones likely to stimulate donors to make a gift. Other session topics include the identification of potential donors, how to request their support, and how to show them the fruits of their philanthropy. Audience: Administrators, Seasoned Faculty Developers Topic: Administration, POD Professional Development


Primary Trait Analysis: The Pivotal Reflective Move in Course Design George Rehrey, Indiana University; Lisa Kurz, Indiana University; Eric Metzler, Indiana University For the past 10 years we have conducted a Course Development Institute at our large research institution, serving the needs of more than 250 instructors. Each year we collect data from participants, analyze results and refine our approach. The backward course design model we have adapted encourages ongoing thoughtful reflection by participants through structured conversations. The pivotal reflective moment occurs when participants create a Primary Trait Analysis of an authentic assessment BEFORE they articulate student-learning outcomes. In this workshop, participants will engage in structured conversations as they investigate the central role of the Primary Trait Analysis in backward course design. Audience: All POD Members, Faculty Professional Development Topic: POD Professional Development, Programs

Grand Peninsula G 2:15 PM - 3:30 PM

Evidence-Based Characteristics of Model Teachers: Developing Excellence Regan Gurung, University of Wisconsin-Green Bay; Aaron Richmond, Metropolitan University; Guy Boysen, McKendree University Recent efforts to provide standardized benchmarks for quality in

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undergraduate education have not included specific definitions of teaching excellence. We have created and validated a list of traits and practices that define teaching excellence based on existing research and effective practices. Faculty developers can use these characteristics as a standard to inspire and guide faculty development. This seminar will include a summary of six major components (and 18 specific traits and practices) included in the list of model teaching characteristics, with special emphasis on research-based practices. In addition, attendees will engage in a evaluation of the characteristics and Implementation strategies. Audience: Seasoned Faculty Developers, Faculty (Conference Attendees Who Are also Part-time Developers), All POD Members Topic: Faculty Professional Development, Graduate Student Professional Development, SoTL


Using Critical Reflective Writing for Organizational Change: An Experiment Katie Malcolm, University of Washington; Calla Chancellor, University of Washington; Theresa Ronquillo, University of Washington Reflection is an integral part of successful teaching. While we as faculty developers encourage instructors to reflect on their pedagogical practice, we rarely take the time to reflect on our professional practice. In this interactive session, we will share the results of a qualitative research project in which we used critical reflective writing to enhance self-awareness of the diverse work we do and inform our professional growth as individuals, a team, and a teaching and learning center. Our session goal is to discuss and promote critical reflection as a professional development practice for faculty developers. Audience: All POD Members Topic: POD Professional Development, Assessment

Harbour Room B 2:15 PM – 3:30PM

Reflecting on Qualitative Feedback Data to Inform Future Practice Beth White, University of Tennessee-Knoxville; Karen Brinkley, University of Tennessee-Knoxville Assessment and evaluation of services are integral to the practice of faculty development. Literature reports a variety of approaches to assessment resulting in little more than satisfaction information (Chism & Szabo,1997) despite recent calls for increased rigor. Additionally, the literature lacks specificity regarding process models focused on implementation of assessment (Ferren & Mussell, 1987; Wright, 2011). This interactive session will introduce participants to one center's process model and allow participants to engage with

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the model while beginning to develop a plan for their own renewed assessment of services. Audience: Seasoned Faculty Developers, New/Recent Faculty Developers (5 years or less)


What Professional Developers Do: Reflecting on Skills, Knowledge, and Experience Paul Gebb, Oklahoma City University; Therese Huston, Seattle University; Joy Morrison, University of Alaska Fairbanks; Brigitte Valesey, Widener University; Kevin Gannon, Grand View University Providing professional development opportunities is a task no single degree teaches. The ability to traverse a multitude of campus needs requires intentionally developed practical skill obtainment, knowledge procurement, and on-the-job experience. POD's 2010 Membership Survey asks two questions that are vital to reflect upon. "What skills, knowledge and experiences do you believe are necessary to succeed as a faculty developer?" and "How do you maintain and increase your own knowledge and skill development in faculty development?" This session explores these questions and others through audience interactive polling and sharing of practical experiences provided by five POD members from various backgrounds. Audience: All POD Members, New/Recent Faculty Developers (5 years or less) Topic: Faculty Professional Development, Sustainability, Programs


Instruct 20/20: Visual Curriculum and Opportunities for Engaging Assessments Claire Yates, Michigan State University; Melissa McDaniels, Michigan State University Visuals are powerful tools in our society and classrooms. Yet, little direction exists about how to critically analyze and design effective visuals. This session will explore how to effectively select, use, and assess knowledge with visuals, supported through the theory of backward design. Participants will get a chance to analyze and alter images to meet a variety of instructional needs throughout the session. Audience: All POD Members, Seasoned Faculty Developers, Those Supporting Graduate Student Development Topic: Faculty Professional Development, Teaching & Learning

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Sandpebble D 2:15 PM - 3:30 PM

Introduction to Decision-based Learning Ken Plummer, PhD, Brigham Young University; Michael Johnson, PhD, Brigham Young University; Jacque Johnson, Brigham Young University; Richard Swan, PhD, Brigham Young University This session will introduce Decision-based Learning, an innovative instructional approach that uses an expert's decision-making process as its organizing principle. Attendees will see a demonstration of this method and supporting software. They will be introduced to the process of working with faculty to implement decision-based learning in their courses. Possible application for under-served populations will be discussed. Audience: All POD Members Topic: Teaching & Learning, Technology, Faculty Professional Development


"It Takes a Village": Taking Advantage of Collaborative Institutional Research Lindsay Bernhagen, The Ohio State University; Christopher Manion, The Ohio State University; Laurie Maynell, The Ohio State University Educational developers can easily become overwhelmed by the many ways in which they can support institutional initiatives. While we cannot do it all alone, we can help to get it all done. The session presenters model a process for developing productive cross-campus research partnerships that address institutional initiatives through the discussion of two case studies. They will also share strategies for presenting the results of research to stakeholders and decision-makers. Participants will have an opportunity to apply the process to identify issues on their own campuses, brainstorm potential partners for research, and troubleshoot institutional challenges for collaborating. Audience: All POD Members Topic: Organizational Development

Bayside A/B 2:15 PM - 3:30 PM

New Transitions, Planning your Path as a Faculty Developer Veronica Brown, University of Waterloo; Chas Brua, The Pennsylvania State University; Amy Godert, Cornell University; Larkin Hood, The Pennsylvania State University; Robin Pappas, Oregon State University Transitioning into a faculty developer role requires us to develop new skill sets and can cause us to re-envision our professional identities. This session brings together a panel of developers who have taken different paths into faculty development. We will share key strategies that facilitated our transitions into faculty development, including

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applying our disciplinary skills to faculty development, learning from mentors, and cultivating a professional network. Then we will break into smaller roundtable discussions to explore these areas in depth. Our session will conclude with an opportunity for participants to plan how they can apply these strategies in their careers. Audience: New/recent faculty developers (5 years or less) Topic: POD professional development


Fostering the Development of Reflective Practice in Graduate Teaching Assistants Ferlin McGaskey, University of Tennessee-Knoxville; Janel Feeley, University of Wyoming; Gwen Ruttencutter, University of Tennessee-Knoxville Increasingly, universities provide instructional development for GTAs to facilitate excellence in teaching and learning. While professional development for GTAs provides many tools for effective teaching, often missing is instruction that aids GTAs in developing a group process for critical reflection on their practice. In this highly interactive session, participants will learn about Collaborative Communication (CC), a dynamic process that generates meaningful group reflection. Specifically, participants will experientially explore CC tools and use them to consider training GTAs in developing plans for continued reflection and instructional improvement. Audience: New/Recent Faculty Developers (5 years or less) Topic: POD Professional Development

Grand Peninsula D 2:15 PM – 3:30 PM POD UNCONFERENCE

Lightning Talks During this session 10 conference attendees will each offer a 5-minute dynamic and engaging talk on an exciting aspect of their work, a significant professional question, or lesson learned about faculty development that will resonate with the POD audience. After the speakers complete their Lightning Talks, there will be time for attendees to meet and greet with the speakers to spark a sharing of ideas, collaboration and continued conversation during the session and beyond.


Sandpebble B 2:15 PM - 2:50 PM 35 Minute Research Session A

Whose Theory, Which Practices? Disciplinary Identity and Educational Developers: David Green, Seattle University, Deandra Little, Elon University Educational development has been called an interdisciplinary "family of strangers" (Harland & Staniforth, 2008), with developers hailing from different academic fields. We often reference our academic

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histories to explain ourselves, but what ARE those histories and how do they align with our current work and roles? How do prior academic associations converge or conflict with our new interdisciplinary home? In this session, we'll compare participants' reflections with new data from over 1,000 developers in 38 countries, focusing on North American responses. Together we'll consider how understanding our academic diversity might foster more creative responses to future challenges in higher education. Audience: All POD members Topic: Research, POD Professional Development


Systematic Assessment of a High Impact Course Design Institute Adriana Streifer, University of Virginia; Michael Palmer, University of Virginia; Stacy Williams-Duncan, University of Virginia Though intensive, multi-day course design institutes have great potential to shift instructors' teaching beliefs and classroom practices toward a learning focus, little is known about the actual impact of such course design initiatives. Guided by Kreber and Brook's six-component impact model, we have systematically assessed the impact of our week-long course design institute. In this session, we report on 1) instructors' perceptions of the institute and changes in their 2) attitudes and beliefs about teaching, 3) their perceived ability to design and create learning-focused courses and syllabi, and 4) their actual ability to design learning-focused syllabi Audience: All POD Members Topic: Assessment, Programs


When Instructors Meet Student Response Systems: Teaching Potential of SRSs Jennifer Wen-Shya Lee, Center for teaching and Learning Development, National Taiwan University; Yu-Jen Iris Chiu, Center for Teaching and Learning Development, National Taiwan University Rather than a simple attendance-taking or examination tool, the main objective of student response systems for universities is to enliven classroom interactions, promote proactive learning, and maintain student attention and interest. The teaching center at National Taiwan University has assisted professors in applying SRSs since 2011. Two approaches are implemented: the adoption of the Zuvio multimedia online interactive system and the operation of the faculty development group. We generated four teaching practices: (1) designing pre and post-assessment for content comprehension, (2) ensuring participatory learning through guided classroom discussions, (3) combining theory and practice, and (4) implementing group report evaluation participation.

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Audience: All POD Members, International POD Participants Topic: Faculty Professional Development, Technology, Teaching & Learning


Examining Graduate Students' Responses to Mid-Semester Feedback on Teaching Lisa Rohde, University of Texas at Austin; Ariana Vasquez, University of Texas at Austin In this presentation, we will discuss the findings of our study of the reflections of graduate student instructors (GSIs) after receiving mid-semester feedback on their teaching. This study focuses on three areas: connections between the feedback and GSIs' reflections, GSIs' responses to positive and negative feedback, and anticipated actions based on this feedback. Through sharing our findings, we aim to help educational developers improve how they help GSIs critically reflect on teaching feedback. Additionally, we hope to help developers examine how they foster reflection on teaching evaluations among all types of instructors. Audience: All POD Members, Graduate Teaching Assistant or Those Supporting this Population Topic: Graduate Student Professional Development


Pine Room 2:15 PM - 3:30 PM

Scaling Up Diversity: Designing Programs on Inclusive Teaching to Reach All Faculty Theresa Braunschneider, University of Michigan; Tershia Pinder-Grover, University of Michigan What are effective ways to provide professional development around diversity and inclusive teaching practice for large numbers of faculty simultaneously? The goal of this roundtable is to identify some challenges of doing such work on a large scale across a campus and to share practices for effectively meeting those challenges. Session participants will hear about models being piloted at a large research university. Participants will be invited to share their own programs and practices, using the roundtable format to brainstorm additional ways educational developers can prompt awareness, skill-building, and reflective practice around teaching diverse student populations in deliberately inclusive ways. Audience: All POD Members Topic: POD

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Sumac Room 2:15 PM - 3:30 PM

Facilitating Development of Teachers in Clinical Healthcare Settings Michael Wiederman, University of South Carolina School of Medicine Greenville In numerous healthcare fields students are taught in clinical settings. Facilitating professional development of clinical teachers poses a unique set of issues for faculty developers. Clinical faculty typically teach individuals, or very small groups, in busy settings in which teaching is secondary to provision of clinical care. Frequently the focus of teaching is development of skills and clinical judgment rather than information acquisition. How does one assess the expertise of such clinical teachers, and how can development of such teaching expertise be facilitated? How can clinical teachers receive useful feedback regarding their performance? These and other issues will be discussed. Audience: New/Recent Faculty Developers (5 years or less), Seasoned Faculty Developers Topic: Faculty Professional Development, Teaching & Learning, Clinical Healthcare Setting

Evergreen Room 2:15 PM - 3:30 PM

Mending the Pipeline: Collaborations to Support Minority Scholars In STEM Sean Connin, Trinity University; Cassandra Horii, Caltech Inter-institutional collaborations to increase the post-graduate participation of under-represented minority (URM) populations in STEM disciplines are growing in number and scope in the United States. Involvement of Centers for Teaching and Learning (CTL) in such projects signals an emerging and potentially complex form of professional development activity. This roundtable affords a unique occasion to review and examine pathways of CTL involvement in these STEM-URM collaborations and the implications they have for our Center's staff and operations including the roles, contributions, concerns and opportunities that characterize CLT participation. Audience: All POD Members, Seasoned Faculty Developers Topic: STEM, Diversity, Organizational Development, Teaching & Learning

Conifer Room 2:15 PM - 3:30 PM

Lessons Learned and Future Directions in Universal Design for Learning Antonia Levy, CUNY School of Professional Studies; Deb Castiglione, University of Kentucky

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Accessibility of education might be a legal mandate but applying the principles of Universal Design for Learning (UDL) can increase the success of all students while addressing the diversity in today's higher education institutions. In this roundtable discussion, participants will collectively reflect on why we need to encourage the incorporation of UDL principles in higher education (including hybrid and online courses), and brainstorm strategies for meeting the needs of all students and promoting the inclusion of UDL on their campuses. Resources to support promotion efforts will also be shared by the facilitators. Audience: All POD Members Topic: Diversity, Teaching & Learning, Faculty Professional Development



Comparative Global Academic Development Joy Morrison, University of Alaska Fairbanks; Mei-Yau Shih, University of Massachusetts Amherst; Facilitator: Mary Deane Sorcinelli, University of Mass, Panelists: Jui Jen Chou, National Taiwan University; Janet Strivens, University of Liverpool UK; Mart Noorma, University of Tartu, Estonia; Allan Goody, Higher Education Consultant, HERDSA President, Perth, Australia; Yihong Qiu, Shanghai Jiao Tong University, China; Kayoko Kurito, Board member of Japan Association of Educational Development Network, The University of Tokyo, Japan. During the last decade, there has been an escalating global interest in promoting excellence in teaching and learning, and institutions around the world see teaching centers as central to that agenda. In this interactive panel session, faculty developers from countries in Asia, Australia/Oceania, Europe and North America will discuss the evolving roles of academic development and teaching centers in their countries. Both speakers and participants will explore similarities and differences in goals and purposes, structures, programs and services, assessment of work, and future directions for the field. Audience: All POD Members, International POD participants Topic: Faculty Professional Development, Programs, Teaching & Learning, Global Approaches to Academic Development

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Grand Peninsula D 3:45 PM - 5:00 PM POD UNCONFERENCE

"Best" Workshop Showcase: Speed-Dating for Busy Faculty Developers Michael Reder, Connecticut College; Gary Hawkins, Warren Wilson College; Linda Beane-Katner, St. Norbert College; Susan Hall, University of the Incarnate Word; Missi Patterson, Austin Community College; Warren Rosenberg, Wabash College; Julie Sievers, St. Edward’s University; Victoria Wallace, MGH Institute of Health Professions; Kimberly Whiter, Jefferson College; Olena Zhadko, New York Institute of Technology Back by popular demand, this dynamic session will showcase ten selected ideas for "best workshops" from a range of small campuses or small programs, each chosen for its innovation, effectiveness, and potential transferability. Participants will move through the room "speed-dating" style and glean one-page overviews of each workshop that highlight its goals, theoretical basis, and important practical details. Support materials for each workshop will be available on-line. Audience: All POD Members, Small Colleges and Universities Topic: Faculty Professional Development, POD Professional Development


Should I Stay or Should I Go? Reflections at Mid-Career Deandra Little, Elon University; Leslie Ortquist-Ahrens, Berea College; Kathryn Plank, Otterbein; Peter Felten, Elon University Studies suggest that the mid-career period can be both scary and generative for faculty. In this session, we apply frameworks from this research to the experiences of mid-career educational developers. Through writing, illustrative stories, and structured group processing, participants will reflect on transitions and growth opportunities, considering what drives us to make changes or remain where we are, what we may experience in making a mid-career shift to a new role and/or institution, what it feels like to be brand new all over again, and what lessons we might draw for our practice and our research on educational development. Audience: All POD Members, Seasoned Faculty Developers Topic: POD Professional Development


Mapping Our Professional Identity: Consolidating Achievements, Constructing Possibilities Michele DiPietro, Kennesaw State University; Amanda McGrew, Kennesaw State University

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Paraphrasing Parker Palmer, one could say, "good educational development comes from the identity and integrity of the developer." If that is true, we must purposefully examine our multiple intersecting identities in educational development, what they afford us, and how they limit us in our practice. Moving from identity theories in philosophy, psychology, sociology, anthropology, and cultural studies, and using a variety of reflective exercises, this interactive session will help you examine previously unexamined facets of your identity, analyze how they play out in your professional roles, and create an action plan for further development. Audience: All POD Members Topic: POD Professional Development, Diversity


Using the Engineering Design Process to Reflect on STEM Outreach Mel Chua, Purdue University; Stephanie Cutler, Embry-Riddle Aeronautical University; Alexandra Coso, Georgia Tech The call to improve postsecondary STEM education has increased over the past decade. In response, the sub-community of engineering education has repurposed its disciplinary ways of thinking to look at the problem. Workshop participants will be introduced to the engineering design process as a tool for thinking with and within this arena. Participants will: 1. use artifacts and interviews to build user group "personas" of engineering faculty 2. explore existing engineering education research 3. iteratively generate "product" ideas Although the workshop will be grounded in in the discipline of engineering education, many elements will transfer to other STEM fields. Audience: All POD Members, STEM Faculty, Graduate Students and Support Topic: POD Professional Development, STEM Faculty & Graduate Student Development

Grand Peninsula A 3:45 PM – 5:00 PM

Make a Statement about Teaching Statements: Reflection on Disciplinary Pedagogies Katherine Kearns, Indiana University Bloomington; Molly Hatcher, University of Texas at Austin; Molly Sutphen, University of North Carolina - Chapel Hill As a common assignment in pedagogy courses, the teaching philosophy statement helps graduate student instructors (GSIs) reflect upon their teaching identity, become more intentional about teaching practice, and represent themselves as members of an academic field with disciplinary approaches to instruction. To help GSIs account for these disciplinary approaches to pedagogy, session participants will refine their teaching statement assignments

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using the RAFT (Role, Audience, Format, Task) framework (Bean, 2011). With the presenters' teaching statement inquiry projects as examples, participants will then plan their own assessments that take into account various disciplinary approaches to teaching. Audience: Graduate Teaching Assistants or Those Supporting this Population, All POD Members Topic: Graduate Student Professional Development, Assessment, Teaching & Learning


Creating Instructional Videos that Actually Work for Learning Judy Brooks, Carnegie Mellon University; Chad Hershock, Carnegie Mellon University Instructional videos have become part of the fabric of blended and online instruction. However, faculty often launch into instructional video creation unaware of the rich, evidence-based literature on multimedia learning, including how to effectively integrate active learning into video-based instruction. Synthesizing this research, we created a rubric to guide instructors and consultants in the effective design and implementation of instructional videos. Participants will use the rubric to critique sample videos and practice applying the underlying evidence-based principles. Informed by these principles, POD colleagues will exchange and brainstorm consultation strategies to help their faculty improve their videos (and student learning). Audience: All POD Members Topic: Technology, Faculty Professional Development, Teaching & Learning


Using Established Practice in New Ways to Build Bright Futures Claire Lamonica, Illinois State University; Patrick O'Sullivan, California Polytechnic-San Luis Obispo; Ann Beck, Illinois State University; Diane Zosky, Illinois State University In this session, two department chairs and two faculty developers will share the results of their efforts to improve academic programs by using a long-established practice, Small Group Instructional Diagnoses, in a new way, conducting them, not at the classroom level, but at the program level. Using an interactive approach, we will share information about how two campuses have started using SGIDs this way; how the process has supported departmental efforts to reflect critically on programs; how the programs have used the data collected to shape brighter futures; and how participants can use this approach on their own campuses. Audience: Administrators, All POD Members Topic: Assessment, Programs, Retention

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"Doc, About the Future?": Faculty Come to High-Impact Practices Programs! Theresa Pettit, Cornell University; Kim Kenyon, Cornell University Supported by a growing body of research that links high-impact practices (HIPs) to increased rates of student learning, retention and engagement, many universities are moving to incorporate them into curriculums and courses. Participants in this interactive session will discuss effective practices that support faculty in this effort. Presenters share their plans for workshops and a daylong HIPs Institute and describe the role of a faculty working group to support and promote the use of HIPs at their university. Presenters provide "ready-to-adapt" materials and handouts containing research sources and strategies. ("Doc, about the future?", Back to the Future, Universal Pictures, 1985.) Audience: Seasoned Faculty Developers, New/Recent Faculty Developers (5 years or less) Topic: Faculty Prof. Development, Teaching & Learning, Retention


A Faculty Learning Community to Prompt Critical Reflection and Improve Practice Tershia Pinder-Grover, University of Michigan; Cindy Finelli, University of Michigan; Joanna Millunchick, University of Michigan; Mark Moldwin, University of Michigan Adopting evidence-based teaching practices can be challenging for faculty due to a variety of barriers such as departmental cultures, student resistance, and time constraints. These barriers are further confounded for faculty teaching large courses. To positively overcome these challenges and alter teaching environments, we propose that professional developers and faculty collaborate to leverage national research, incorporate the local context, and help faculty reflect critically on their own practice. In this interactive session, participants will learn about this faculty learning community model, reflect on their own teaching, and develop a plan for establishing a faculty learning community for their own context. Audience: All POD Members, Faculty (Conference Attendees Who Are Faculty and also Part-time Developers) Topic: Faculty Professional Development, Teaching & Learning


Has Learner-Centered Teaching Stalled? Reflecting Back to Sustain Its Future Milton Cox, Miami University; Maryellen Weimer

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In the second edition of her book, Learner-Centered Teaching, Weimer laments, "Evidence in Chapter Two, on research, . . . verifies that . . . instruction overall continues to be mostly teacher centered" (p. viii). Have faculty developers and teaching and learning centers failed, and how can we restore and sustain the future of Barr and Tagg's learning paradigm college? In this session we will discuss Implementation Science and reflect on how it provides answers, solutions, applications, and evidence that developers and centers can employ to restore the future of learner-centered teaching. We will journey back to the future. Audience: All POD Members, Administrators Topic: Faculty Professional Development, Organizational Development, Sustainability


Why Don't They Get It? Understanding and Persuading Skeptical Teachers Gary Smith, University of New Mexico Faculty developers and progressive faculty have abundant evidence arguing for adopting learner-centered pedagogies. So, why are many faculty not only unconvinced but aggressively respond to discredit these research studies? This behavior reflects motivated reasoning, wherein one feels that beliefs and values - i.e., about teaching - are threatened, which promotes a biasing defense to preserve attitudes and views of oneself and the world despite contrary evidence. Motivated reasoning is an underappreciated obstacle to instructor change and erodes self-efficacy of innovative teachers working with skeptical colleagues. Session participants will explore the phenomenon and challenging, but potentially successful, strategies for confronting it. Audience: New/Recent Faculty Developers (5 years or less) Topic: POD Professional Development, Faculty Professional Development, Teaching & Learning


Do Try This at Home: Microteaching as Collaborative Faculty Development Kent Andersen, Birmingham-Southern College; Barbara Lom, Davidson College; Betsy Sandlin, Sewanee: The University of the South Microteaching is a collaborative instructional development technique that promotes self-reflection to improve teaching practices. We will demonstrate microteaching and help attendees brainstorm microteaching adaptations for their needs. In addition, we will briefly discuss data from a survey. We examined participants' post-workshop behaviors and the extent to which campus cultures supported instructional improvement. Results revealed that

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participants experimented with new teaching techniques after the workshop. However, faculty members indicated a desire to engage with colleagues in faculty development activities, yet infrequently participated in collaborative development. We will encourage attendees to discuss the implications of these findings for microteaching in their contexts. Audience: Faculty (Conference Attendees Who Are Faculty and also Part-time Developers), All POD Members Topic: Teaching & Learning, Faculty Professional Development, Organizational Development

Sandpebble E 3:45 PM - 5:00 PM Bayside A 3:45 PM – 5:00 PM

Smoldering Embers: Igniting Critical Reflection through Faculty Book Clubs Jackie Greene, Florida Gulf Coast University; Elspeth McCulloch, Florida Gulf Coast University The world of teaching and learning is complex and faculty members are faced with ever increasing expectations to keep pace with complex and rapid changes. These expectations challenge faculty to carve-out time to critically reflect on the effectiveness of their work. This study used a phenomenological case study design supported by a social cognitive theoretical perspective to investigate the impact of participation in Faculty Book Club learning communities on critical reflection. Findings lead to new revelations concerning teacher identity and renewal. Findings will also illuminate which genres/ topics resonated with participants and encouraged deep critical reflection. Audience: Faculty (Conference Attendees Who Are Faculty and also Part-time Developers), All POD Members Topic: Faculty Professional Development, Programs, POD Professional Development Leading a Teaching and Learning Center: Lessons from Experienced Directors Suzanne Tapp, Texas Tech University; Francine Glazer, New York Institute of Technology; Angela Linse, Penn State; Victoria Bhavsar, California State Polytechnic; Laurel Willingham-McLain, Duquesne University If you are new(er) to being a center administrator, this session is for you! Many teaching and learning center directors do not have specific training for the day-to-day work of leading a center. Together, we will explore four primary areas: budget and financial management, project management, personnel and staff issues, and strategies for leading people. We will use the collective wisdom of the group and our own experiences as we discuss ways to transform the routine responsibilities of administering a center into meaningful

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leadership. This session is best for people who supervise professional employees, faculty associates, or graduate assistants. Audience: Administrators, Seasoned Faculty Developers, New Center Directors Topic: Organizational Development, POD Professional Development, Programs



Exploring the Connections between Curriculum Internationalization and Deep Learning Approaches Leah Peck, Indiana University; Yi-Chen Chiang, Indiana University In this session, we will examine the results from a large-scale multi-institution survey of faculty responding to questions about faculty curriculum internationalization efforts and how they connect to deep approaches to learning. Participants will discuss findings on the question set and share ideas and experiences about how deep approaches to learning and curriculum internationalization share similar strategies and goals. Audience: Faculty (Conference Attendees Who Are Faculty and also Part-time Developers), Small Colleges and Universities Topic: Teaching & Learning, Faculty Professional Development, Research


Three Models of Inter-Campus Collaboration for Educational Development Christopher Price, The College at Brockport, State University of New York Educational developers often engage in collaboration. During this discussion, we will talk about three proven models for inter-campus collaboration. We will critically reflect on how these collaborations can help advance our campus mission, our center's strategic plan, and our own professional development. We will discuss the logistics of working with others outside our campus and about how we can best use the time we set aside for this work. Participants will leave the discussion with a concrete plan for improving their inter-campus collaborations. Audience: All POD members Topic: Programs, Organizational Development, POD Professional Development


TAs Serving TAs: Around Table for Graduate Teaching Consultants Shanna Bowersox, Carnegie Mellon University; Clive Newstead,

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Carnegie Mellon University This discussion is a networking opportunity for graduate students who are in a teaching consultant role at their university, or are interested in what such a role entails. We will discuss the similarities and differences between our roles and training, what challenges arise, and what strategies can be implemented to overcome them. We will reflect on the types of services we offer to graduate TAs and what new services could be created to further support their development as instructors. Additionally, we will discuss how our roles as teaching consultants have impacted our own development as graduate TAs and instructors. Audience: Graduate Teaching Assistants or Those Supporting this Population, Graduate Students Topic: Graduate Student Professional Development


Writing Renewal Retreats: Reflecting on Contemplative Practice and Scholarly Productivity Edward Brantmeier, James Madison University This roundtable discussion will focus on a program for faculty that blends contemplative practices, scholarly productivity, and renewal of faculty as writers in a natural mountainous setting. How do faculty developers foster a connection to self, to scholarship, and to a community of writers? Program evaluation data from three writing renewal retreats conducted over two years will be examined. Critical reflection on the role of contemplative practices, the role of place, and the importance of work-life integration as part of holistic faculty development will guide conversation in this roundtable. Audience: Seasoned Faculty Developers, New/Recent Faculty Developers (5 years or less) Topic: Faculty Professional Development, Programs



What And How Do Students Learn Through Co-Operative Education? Laurie Poklop, Northeastern University; Michael Sweet, Northeastern University The Center for Advancing Teaching and Learning through Research at Northeastern University reports results of a qualitative investigation into the intellectual gains made by students participating in co-operative education (periods of full-time work integrated into an academic program). Previous research into co-operative education has identified outcomes including increased confidence, motivation, grade point average and persistence, but

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systematic inquiry into intellectual gains is lacking. Based on interviews with 107 students, the presenters will identify both the knowledge and skills that students develop on co-op and the circumstances and processes that lead to this development. Audience: Administrators, All POD Members Topic: Assessment, Research, Teaching & Learning, Experiential Learning


Faculty, Stereotype Threat, & the Difficulty of Classroom Dialogues Tasha Souza, Boise State University; Nancy Vizenor, Humboldt State University Difference of opinion is bound to happen during discussions in the classroom, especially when talking about controversial or sensitive issues. Often, faculty feel underprepared for leading and responding to such difficult dialogues. What factors influence faculty in their comfort with, and facilitation of, difficult dialogues? How does stereotype threat play a role? This session will offer research results on faculty perceptions of difficult dialogues and provide suggestions for making classroom discussions less difficult. The results offer insights on the impact of topics, stereotype threat, and student participation upon faculty experiences with difficult dialogues in the classroom. Audience: New/Recent Faculty Developers (5 years or less), Faculty (Conference Attendees Who Are Faculty and also Part-Time Developers), Seasoned Faculty Developers Topic: Teaching & Learning, Diversity, Faculty Professional Development


How Community College Teachers Learn to Teach Carolyn Hamblin, Mohave Community College Many of us entered our classrooms for the first time confident in our knowledge of our subject and enthused about sharing our skills with students, only to be blindsided by such things as pacing a lecture, preventing cheating, and creating tests. This mixed methods study used data from a survey and interviews of community college teachers in Arizona to (a) determine the methods used by new teachers to learn to teach, (b) evaluate whether Arizona community colleges use critical reflection, active learning, and opportunities for constructive discourse to train teachers, and (c) discover how valuable new teachers consider their training. Audience: New/Recent Faculty Developers (5 years or less), Community Colleges, All POD Attendees Topic: Faculty Professional Development, Research, Teaching &

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Learning Sandpebble C 4:25 PM - 5:00 PM 35 Minute Research Session B

Faculty Perceptions of Campus Climate and How to Improve Support Sarah Fernandez, Indiana University- Bloomington; Allison Brcka Lorenz, Indiana University- Bloomington; Thomas Nelson Laird, Indiana University The issues of campus safety and sexual assault are important to colleges and universities. As we continue making progress in these areas, it is crucial that we better understand the views of faculty and how they can contribute to this process. In this session, participants will learn about faculty perceptions of campus safety and support for crisis response and incidents of sexual assault at 16 institutions. Participants will be invited to share reactions and personal experiences as well as help generate ideas for ways faculty can help to make the environments at their institutions more supportive in these areas. Audience: All POD members, Faculty (Conference Attendees Who Are Faculty and also Part-Time Developers) Topic: Administration, Research, Assessment

Poster Sessions, 3:45 PM – 5:45 PM

2015 Donald H. Wulff Diversity Fellowship Posters Cheryl Richardson, the University of Delaware, USA Diversity Cognizant Faculty Development: Toward A Framework for Mindful Classroom Practice Autumn Harrell, Indiana University, USA Dancing Through Different Stages: A Faculty Member Reflects on her 40-Year Career Misiwe Katiya, Cape Peninsula University of Technology, South Africa Diversity-Related Challenges and Opportunities: The Case of Language Learning in South Africa Jacinta Mutambuki, Washington University at St. Louis, USA Inclusive Teaching Practices: Increasing the Awareness of Future Faculty in STEM Amy Perreault and Hanae Tsukada, The University of British Columbia, Canada Classroom Contexts and Factors: How and Why They Matter to Student Learning

2014 Educational Development Internship Grant Poster

Stacy Grooters and Jenene Cook, Stonehill College, USA, Centering Diversity in Online Course Development

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ALL POSTERS IN ATRIUM 3:45 PM - 5:45 PM

Critically Reflective Observation: A Flipped Approach to Peer Observer Training Kevin Sackreiter, South Dakota State University Faculty development centers often face the challenge of providing their faculty high impact professional development opportunities in innovative and flexible ways. One challenge encountered by a relatively new center was developing an alternative approach to peer observation training in order to meet the needs of faculty while also ensuring flexibility. This informational poster session will highlight one centers flipped approach to peer observation training by sharing information about the faculty development process, providing materials utilized in the training, and sharing tips and experiences learned during the certification of 320 peer observers. Audience: All POD Members, New/Recent Faculty Developers (5 years or less) Topic: Technology, Faculty Professional Development


Assessing How Centers Can Influence the Formation of Faculty Social Networks Meredith Reitman, Hunter College – CUNY; Gina Cherry, Hunter College – CUNY One of the primary goals of teaching and learning centers is to encourage faculty to incorporate high-impact, innovative practices into their teaching and research. Recent literature shows that social networks play a critical role in diffusing such innovative practices. Hunter's center for learning and learning, ACERT, is exploring the potential of qualitative methods - including interviews and diffusion mapping - to assess whether and how we are impacting faculty social networks, and therefore the diffusion of new ideas. We will share our preliminary analyses with illustrative visuals, both on a poster and on an accompanying laptop. Audience: Seasoned Faculty Developers, Faculty (Conference Attendees Who Are Faculty and also Part-time Developers) Topic: Assessment, Programs, Faculty Professional Development

Classroom Observations for Active Learning Spaces: A

Protocol for Reflection Tracey Birdwell, Indiana University – Bloomington; Leslie Hammersmith, Indiana University – Bloomington As more instructors teach in active learning classrooms, faculty development professionals must consider innovative ways to help instructors take advantage of the affordances of such learning spaces. Faculty developers at Indiana University-Bloomington have adapted the traditional classroom observation, a well-known process

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of formative assessment, to create the Active Learning Space Observation Protocol. This protocol builds on effective practices of traditional classroom observations and adapts them to provide feedback on the use of a classroom's space and its affordances, and to help faculty reflect upon and consider ways to improve their use of an active learning space. Audience: All POD members, Faculty (Conference Attendees Who Are Faculty and also Part-Time Developers) Topic: Faculty Professional Development, Teaching & Learning, Technology


A Peer-Led Teaching Certificate Program for Post-Graduate STEM Education Daniel Thomas, California Institute of Technology; Kelsey Boyle, California Institute of Technology; Holly Ferguson, California institute of Technology Traditional future faculty preparation in science, technology, engineering and math (STEM) fields focuses on scientific research competency and often neglects the importance of development as an educator. A number of institutions now offer teaching certificate programs to facilitate awareness and development of teaching theory and practice among future faculty. We present a peer-led teaching certificate program that aims to utilize the unique interactions among peers to improve the teaching development of STEM future faculty. We will present aspects of the program, benefits and challenges of peer-led certification, and outcomes for program participants. Audience: Graduate Teaching Assistants (or Those Supporting This Population, New/Recent Faculty Developers (5 years or less) Topic: Graduate Student Professional Development, Teaching & Learning, Programs

Student Reflections of Teaching and Learning Experiences:

What Students Value Peggy McMains, Otterbein University What will the "Thank a Prof" (TAP) letters reveal about what Otterbein University students' value in their education? This study offers insight into what 21st century students' value in their educational experiences. Is it the course content, the teaching methods/techniques, or the bond formed between the instructor and student? Does the rank, status, or the gender of the professor make a difference? These are a few of the questions explored while digging deeper into the TAP reflective responses. The student narratives provide insight into affective and/or cognitive behaviors illustrating student satisfaction and effective teaching and learning

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attributes. Audience: All POD members, Faculty (Conference Attendees Who Are Faculty and also Part-Time Developers), Small and Large Colleges Topic: Research, Teaching & Learning, Assessment


Using Book Clubs to Facilitate Critical Reflection in Faculty Leslie Mills, Texas A&M University - Corpus Christi The Center for Faculty Excellence at Texas A&M University - Corpus Christi (TAMUCC) hosts a book club each semester open to faculty and staff at the institution. In fall 2014, through a series of book club meetings faculty at TAMUCC were encouraged to participate in a process of critical reflection. Faculty and staff read What Our Stories Teach Us: A Guide to Critical Reflection for College Faculty by Linda K. Shadiow and participated in weekly discussions on critical reflection. Faculty used the method described by Shadiow to recall, code, and reflect on critical incidences as learners, teachers, and professionals. Audience: All POD members, Faculty (Conference Attendees Who Are Faculty and also Part-Time Developers) Topic: Faculty Prof. Development, Teaching & Learning, Programs

Facilitating SoTL with Annotated Bibliography and Curated

LibGuide Jennifer Moss, Purdue University; Michael Flierl, Purdue University Through Purdue's IMPACT program, we encourage faculty who have transformed their courses to publish articles about their experiences. In order to facilitate article writing, we have created two resources: an annotated bibliography and a curated LibGuide. The annotated bibliography consists of all the articles that we have shared with our faculty fellows over the last several years. The LibGuide showcases key articles in selected topics, such as transformative pedagogy and assessment. Together, these resources allow us to provide more targeted article suggestions to faculty members, and have created an interface that encourages faculty exploration of the articles we recommend Audience: All POD members Topic: SoTL, Technology


An Instant Class Reflection Tool Using Smartpens with Videorecording Taira Nakajima, Tohoku University The purpose of this session is to introduce and develop a new

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technology which combines smartpens and videorecording. By using this tool, consultants will be able to attach handwritten comments to the simultaneous videorecorded data during the class observation; instantly see and show the video scenes with their feedback beside after the class. The consultants not only can reduce consulting and the preparation time by using this technology, but also reflect effectively. Audience: Instructional Technologists, Faculty Topics: Technology, Graduate student professional development, Teaching and Learning


Effectively Leading Engineering Discussion Sections: A Teaching Assistant Training Course Irene Mena, University of Illinois, Urbana-Champaign; Matthew West, University of Illinois, Urbana-Champaign This study describes the creation and assessment of a graduate teaching assistant (TA) training course in engineering. The course has the goal of helping TAs learn to effectively lead discussion sections that have been redesigned to engage students in active and collaborative learning. The creation of this course was guided by literature on situated learning and literature on stages of TA development. Pre and post surveys administered to the TAs and an analysis of TAs' weekly reflections are used to learn about the effectiveness of the TA training course and to determine what worked well and what needs improvement. Audience: Faculty (Conference Attendees Who Are Faculty and also Part-time Developers), Individuals Who Support, Work With, and/or Train TAs. Topic: Graduate Student Professional Development

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Critical Reflection on Industry Relevance in an Apparel Design Curriculum Elizabeth Carney, Washington State University; Joan Ellis, Washington State University For our Apparel Design program, maintaining industry relevance in our curriculum is critical to the success of our students. This poster will demonstrate a collaborative process in which faculty and industry updated our student learning outcomes and mapped our curriculum to the new SLOs. The insights that were captured during curriculum mapping served as qualitative data that, when used in conjunction with data from other sources, informed curriculum changes and approaches to teaching. Audience: All POD Members Topic: Assessment, Teaching & Learning, Faculty Professional Development


Exploring Academic Leadership Roles: Workshops for Mid-Career Faculty Cindi Leverich, Michigan State University Some faculty may never see themselves stepping into a leadership role while other faculty may be interested but are not sure on how to make the transition into leadership. With the increasing number of retirements, it becomes imperative to develop a pipeline of faculty who want to step into these administrative positions. This poster will showcase a workshop series that offers faculty an opportunity to explore specific types of leadership roles (e.g. chairs, center directors, associate deans): what they entail; their challenges, benefits, and rewards; how to prepare for these roles; what skills are needed; and essentially, why do it. Audience: Large Colleges and Universities, Faculty (Conference Attendees Who Are Faculty and also Part-time Developers) Topic: Faculty Professional Development, Organizational Development, Administration

Hybrid Faculty Learning Communities: Reflections on

Facilitation And Effective Practices Cub Kahn, Oregon State University Faculty learning communities dedicated to hybrid course redesign can be an effective way to both model and support dissemination of effective hybrid (blended) pedagogy. This poster presentation will illustrate the strategies and structure of a campus hybrid pilot program for faculty development and the redesign of traditional classroom courses as reduced-seat-time hybrid courses. The hybrid nature of the learning communities, in which online learning activities

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are integrated with face-to-face meetings, will be described. This presentation will report major lessons learned through facilitation of 10 hybrid learning community cohorts that can be applied to faculty learning communities more generally. Audience: Faculty (Conference Attendees Who Are Faculty and also Part-time Developers), Instructional Designers Topic: Faculty Professional Development, Teaching & Learning, Technology, Blended Learning

Repurposing the Knowledge Database Whitney Denton, University of Tennessee Knoxville; Beth White, University of Tennessee Knoxville In a time of increased accountability and budget constraints across higher education, methods used to gather and present evaluative data to key stakeholders are vital considerations for faculty development centers. This poster will present one center's model for using a knowledge database, which has tracked all center activities and participants. This center has been able to utilize the information to highlight programmatic and institutional impact. This poster will emphasize practical applications in knowledge database management for faculty development centers, as well as best practices and research recommendations. Audience: Administrators, Seasoned Faculty Developers, New Faculty Developers Topic: Administration, POD Professional Development, Assessment,


Graduate Learning Communities: Implementation and Assessment Craig Ogilvie, Iowa State University; Sara Marcketti, Iowa State University; Yu-Hui Kao, Iowa State University; Karen Bovenmyer, Iowa State University; Holly Bender, Iowa State University To address the challenges of transitioning to graduate school and to decrease attrition rate, our Midwestern land-grant university adapted the successful undergraduate learning community model to create Graduate Learning Communities (GLC). We currently have a dozen GLCs that include regular discussion seminars on what it takes to succeed as a graduate student, professional development, mentoring provided by more senior graduate students, and structured social environments to enable community building. The results of our implementation of the GLCs, the assessment of impact, and links to other GLCs in the country will be presented in this poster session.

Transformative Learning Opportunities: Reflections on a

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Graduate Student Teaching Assistantship Jessica Mansbach, Michigan State University At Michigan State University, doctoral students in the College of Education's Higher, Adult, and Lifelong Education program have the opportunity to do a mentored teaching apprenticeship and teach a full semester three-credit undergraduate course, EAD 315: Introduction To Student Leadership Training for professional development. This poster describes the transformative nature of the experience for three doctoral students who work in student affairs and who are interested in becoming faculty members. Included are the 1) problem statement, 2) conceptual framework, 3) findings. This poster is useful for faculty and administrators who are interested in graduate student development, professional development, transformative learning. Audience: All POD Members Topic: Graduate Student Professional Development, Teaching & Learning


"Back in Good Old 1955": Published Annual Teaching Center Reflections Kevin Yee, University of South Florida; Sara Friedman, University of South Florida To what extent do teaching centers perform and publicize annual summaries of their activities and participation, beyond the usual (non-public) documents required for institutional effectiveness? We will report on the frequency of such reflections visible on 100 teaching center websites, and collate the various activities discussed, in order to provide participants with ideas they can use themselves. We'll also explore to what extent the occasion of annual reporting appears to engender organizational introspection, re-assessment of priorities, alignment of programming with strategic goals, and critical reflection. Audience: Seasoned Faculty Developers, New/Recent Faculty Developers (5 years or less) Topic: Organizational Development, Administration, Start-up

From Punitive Past to Transformative Future: Revisiting

Plagiarism Re-Education Models James Wu, Academy of Art University; Jennifer Russell, Academy of Art University How can we handle plagiarism transgressions in an era when ideas and images are reposted and appropriated with such ease? Examining contributing beliefs at the level of student, faculty, institutional and disciplinary cultures while also norming faculty and

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training students helps to prevent transgressions. Furthermore, treating first offenses as teachable moments for students to gain individual training and hone discipline-specific skills may help stem future offenses. One model is outlined and its implications for written and visual work is explained. Audience: All POD members, Faculty (Conference Attendees Who Are Faculty and also Part-time Developers) Topic: Teaching & Learning, Faculty Professional Development, Programs

Preparing Faculty and TAs Through Hybrid and Online

Teaching Programs Mascha Gemein, The University of Arizona; Lindsay Hansen, University of Arizona; Gretchen Gibbs, University of Arizona; Sue Howell, University of Arizona; Ingrid Novodvorsky, University of Arizona; Erin Dokter, University of Arizona Responding to the needs of 21st century learners and the faculty of the future, we offer instructor-led hybrid and online courses, as well as self-instructional online modules. In all modes, reflection is modeled and explicitly identified as a best practice in support of learning. Pre-testing perceptions of faculty and graduate student teachers about such teaching practices consistently indicate that their experiences as students are formative, indicating, they have not previously experienced new technologies' impact on teaching. Re-situating faculty and future faculty as learners facilitates re-discovery and new descriptions of teaching and learning. Audience: All POD Members Topic: Faculty Professional Development, Graduate Student Professional Development, Teaching and Learning, Technology


Faculty Development's Impact on Teacher Efficacy in Early-Career Faculty Kari Henry Hulett, Oklahoma State University Institute of Technology A faculty member's level of teacher efficacy belief can have an impact not only on how they feel about and perform their instructional duties, but also on how students perform in their classroom. Instructional development programs are called upon to assist faculty in building their teaching abilities and support them in the transition into teaching. This study will seek to investigate the effect these programs have on meeting the needs of early-career faculty transitioning into teaching faculty positions and the level to which faculty development programs affect teaching efficacy in the new faculty member. Audience: All POD Members

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Topic: Faculty Professional Development, Research Contemplative Practices: Critical Reflection & Effective Tools

for Faculty Advisors David O'Malley, Bridgewater State University; Shan Mohammed, Northeastern University Academic advising is an essential element in faculty development. Academic advising is a precursor and companion to instruction and the curricular content of students' education. It can become a secondary act to our teaching and yet it is primary to developing a relationship in which faculty come to know their students, students can view faculty as mentors and both can see each other as lifelong learners. Using contemplative practices and a developmental advising framework this poster demonstrates how academic advising can be incorporated into faculty development to achieve goals of critical self reflection for both faculty and their students. Audience: All POD Members Topic: Faculty Professional Development, Sustainability, Retention


Faculty as Leaders in Engaging Students in Diversity and Perspective-Taking Wayne Jacobson, University of Iowa; Matthew Anson, University of Iowa; Samuel Van Horne, University of Iowa Our institution is committed to preparing students to be engaged participants and leaders in a culturally diverse world. However, it is a challenge to assess achievement of this outcome, and many faculty may wonder what they contribute, especially if diversity is not explicitly addressed in their courses or they feel it is outside their areas of academic expertise. This poster presents data from a campus-wide survey of student perceptions of diversity, demonstrating the central role of faculty in achieving this important outcome and offering implications for faculty who want to stretch students further in their understanding of diversity and perspective-taking. Audience: All POD Members Topic: Diversity, Assessment

Faculty Scholars: Advancing Mid-Career Faculty at a Research-

Intensive University Michele Marincovich, Stanford; Rania Sanford, Stanford This presentation describes the goals, structure, process, and outcomes of the Faculty Scholars Program, a multidisciplinary learning community of recently tenured faculty at Stanford. After selection for this new program, participants engaged in year-long

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discussions/activities that explored their needs and those of their peers and how the University could support them in mid-career. The presentation discusses the evolution of the program from its initial tight focus on teaching to more comprehensive faculty development efforts for those in mid-career. The poster is an opportunity to discuss the challenges, motivations, and rewards for recently tenured faculty at research-intensive institutions and program implementation strategy Audience: Large Colleges and Universities, Research-intensive Universities Topic: Organizational Development, Programs

5:15 PM - 06:45 PM Resource Fair, Atrium 7:00 PM - 08:30 PM POD Awards Dinner, Grand Peninsula Ballroom 8:30 PM - 12:00 PM Karaoke / Dance Party, Regency Ballroom

Saturday, November 7 7:00 AM - 8:00 AM


7:00 AM – 8:45 AM Conference Breakfast, Atrium

9:00 AM -10:15 AM Committee and Special Interest Group Meetings Sandpebble A Teaching with Technology (TwT) SIG Meeting Sandpebble B Grants Committee Meeting (Dennis Munk) Sandpebble C Adjunct/Part-time Faculty SIG Meeting Sandpebble D STEM SIG Meeting Sandpebble E Research Committee Meeting/Publications Committee Meeting

(Laura Cruz) Bayside A/B Spirit of POD Award Meeting (Matt Ouellett) Harbour A Small Colleges Committee Meeting (David Boose) Harbour B Membership Committee Meeting (Michael Palmer) Conifer Room Graduate Student Professional Development Meeting (Stephanie

Rohdieck) Oak Room Big 10 Plus Meeting (Jean Florman)

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Pine Room ECRC Meeting (Robin Pappas) Sumac Room Diversity Committee Meeting (Pamela Roy and Lindsay Bernhagen) Regency Ballroom A History Committee (Crystal Ramsey for Dakin Burdick) Regency Ballroom B Regency Ballroom C

Finance Committee (Debie Lohe) Professional Development Committee (Martin Springborg)

Interactive Sessions 10:30 AM – 11:35 AM Sandpebble A 10:30 AM-11:45 AM

Coordinating National Efforts for Undergraduate STEM Education Reform Kacy Redd, Association of Public and Land-grant Universities; Noah Finkelstein, University of Colorado Boulder There is remarkable attention being paid to undergraduate STEM education nationally and locally on campuses. We will provide an overview of national trends in STEM undergraduate education reform and describe a new network of 124 STEM education centers that focus on the transformation of undergraduate teaching and learning of STEM disciplines. We will also engage participants in a discussion on how to engage more science and mathematics faculty and STEM education centers in the mission of POD and discuss how POD members can intersect more with national efforts in STEM undergraduate education reform. Audience: All POD Members, Large Colleges and Universities Topic: Faculty Professional Development, Organizational Development, Administration

Grand Peninsula E 10:30 AM-11:45 AM

Connecting the Past with the Future: Engaging Senior and Emeritus Faculty Krista Hoffmann-Longtin, Indiana University School of Medicine; John Zilvinskis, Indiana University; Megan Palmer, Indiana University School of Medicine; Genevieve Shaker, Indiana University Purdue University Indianapolis; Matthew Holley, Indiana University School of Medicine Research indicates that the number of senior faculty is increasing in the U.S. However, their interests in flexible pathways to retirement are more diverse than ever. Some want to retool their research agendas, while others seek more involvement in teaching and mentoring. Policies vary widely, and little mentoring exists for this group. This session will use recent research and participant examples to explore the concerns, challenges, and strengths of senior and emeritus faculty. Participants will work through case

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studies in small groups and have ample opportunity to discuss strategies and approaches to best support faculty at their institutions. Audience: All POD Members Topic: Faculty Professional Development, Programs

Grand Peninsula F 10:30 AM-11:45 AM

Back to the Future with Cognitive Science Diane Boyd, Auburn University Although already well over 100 years old, cognitive science is gaining ground in higher education. The proliferation of cognitive science publications mark it as the "next big thing" in faculty development; participants will use a reflective exercise and interactive literature review to quickly get up to speed with the research and translate it to meaningful action on their campuses. Helping developers and colleagues dig in to this research both gives us tools for improving our craft while providing faculty colleagues tangible practices for increasing student learning; perhaps even catalyzing a culture of evidence-based scholarly teaching! Audience: All POD Members, Seasoned Faculty Developers Topic: Faculty Professional Development, POD Professional Development, Teaching & Learning

Harbour A 10:30 AM-11:45 AM

Email Bootcamp: Evidence and Strategies from Organizational Communication Bryan Ruppert, Seattle University; David Green, Seattle University POD listserv members regularly debate how best to get their messages out to faculty. Most of that communication is via email, a medium that didn't exist when POD was founded, and one that can easily undermine relationships. In this hands-on session, led by a developer and a faculty member who teaches communication at the MBA level, you'll explore a unique framework for approaching email tasks using key principles and strategies from organizational communication. You'll increase your effectiveness as a developer by being a more task-specific and audience-aware communicator, using email to get jobs done while nurturing relationships with your faculty. Audience: All POD Members Topic: POD Professional Development, Organizational Development

Regency A 10:30 AM – 11:45 AM

New Sound You've Been Looking For? A New Faculty Institute Kimberly Kenyon, Cornell University; Theresa Pettit, Cornell University New university faculty often arrive on campus with little formal teaching training. Programs designed to ease the transition to

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teaching can play a crucial role in improving learning outcomes, introducing reflective practice, and establishing a community of teaching faculty. Participants in this interactive session will discuss programs to support new faculty and to help them integrate research-tested teaching and reflective practice into their teaching schedule. Presenters will share their plan for a 2-day New Faculty Institute and will provide "ready-to-adapt" materials, an outline of programming, and handouts containing research sources and strategies. Audience: All POD Members Topic: Faculty Professional Development, Programs, Teaching & Learning, Diversity

Harbour B 10:30 AM-11:45 AM

Beyond Words: Visual Choices that Deepen Learning Natasha Haugnes, Academy of Art University; Johanna Inman, Temple University Will a hot pink background on my slides keep students awake? If I bold, italicize and underline, will faculty actually read the teaching tip? User-friendly digital technologies allow us to easily incorporate images, graphs, and color into our communication. However, academics, even those with up-to-date technology and pedagogy skills, often lack the requisite design and visual literacy skills to make effective visual choices. In this workshop, we define effective visual communication and explore its relationship to learning. Facilitators will share basic design "grammar" for improved visual presentation of materials and discuss sustainable visual communication strategies for centers Audience: All POD Members Topic: Programs, Teaching & Learning, Sustainability, Visual Literacy

Regency B 10:30 AM-11:45 AM

Using Technology for Critical Reflection and Enhanced Teaching Practice Rosemary Arca, Foothill Community College; Robin Ozz, Phoenix College In this session we will share an online two-semester professional development community of practice for full/part-time faculty members teaching developmental math and English at three community colleges nationwide. This project derives from a commitment to provide sustained professional development support for faculty who teach the most at-risk students in public education. This Seminar uses technology, specifically a website in which faculty describe and reflect on their classes, collaborate in problem solving, and analyze and assess their work. We believe that we have created a new way to use technology to support instructors in improving their

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teaching. Regency C 10:30 AM–11:45 AM

Shared Goals, Different Paths: Programming for Graduate Student Pedagogy Development Mark Phillipson, Columbia University; Alexia Ferracuti, Columbia University; Jeff Himpele, Princeton University; Sarah Schwarz, Princeton University In 2012, the Teagle Foundation seeded a number of initiatives to support graduate student professional development. Taking different routes to the same aim, Columbia University and Princeton University were supported by this grant to develop new -- and quite different --programs to aid graduate students in their development as teachers. Comparison and critical reflection on the two approaches will provide a context for participants to strategize about effective pathways and programs to take home to their own institutional contexts. Discussion will focus on five aspects of programming: relationship-building, scale, time, technology, and outcomes. Audience: Graduate teaching assistants and those supporting them, All POD members Topic: Graduate Student Professional Development, Programs, Technology

Grand Peninsula G 10:30 AM-11:45 AM

We Better Back Up: Reflecting On and Assessing STEM Teaching Amy Godert, Cornell University; Lisa Sanfilippo, Cornell University Institutions are increasingly reflecting on their approaches to STEM education and implementing initiatives to promote the adoption of effective pedagogies to improve learning for all students. As institutions make investments in these initiatives, they are asked to demonstrate the impact of their efforts. How can a teaching center strengthen this work and support faculty in the development of an assessment framework? Using case studies, participants will critically reflect on their ongoing work and identify components of assessment plans for STEM teaching initiatives, including data collection methods and implementation strategies. Presenters will provide local data and adaptable resources. Audience: All POD Members Topic: Assessment, STEM

Sandpebble D 10:30 AM-11:45 AM

Community-Engaged Teaching: Reflections from a Decade Of Iterative Learning Carolyn Wood, Harvard Kennedy School of Government Teaching and learning centers are increasingly called upon to support community-engaged courses where students apply

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academic skills/frameworks in the context of real-world projects in collaboration with partners outside the academy. What are common costs and benefits to stakeholders in these complex courses (universities, instructors, students, partners)? What strategies might deepen community benefits and student learning in this type of course? This interactive session will leverage participants' experience to identify challenges and share strategies for more effective community-engaged teaching, using a decade of iterative learning in a professional school of public service as a jumping off point for the discussion. Audience: All POD Members Topic: Programs, Organizational Development, Teaching & Learning

Sandpebble E 10:30 AM-11:45 AM

College Teaching Goes Pop: Enhancing the Classroom with Mass Media Bridget Yuhas, Indiana University, Allison Brcka Lorenz, Indiana University Bloomington Ever wished you could find new ways to invigorate a course you've taught many times, or a general education requirement that inspires low levels of student engagement? Consider using popular culture examples to engage students, incorporate diverse voices in the classroom, and increase student participation! Results from a large-scale study of the use of pop culture in college instruction will be shared; and through case studies and session discussions, participants will learn best practices for incorporating pop culture in their own classrooms. Audience: Faculty (Conference Attendees Who Are Faculty and also Part-time Developers), Seasoned Faculty Developers, All Faculty Developers Topic: Faculty Professional Development, Research, Teaching & Learning

Bayside A 10:30 AM-11:45 AM

Gamifying the Online Part-Time Teaching & Learning Commons to Increase Participation Eli Collins-Brown, Western Michigan University; Sarah Cox, Western Michigan University Prompted by low participation in an online faculty development course for part-time instructors, the course design was critically examined. As a result, the commons was redesigned using gaming principles to increase engagement and provide incentivization to complete multiple levels. A pilot group of 30 part-time instructors were surveyed after completing various levels of the course. This presentation will share how gaming principles were used in the redesign, the results of the survey, and next steps for the commons.

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Participants will leave with a plan for creating an online experience for part-time/adjunct instructors and applying gaming principles to increase engagement. Audience: All POD Members, Instructional Technologists and Technology Integration Specialists Topic: Adjunct Professional Development, Technology, Faculty Professional Development

Roundtable Sessions 10:30 AM – 11:45 AM Oak Room 10:30 AM-11:45 AM

Exploring the Role of Faculty Development in Classroom Design Marilyn Lockhart, Montana State University; Bob Henshaw, University of North Carolina at Chapel Hill As more faculty members incorporate interactive teaching methods, awareness about the importance of learning spaces has grown accordingly. Historically the domain of facilities planning departments, classroom design represents a looming area of growth for faculty developers. Recent scholarship has encouraged faculty developers to pursue leadership roles in institutional initiatives, but moving into new areas of practice can be daunting and requires critical reflection upon the associated opportunities and challenges. In this roundtable session, we will explore expanding our role into classroom design and share the experiences of those that have already moved into this area. Audience: All POD Members, Faculty (Conference Attendees Who Are Faculty and also Part-time Developers} Topic: Organizational Development, Start-up, Administration

Sumac Room 10:30 AM-11:45 AM

From Reflection to Inspired Transformations of Space and Pedagogy Kathleen Kane, University of Hawaii at Manoa Influenced by concepts of agility in classroom environments and engaged pedagogy, our Center for Teaching Excellence creates innovative spaces to enable and sustain multiple platforms of transformation in teaching practices by diverse faculty from diverse disciplines. How then to align innovative design with support for faculty released from constrained yet familiar environments, who find themselves challenged to become agile co-learners in real time with students? This roundtable exchange explores the relation of reflection to practice and how transformation of space defined by past teaching practices is transformed by a collective vision towards a future of joyful engagement and transformed pedagogy.

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Audience: All POD Members, Seasoned Faculty Developers, Administrators Involved in Capital Improvements Topic: Faculty Professional Development, Teaching & Learning, Programs

Evergreen Room 10:30 AM-11:45 AM

Connecting Reflection to Program Assessment Gail Rathbun, Indiana University Purdue University Fort Wayne The purpose of this roundtable is to demonstrate methods for encouraging reflection that will deepen faculty learning and change teaching behavior while at the same time help educational developers assess the effectiveness of programs. The organizer will share a variety of techniques for guiding reflection during and after professional development events. Participants will be asked to share their own techniques and to compare and evaluate frameworks for reflection, such as those developed by Kreber & Cranton (2000), Clayton & Ash (2005), and Debowski (2013) for their usefulness in analyzing examples of the outputs generated by the reflection techniques under discussion. Audience: New/Recent Faculty Developers (5 years or less), Seasoned Faculty Developers Topic: Assessment, Faculty Professional Development

Conifer Room 10:30 AM-11:45 AM

Blogging: Reflection and Community in the Digital Age Rachel Luckenbill, Duquesne University This roundtable explores how teaching centers can optimize the blogosphere to encourage faculty and graduate student instructors to engage in critical reflection in the context of community. By pairing best blogging practices with the time-tested techniques of community building, teaching center staff can transform a blog from a source of information into a vehicle to more deeply engage and connect instructors, scholarship, and faculty developers. Roundtable participants are invited to share from their own experiences and together consider how to enhance blogging using existing interpersonal practices. Audience: All POD Members, Faculty Developers Who Work with Blogs Topic: Faculty Professional Development, Graduate Student Professional Development, Technology

Pine Room 10:30 AM-11:45 AM POD SPONSORED

Crafting Successful SOTL Grant Proposals: Suggestions from Veteran Writers Dennis Munk, Carthage College; Donna Ellis, University of Waterloo; Kathy Jackson, Penn State; C. Shaun Longstreet, Marquette University

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Many faculty developers have added grant writing to their professional repertoires to support SoTL in their institutions. POD encourages grant writing through grant competitions administered by its committees. This roundtable will disseminate tips and strategies for successful proposal writing through an interactive roundtable led by four facilitators: a POD Grant recipient; a successful recipient of federal research funds; someone who works with foundations; and someone whose center supports faculty grant-supported research. Topics to be discussed include funding sources, proposal development strategies, and tips for collaborating with faculty members on grant proposals

Research Sessions 10:30 AM – 11:05 AM

Sandpebble B 10:30 AM-11:05 AM 35 Minute Research Session A

Sustainability of Student-Assisted Teaching Innovations James Groccia, Auburn University; Judith Miller, University of North Florida We will summarize research (survey and interview data) following up on the status of programs described in our 2001 publication Student-assisted teaching: A guide to faculty-student teamwork. We will focus on better understanding the issue of sustainability of educational innovations -- why some ideas and programs last and why others do not. Such a project will benefit the faculty development, the general higher education field and educational innovators and change agents by revealing information that may influence long-term maintenance and impact of educational innovation. Audience: All POD Members, Administrators Topic: Organizational Development, Research, Sustainability

Sandpebble B 11:10 AM-11:45 AM 35 Minute Research Session B

Using Critical Appreciative Inquiry to Explore Faculty Multicultural Competence Stephanie Fenwick, Azusa Pacific University This presentation will describe research that explored challenges related to issues of diversity for faculty members teaching nontraditional, adult students in a faith-based institution. The problem addressed was an increasing expectation that faculty members facilitate learning for increased cultural proficiency of their students without having prior training or needed experience. A critical appreciative inquiry (CAI) case study methodology with a transformative conceptual framework was used to explore the intersection of effective adult learning paradigms and multicultural competence. Participants will have an opportunity to actively engage the topic themselves using the reflective instrument that was part of the research study.

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Audience: All POD Members, Faculty, Diversity Trainers Topic: Diversity, Faculty Professional Development, Research, Adult and Experiential Learning and Faith-based Institutions

Sandpebble C 10:30 AM-11:05 AM 35 Minute Research Session A

Critical Reflections on a STEM Disciplinary Society's Online Graduate and Postdoctoral Training Programs Kelly Gull, American Society for Microbiology Since 2012, American Society for Microbiology's Science Teaching Fellows Program has trained nearly 200 graduate students, postdoctoral fellows, and early-career scientists for science teaching positions at non-doctoral institutions. Learn about the structure of this five-month, online training model. Discover how Fellows begin to develop skills needed to succeed in positions that have a significant teaching component by exploring academic cultures and responsibilities, the foundations of course design and assessment, and strategies for backwards design and active learning. Discuss the outcomes of a 2015 study of the cognitive, personal, and professional impacts the program has had on the initial two cohorts. Audience: All POD Members Topic: Graduate Student Professional Development, Faculty Professional Development, Adjunct Professional Development, STEM

Sandpebble C 11:10 AM-11:45 AM 35 Minute Research Session B

Evaluating Online Course Design with a Learning Sciences Lens Britt Watwood, Northeastern University; Laurie Poklop, Northeastern University; Cigdem Talgar, Northeastern University As an element of our programming to address the development needs of faculty in the area of online learning, We developed a rubric to evaluate the design of online courses, using principles drawn from learning science as a lens. This contrasts the lens of best practice used by other popular online course design rubrics. We will present the iterative process by which we evaluated the effectiveness of this rubric. Participants in this session can expect to associate learning science principles with elements of online course design and evaluate a learning science-based rubric for online course quality. Audience: All POD Members, Instructional Technologies and Technology Integration Specialists, Faculty Developers Topic: Teaching & Learning, Faculty Prof. Development, Research

Grand Peninsula Ballroom 12:00 PM – 1:15 PM

Networking Lunch and POD Members’ Meeting

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Excursion 1:15 – 5:00 pm E6: Privately Guided Gay History of San Francisco Walking

Tour: Castro District | CANCELLED Grand Peninsula Ballroom F 1:30 - 2:45PM VENDOR SESSION

Capturing Student Interest with Digital Interactivity Todd Pearson, Sapling Learning Exciting students about biology and engaging them in the process of learning is a challenge faced by many biology educators. With the wide variety of digital resources available, it can be difficult to determine not only which resources to incorporate, but how to use those resources most effectively while teaching. We explore the theory behind the creation and the application of one particular type of resource; an open-ended digital interactive activity referred to from here on as an Interactive. These interactives provide visually appealing environments that allow students to manipulate variables, environmental conditions, and/or objects to explore challenging topics in biology. They are designed as inquiry-based activities with many possible applications including lecture demonstrations, small group student work, homework assignments, and pre-lab activities. We discuss the theory behind the design and creation of these interactives as well as how they can be used in the classroom or lecture hall. Instructors will discover the power of learning through visual exploration and how it can be incorporated into their teaching in order to increase student engagement.

Interactive Sessions 1:30 PM – 2:45 PM Sandpebble A 1:30 PM - 2:45 PM POD SPONSORED

Getting Started: To Improve the Academy and The Scholarship of Educational Development Gary Hawkins, Warren Wilson College; Laura Cruz, Western Carolina University Are you interested in publishing in To Improve the Academy: A Journal of Educational Development? We invite you to a workshop designed to engage participants with an overview of the major perspectives, questions, and approaches that characterize the scholarship of educational development. And because we know that many TIA articles arise from presentations at the conference, we will lead participants through steps designed to generate and/or refine ideas, leaving participants with the start of a scholarly agenda in the field.


Reflective Practice: Mirroring Existing Programs as HIPs Kristi Fondren, Marshall University; April Fugett, Marshall University; Karen McComas, Marshall University The Center for Teaching and Learning (CTL) at Marshall University

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designs and implements professional development programs for faculty. Among these are Writing Across the Curriculum and Service Learning; two programs that promote High Impact Practices within higher education. These two programs are grounded in a rich history requiring faculty members to participate in formal critical reflection. The implementation of various protocols has created a framework to facilitate reflective practice and is an emerging area of interest for the center. Audience: Faculty (Conference Attendees Who Are Faculty and also Part-time Developers), New/Recent Faculty Developers (5 years or less) Topic: Faculty Professional Development, Programs, Teaching & Learning


Radical Epistemologies: Improving Student Learning by Changing Our Definitions Stephen Carroll, Santa Clara University When we went to college, learning mostly meant acquisition of knowledge and skills. And graduation rates were low. Over the past couple of decades, numerous revolutions have reshaped pedagogical practices. Yet the ways we define learning and knowing have not changed, and graduation rates remain low. In this interactive workshop, we'll investigate our own definitions of learning and how those definitions shape the ways we measure and assess learning. We'll also explore new epistemologies of learning based on recent advances in brain-imaging and cognitive science and consider how they might reshape our pedagogical practices and enhance students' ability to succeed. Audience: Faculty (Conference Attendees Who Are Faculty and also Part-time Developers), Administrators, All POD Members Topic: Teaching & Learning, Assessment


The Peak Performing Leader: A Model for Professional Development Laura Cruz, Western Carolina University; Susan Robison, Professor Destressor Universities have been described derisively as being run by amateurs. In the past, leadership development was largely ignored, and new chairs pressed into service with no sustained training. Centers for Teaching and Learning, previously focused primarily on instructional development, have begun to step forward and address the development of faculty leadership skills. This workshop will address how reflective leadership programs can help faculty develop the necessary skills of Peak Performing Leadership, discern opportunities to contribute to the shared governance of the

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institution, and approach leadership roles from committee chair to department chair with a raised level of skills and professionalism. Audience: Administrators, Seasoned Faculty Developers Topic: Faculty Professional Development, Organizational Development, Administration, Academic Leadership Development


Large-Scale Course Redesign Efforts: Putting Reflection into Action Kathy Fernandes, Calif. State University Chancellor's Office; Brett Christie, Calif. State University Chancellor's Office California's recent budget included $10M for the California State University to reduce bottleneck courses. Through an RFP process with 23 campuses, course redesigns with proven greater student success were selected. Over 200 faculty to date have been supported in adopting and adapting these "proven" courses, documenting respective transformation processes, as well as gathering evidence to assess the effectiveness of their redesigns. Each faculty member develops a course redesign eportfolio, enabling greater process and outcome sharing across system wide discipline communities. Faculty participants are supported in the redesign, implementation, and eportolio efforts through a year-long Course Redesign with Technology Professional Learning Community. Audience: Learning Community, All POD Members Topic: Faculty Professional Development, Organizational Development, Teaching & Learning


Looking Back to Move Forward: Collaborative Strategies for Center Assessment Donna Ellis, University of Waterloo; Veronica Brown, University of Waterloo Center assessment can be a daunting task. But it is necessary to learn from our past to plan for our future. To focus the assessment plan that we developed, we considered five factors to make it meaningful: audience; impact; purpose; sustainability; and benefits. At this session, we will share key elements of our plan in relation to these factors. Our primary focus will be how to involve the recipients (or audience) of the assessment's end products in the process. Participants will identify potential audiences for their evaluation results and explore how to involve these audiences in their own assessment plan. Audience: Administrators, All POD Members Topic: Assessment, Administration, POD Professional Development

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Bayside A/B 1:30 PM – 2:45 PM

Teaching Portfolios: A Mirror for Self-Reflection Kay Sagmiller, Oregon State University; Robin Pappas, Oregon State University The pace of university teaching allows few formal reflective opportunities. Teaching portfolios, when organized around research-based principles, are a powerful vehicle for both professional development and institutional change: teaching is de-privatized; institutional methods for evaluating instruction are problematized. In this session, presenters will share the reflective teaching portfolio process they designed to facilitate faculty members' reflection upon, and documentation of teaching effectiveness. Participants will reflect on methods used at their institutions to define and document teaching quality, and review, apply and critique the presenters' portfolio model. Audience: All POD Members Topic: Faculty Professional Development, Teaching & Learning, Programs

Roundtable Sessions 1:30 PM – 2:45 PM Pine Room 1:30 PM - 2:45 PM

Highlighting New Faculty Outreach: Beyond Time, Budget, and Resources Allison Boye, Texas Tech University; Micah Logan, Texas Tech University; Suzanne Tapp, Texas Tech University Faculty developers have long struggled to determine the most effective strategies for engaging and meeting the needs of new faculty members. The significant pressures and heavy workloads that many new faculty face can make it difficult for faculty developers to make connections, yet we continue to strive to identify new ways in which we can help new faculty recognize and tap into the resources available to them. Through the use of a graphic model, participants will evaluate strategies that might be feasible at their own institutions, ranging from highly organized, resource-heavy programs to simpler, more individualized approaches. Audience: All POD members Topic: Faculty Professional Development, Programs, New Faculty


Engaging Faculty in NSSE Results: Ten Ways to Gain Traction Jillian Kinzie, Indiana University Bloomington Student engagement results provide a useful measure of the extent to which students experience practices that matter for learning. Yet,

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too often National Survey of Student Engagement (NSSE) results rest at the institution-level, rarely influencing everyday instructional practice. This session will highlight ten approaches to engaging faculty in NSSE results and invite participants to discuss these and other ways to connect faculty and guide faculty development initiatives to improve student learning. Audience: All POD Members, Seasoned Faculty Developers Topic: Assessment, Teaching & Learning, Faculty Professional Development


Online Student Ratings of Instruction Response Rates Gary Hunt, Thompson Rivers University; Peter Arthur, University of British Columbia Okanagan; Stephanie Chu, Simon Fraser University Many higher education institutions have moved or are moving from print based to online student ratings of instruction surveys. The aim of this discussion is to share strategies universities are using to increase these rates. The session will start with sharing examples of successful and unsuccessful strategies used by all three facilitators, and quickly move to drawing on the experiences of participants. By the end of the session participants should have many practical ways to increase the response rate for online student evaluation of teaching at their home institution. Audience: Administrators, All POD Members Topic: Administration, Assessment


Digital Humanities Pedagogy and Centers for Teaching and Learning Phillip Edwards, University of North Carolina at Chapel Hill Approaches to scholarship, teaching, and learning in the humanities multiplied rapidly following the advent of networked computing technologies. Scholarship in "digital humanities" (DH) has been further refined to include "digital humanities pedagogy" as a necessary component (Hirsch, 2012). Academic institutions established centers, institutes, and bootcamps to support faculty members' digital scholarship and teaching; however, Centers for Teaching and Learning have not consistently been visible contributors to these efforts. Discussants will identify characteristics of digital scholarship and associated implications for teaching and learning; recognize units/individuals who can effectively advance DH pedagogy; and explain how educational development aligns with existing DH initiatives. Audience: All POD Members, Instructional Technologists and

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Technology Integration Specialists Topic: Teaching & Learning, Organizational Development, Administration, Digital Humanities



Ethnographic Assessment of a Unique Technological Space for Active Learning Robert Smith, Stanford University; Helen Chen, Stanford University What kinds of classroom spaces inspire faculty to create innovative learning experiences that are relevant for their students and themselves? Drawing from case studies developed at Stanford University using ethnographic and qualitative research methods, this session will demonstrate how the physical space is more than just a backdrop for classroom activities; the classroom can play a number of roles to help advance the curriculum, the experience, and the learning forward. Session participants will engage in an iterative design process aimed to prompt reflection about how learning environments can support novel and optimized experiences for both faculty and learners. Audience: Instructional Technologists and Technology Integration Specialists, Faculty (Conference Attendees Who Are Faculty and also Part-time Developers} Topic: Faculty Professional Development, Teaching & Learning, Technology

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Sandpebble B 2:10 PM – 2:45 PM 35 Minute Research Session B

The Relationship Between Graduate Students' Self-Efficacy and Their Reflections on Teaching Kathy Jackson, The Pennsylvania State University; Crystal Ramsay, The Schreyer Institute; Andria Andiliou, Independent Educational Developer and Researcher Teaching philosophy statements provide a conceptualization of effective teaching and meaningful learning within a specific discipline. This study examines the teaching philosophy statements of 30 graduate students to explore their pedagogical beliefs about effective teaching, the extent to which these beliefs vary across disciplines, and how they impact college teaching self-efficacy. From the philosophy statements analyzed so far their discussions include a) learning goals for students, (b) teaching methods/learning activities, (c) assessment strategies/techniques, and (d) educational technology. Additional analysis will determine the impact of pedagogical beliefs on graduate students' college teaching self-efficacy. Implications for professional development programs will be discussed. Audience: All POD Members, Large Colleges and Universities Topic: Research, Graduate Student Professional Development


Faculty Writing Retreat: Fostering Writing Productivity, Collaboration, and Community-Building Jennifer Herman, Simmons College; Tricia Elam Walker, Simmons College This research session describes the development and evaluation of a multi-day residential faculty writing retreat, organized and led by Simmons College's center for excellence in teaching to support faculty writing, foster cross-disciplinary connections, build community, and support faculty scholarship and productivity. The session will describe the literature on writing retreats, the impetus and goals for this retreat, the program design and logistics, and evaluation data from a survey and a facilitated, recorded discussion with the ten participants. Research findings revealed that this writing retreat model increased participants' writing productivity, built community, strengthened relationships with the teaching center, and increased morale. Audience: All POD Members Topic: Faculty Professional Development, Research, Programs, Scholarship

Sandpebble C 2:10 PM - 2:45 PM 35 Minute Research

Structuring Authentic Open-Ended Inquiry in an Undergraduate Science Lab Course Nicholas Wilson, Stanford University; Vera Michalchick, Stanford University;

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Session B

This study reports on the challenges of implementing an open-ended, learner-centered laboratory curriculum into undergraduate science education. We sought to address the problem of students' counterproductive epistemologies and of the practical challenges and implications of doing "real world science" within the constraints of undergraduate instruction (i.e., conducting several iterations of open-ended inquiry within a ten-week academic quarter). The research team undertook an effort to document the course's "curricular activity system" (Jeremy Roschelle, 2010) to help with the development of a framework that would allow other faculty to more easily structure their own similar laboratory courses. Audience: Faculty (Conference Attendees Who Are Faculty and also Part-time Developers), Graduate Teaching Assistants or Those Supporting This Population Topic: Research, Teaching & Learning

Grand Peninsula Ballroom D 3:00 PM - 4:15 PM POD UNCONFERENCE

POD Unconference: SpeedGeeking Participants will submit their SpeedGeek topic on a card prior to the start of the session and cards will be chosen randomly at the beginning of the session. Those SpeedGeekers picked will be assigned to a table in the room. Session attendees will then visit tables in round robin fashion to listen to each SpeedGeekers for seven minutes before jumping to a new table and topic at the sound of the bell.

Grand Peninsula Ballroom F 3:00 - 4:15PM

VENDOR SESSION

See What You’ve Been Missing on Vitae, a FREE Platform Connecting Like-minded Professionals in Higher Ed Tim Froemling, Director of Innovation, The Chronicle of Higher Education With well over 500,000 members, Vitae is rapidly becoming the place where faculty, staff, and administrators go for help to advance their careers. Vitae offers daily career advice created by a team of journalists at The Chronicle of Higher Education and from other leaders within higher ed. Members can find mentors, be a mentor, or find research collaborators within their areas of expertise or discipline. Other useful resources for Vitae members include a syllabi database for knowledge sharing, and a FREE dossier that can be used to apply for jobs as well as for tenures and promotions.


Grand Peninsula E 3:00 PM - 4:15 PM POD SPONSORED

National Transformation Initiatives in STEM (Science, Technology, Engineering, And Mathematics) Cassandra Horii, Caltech; Mathew Ouellett, Wayne State University

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The White House aims to graduate 1 million additional STEM majors in the next five years, and national organizations like AAU, NSF, AAC&U, and APLU are responding with focused support for evidence-based college/university teaching. POD has a huge potential role to play and an unparalleled body of expertise to contribute, so POD's National Outreach Subcommittee re-launched in 2014 with a special focus on STEM. This session invites participants to engage with the subcommittee and leaders of national STEM education initiatives to understand their goals, build collaborations, and identify new pathways for educational developers to contribute to STEM education reform efforts. Audience: All POD Members Topic: POD Professional Development, Faculty Professional Development, STEM


Revisiting "Active Listening": Paradoxes and Practices that Prompt Critical Reflection Roben Torosyan, Ph.D., Bridgewater State University; Alison Cook-Sather, Ph.D., Bryn Mawr College Active listening seems obviously central to facilitating learning. Yet it's easy to fall into argument, check out, or get stuck in the struggle of trying to understand the other while also remaining conscious of our own analysis. Such paradoxes and pains are inherent to critical reflection. Managing them, while getting beyond assertion to reciprocal learning, is a skill we need to hone continually. Through several powerful practices, we will identify challenges we experience while we listen actively and experience being listened to, then generate a list of practices and paradoxes endemic to reflecting critically while we engage in educational development. Audience: Faculty (Conference Attendees Who Are Faculty and also Part-time Developers), Administrators Topic: Teaching and Learning, Faculty Professional Development, Diversity


How Can Teaching Centers Guide Campus-Wide Learning Technology Change? Ronit Greenberg, University of Michigan, Center for Research on Learning and Teaching; Meg Bakewell, University of Michigan, Center for Research on Learning and Teaching How can teaching centers ensure that teaching and learning are key factors in selecting, evaluating, and adopting new campus-wide learning technologies like learning management systems? Based on our own experiences and those of participants, we will explore

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different models for influencing the IT landscape on our own campuses and reflect on the risks and rewards of engaging in this work. Participants will take away ideas for how TLCs can play a pivotal role in major learning technology changes as well as a framework they can use to reflect on their own TLC's involvement in such changes. Audience: All POD Members, Instructional Technologists and Technology Integration Specialists Topic: Organizational Development, Technology, Assessment


Gender Differences in Learning and Using Technology: Why It Matters Robert Bryant, Gonzaga University; Heather Crandall, Gonzaga University; Carolyn Cunningham, Gonzaga University This interactive session will explore how gender differences are portrayed in learning and using technology and why even subtle changes in language and images could foster more positive attitudes about technology use. Participants will first reflect upon their own perspectives of stereotypes regarding gender differences in learning and using digital technologies. We will then discuss the implications of these perspectives for the learning environments we create, and will share strategies for practicing positive influences to help address a significant underrepresentation of women in STEM based disciplines. Strategies discussed in this session apply to disciplines outside of STEM as well. Audience: All POD Members Topic: Faculty Professional Development, Diversity, POD Professional Development


Reflections on a Learning-Centered New Faculty Orientation Whitney Scott, PhD, California State University Northridge; Greg Knotts, PhD, California State University Northridge; Ashley Samson, PhD, California State University Northridge; Stefanie Drew, PhD, California State University Northridge; Matthew Jackson, PhD, California State University Northridge A learning-centered New Faculty Orientation (NFO) can be a powerful way a university can immediately engage new faculty and secure their organizational identification. Unfortunately, some NFOs do not model the learning-centered philosophy and miss opportunities to establish a collaborative and celebratory tone. This upbeat simulation-based session will invite participants to co-create the ideal NFO while learning how to seamlessly embed technology. We will share how our self-assessment reflections resulted with future changes in NFOs at a large and diverse comprehensive university that has hired over 300 tenure-track faculty in the past five

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years. Audience: New/Recent Faculty Developers (5 years or less), Large Colleges and Universities, Topic: Faculty Professional Development, Programs, Start-up


Building Access into Online Learning Seamlessly Kathryn Linder, Suffolk University Online learning is here to stay. As of 2012, 94.5% of higher education institutions in the U.S. have some form of online offering for students (Allen & Seaman, 2013). Online courses are particularly attractive to students with diverse learning styles, including those with disabilities. Unfortunately most online courses are not designed with access in mind. This presentation will highlight best practices to create an accessible online course from the beginning. The resources showcased in this presentation are the result of a joint collaboration between a Faculty Development and a Disability Service office. Audience: All POD Members, Instructional Technologists and Technology Integration Specialists Topic: Diversity, POD Professional Development, Technology


Reflecting On, and Addressing, Common Challenges Faced by Faculty Todd Zakrajsek, University of North Carolina at Chapel Hill How would you respond to the following? "What is one issue or concern you have with respect to your students and creating an effective learning environment?" We all experienced challenges in the classroom; this session is about reflecting on those challenging situations. I have recorded over 2,000 responses to the prompt noted above from faculty members throughout the US. In this session, I will present a qualitative analysis of those findings, model the activity so participants in the session can use this activity on their own campuses, and provide evidence-based suggestions for addressing the most common challenges that emerge. Audience: New/Recent Faculty Developers (5 years or less) Faculty (Conference Attendees Who Are Faculty and also Part-time Developers) Topic: Faculty Professional Development, Teaching & Learning, Assessment


Fostering Higher-Order Thinking: More Challenge, More Support and More Success

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Craig Nelson, Indiana University Most courses need to better foster higher-order outcomes. Many faculty need concrete models that to do this, especially in ways that focus on core disciplinary thinking. Participants will experience three key examples. The power of these particular examples lies in the ways they ask participants as students to combine reading, thinking, writing and discussion in ways that foster easy application and retention. They also ask students to revise their cognitive assumptions about learning and thinking. We will also ask how to use these examples to better focus faculty on using reformed pedagogies to achieve higher-order thinking and communication. Audience: All POD Members Topic: Teaching & Learning, Faculty Professional Development , Across the curriculum


Digital Storytelling Methods for Critical Reflection In or Beyond the Teaching ePortfolio Brooke Hessler, Oklahoma City University Although the term "digital storytelling" is sometimes used generically for narratives within e-portfolios, this genre has deep roots in participatory media studies as a set of methodologies that promote deep listening and reflexivity—particularly when the stories involve first-hand accounts of social injustice. Usually composed as 2 to 4-minute videos combining a scripted voiceover with still or moving images, each digital story represents a behind-the-scenes process of collaboration and critical reflection that can be more powerful than the video itself. Bring a 100-word true story about either a recent success or a disorienting dilemma from your personal or professional experience. Audience: All POD members, Instructional technologists and technology integration specialists, faculty participants Topic: Faculty Professional Development, technology, assessment

Sandpebble A 3:00 PM - 4:15 PM

One Mirror, Multiple Views: Developers and Faculty Reflect on Partnership Mariela Tovar, McGill University; Jennie Ferris, McGill University; Tina Piper, McGill University What happens when educational developers and professors work together in a discipline-specific context to improve teaching and learning? What are the assumptions that both bring to such partnerships? What factors are key to a successful experience, and what are the indicators of effectiveness that both point to? What are potential barriers to success? This session is facilitated by

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educational developers and faculty, who hold up the mirror and critically reflect upon these questions in the context of an ongoing partnership to support discipline-specific teaching and learning excellence. Principles for partnership are proposed based on the literature and semi-structured interviews. Audience: All POD Members Topic: Faculty Professional Development, Organizational Development, Teaching & Learning


"Doing And Assessing" Institutional Outcomes: Schrödinger's Cat in Pandora's Box Jeff King, University of Central Oklahoma Colleges seek to prepare graduates both for career and for broader success: in jobs, family, community, life. Whether this learning happens in or outside the classroom, the lessons must address the beyond-disciplinary knowledge that expands perspectives of self and prepares graduates for life-long, life-wide success. This session will share one university's process for ensuring graduates are ready for a job and a life. The process required a close partnership between academic and student affairs and meant solving numerous technical, infrastructure, and mindset challenges. Most importantly, the process was launched as a result of institutional self-reflection about mission and values. Audience: All POD Members Topic: Organizational Development, Assessment, Teaching & Learning


Exposing Higher Education's Dirty Little Secret: Reinventing Our Approach Linda Serro, Florida Gulf Coast University; Ronald Toll, Florida Gulf Coast University; Melissa Lynn, Florida Gulf Coast University We hire new faculty into entry-level instructional positions who have relatively little or no prior teaching experience, basing the hiring decisions largely upon prior research/scholarly activity. This session will discuss an innovative, mandatory, course-based approach to supporting the teaching lives of new faculty and how it was developed. All new faculty members with minimal teaching experience are contractually required to participate in the New Faculty Academy that meets weekly for the entire fall semester. Data on impact on teaching beliefs collected from two faculty cohorts will be discussed. Participants will explore how this model could be implemented at other institutions. Audience: All POD Members, Administrators

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Topic: Faculty Professional Development, Programs, Teaching & Learning

Bayside A 3:00 PM - 4:15 PM

Assessing Community Readiness for Innovation in Teaching Kate Wolfe-Quintero, University of South Florida We are starting a new CTL in Public Health, and are utilizing the Community Readiness Model (CRM) to assess where our faculty community stands on their readiness to change teaching behaviors in five areas: leadership, climate, efforts, knowledge, and resources. These are assessed on a 10-point scale from no awareness to community ownership. Each participant will work through the assessment steps as a key respondent for their community. Participants will leave with the methodology to conduct a CRM assessment, plus strategies for faculty development targeted towards different levels of faculty community readiness in each area. Audience: Seasoned Faculty Developers, Faculty (Conference Attendees Who Are Faculty and also Part-time Developers) Topic: Assessment, Faculty Professional Development, SoTL


Oak Room 3:00 PM - 4:15 PM POD SPONSORED

The Doctor is In: Research and Grants Proposal Consultations - A Service by POD Members for POD Members Shaun Longstreet, Marquette University; Dennis Munk, Carthage College; Laura Cruz, Western Carolina University ; Bonnie Mullinix, Jacaranda Educational Development, LLC & TLT Group & Walden University; MaryAnn Winkelmes, University of Nevada, Las Vegas This interactive roundtable session offers POD members support for Educational Development and/or Scholarship of Teaching and Learning research. If you would like support for research design, analysis, and implementation strategies or to hear more about POD grant support or POD publication opportunities, this session provides that. Facilitators are members of the POD Research, Grants and Publications Committees, ready to a work with you individually or in small groups to take your research to new levels (whatever the methodology: quantitative-qualitative-mixed; or focus: teaching-learning-assessment-evaluation or professional-organizational-instructional development). If you want help thinking about any stage of your research, come to this roundtable. Audience: All POD Members

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Mid-Course Reflection: Assessment Practices to Gently Redirect Your Course Penelope Wong, Berea College Mid-semester is an opportune time to obtain feedback on how your course is progressing. However, making changes can a delicate matter in the middle of a course. Join colleagues in sharing and discussing effective strategies for assessing ones' course in three areas: the course itself, the instructor and the students. A variety of interactive discussion strategies will be employed. Participants are encouraged to bring resources they have found useful to share and discuss. Audience: Faculty (Conference Attendees Who Are Faculty and also Part-time Developers), Small Colleges and Universities Topic: Assessment, Teaching & Learning, Faculty Professional Development


Embedding Reflective Practice in Graduate Teacher Certificate Programs Karen Neubauer, Purdue University; Angelika Zissimopoulos, Purdue University This roundtable explores the concepts of reflective practice and the development of expertise as cornerstones of graduate teacher certificate programs. The session begins with an overview of theories to frame the discussion, applying them to the Graduate Teacher Certificate program at our institution and the reflective writing of applicants. Participants will then use these lenses to analyze their own teaching assistant development efforts. Finally, we will address critically reflective questions such as: Does the use of reflective practice in the novice stage of teaching influence what graduate teaching assistants and their students experience in classrooms now and in the future? Audience: All POD members Topic: Graduate Student Professional Development, Programs, Teaching & Learning


Shaping Effective New Faculty Orientations Amidst Obstacles and Expectations Dennis Munk, Carthage College; Christine Rener, Grand Valley State University As faculty developers work to shape new faculty orientations, they are confronted with obstacles and expectations from faculty, administrators, and the new colleagues themselves. At this roundtable, case studies from a small private college and a midsized

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public university will be shared as a springboard for a discussion that will allow participants to reflect on their own expectations for new faculty orientations, name other expectations that may be viewed as obstacles, and consider possibilities for programming and practices that will help them serve new faculty more effectively. Audience: All POD Members, Small Colleges and Universities Topic: Faculty Professional Development, Programs


Living the Philosophy: Three Years into a New Center Kenneth Sagendorf, Regis University What is the philosophy of a new teaching and learning center? No, really? Support? Development? Community Organizer? Researcher? Funding unit? Most institutions want our centers to help support better teaching, enhance learning, support faculty development, develop community, enrich culture, be a resource for faculty and administrators, and increasingly provide instructional design and technology support. Do we work for the faculty or for the students? Or both? This session will highlight the lessons learned from just over three years of founding a new teaching and learning center. Participants will share their own experiences and examine their work through their centers' philosophies. Audience: All POD Members, New/Recent Faculty Developers (5 years or less) Topic: Start-up, Organizational Development, POD Professional Development


Sandpebble C 3:00 PM - 3:35 PM

SoTL Evidence on Promotion and Tenure Vitas: Five Years of Evidence Sara Marcketti, Iowa State University; Steven Freeman, Iowa State University The development and adoption of promotion and tenure (P&T) policies supporting scholarship of teaching and learning (SoTL) activities began in earnest at our large, Midwestern, land-grant university, over a decade ago. The purpose of this research is to present the results of a five-year project collecting and analyzing the evidence of SoTL on P&T vitas at our university. We counted every occurrence of SoTL in peer-reviewed publications, presentations, and funded external and internal grants. Of the successful P&T decisions, 43% of associate professors and 57% of full professors had at least one SoTL output on their vitas. Audience: Faculty (Conference Attendees Who Are Faculty and also Part-time Developers, Seasoned Faculty Developers

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Topic: SoTL Sandpebble C 3:40 PM - 4:15 PM

The Effectiveness of Learning Research Skills with Teams and Projects Carol Hostetter, Indiana University Engaging undergraduates in research takes several forms, ranging from students as audience to students as collaborators (Healey and Jenkins, 2009). In a required research class, how effective are Team-Based Learning and Project-Based Learning in engaging students to increase their research knowledge? The presentation reports findings from a study designed to investigate this question. In teams, students designed and conducted research projects. Students' reflective writing indicated that the majority (86%) of them felt the course helped them improve their research knowledge, and students' knowledge on pre- and post-tests showed statistically significant improvements. Participants will be engaged through critical reflection and application. Audience: All POD Members, SOTL Scholars Topic: SoTL, Assessment


Enhancing Faculty Classroom Practices through Communities of Practice Scott Benson, Zayed University; Christina Gitsaki, Zayed University The use of mobile technology in the higher education context has seen an unprecedented increase in the past five years. This session describes a professional development program designed to help faculty at a higher-education institution in the United Arab Emirates enhance their use of mobile technology in the classroom in order to meet institutional expectations for smart and innovative teaching practices. A Community of Practice model was adopted for the PD program. Research results will be presented showing how faculty involvement in a series of reflective activities and sharing of best practices have led to the innovation of their practice. Audience: Faculty (Conference Attendees Who Are Faculty and also Part-time Developers), Instructional Technologists and Technology Integration Specialists Topic: Faculty Professional Development, Teaching & Learning, Technology

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Interactive Sessions 4:30 PM – 5:45 PM Sandpebble A 4:30 PM - 5:45 PM

Engaging Faculty in Effective Online Practices through Reflection, Active Learning Karen Skibba, University of Wisconsin-Madison; Kari Jordahl, University of Wisconsin-Madison How can you engage faculty to teach effectively online? Join us as we share key findings of how a year-long learning community worked at the University of Wisconsin-Madison to prepare faculty for the challenge of online course design and teaching. We'll present a simple framework to assemble a rich variety of active learning activities to engage online learners, modeled after UW-Madison's learning community. Participants will have the opportunity to experience these activities as an "online student," reflect on this experience, and discuss what is needed to develop an effective faculty learning community. Participants must bring a laptop or other device. Audience: All POD Members, Large Colleges and Universities Topic: Faculty Professional Development, Teaching & Learning, Technology, Faculty Learning Community


Preserving Academic Values through Mid-Level Faculty Leadership Development David Kiel, University of North Carolina at Chapel Hill Participants will have an opportunity for critical reflection on the state of faculty mid-level leadership development programming at their own institutions and nation-wide. Without strong faculty leadership at the mid-level (i.e., chairs, program heads, center directors, associate deans, etc.) institutions of higher learning may find that core academic values are sacrificed as institutions struggle to adapt in an ever more challenging environment. The presenter, who has been intensely involved in developing eight separate faculty programs for mid-level faculty at UNC-CH since 2001, will engage the participants in a discussion of effective practices for designing, developing, and sustaining these programs. Audience: Large Colleges and Universities, Small Colleges and Universities, Seasoned Faculty Developers Topic: Faculty Professional Development, Organizational Development, Programs, Administration

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Reflective Teaching Meets Reflective Learning: Forming Partnerships with Undergraduate Students Jessica Metzler, Brown University; Kathy Takayama, Columbia University; Geneva Stein, Princeton University; Dominic Voge, Princeton University Historically, few teaching and learning centers have provided learning support to, or worked directly with, undergraduates to provide professional development in teaching, facilitation, and leadership skills. Yet centers are often uniquely positioned to form partnerships that have a significant impact on student learning for this population. This session will first explore how two different centers are engaging undergraduate learners to encourage reflective teaching and learning practices. The session will then ask participants to reflect upon their experiences and assess institutional needs in order to develop individual plans for directly engaging and partnering with undergraduates. Audience: All POD Members Topic: Programs, Teaching & Learning, Administration


Deloreans, Skateboards, and Flux Capacitors: Creative Scholarship in Educational Development Martin Springborg, Minnesota State Colleges and Universities; Cassandra Horii, California Institute of Technology Given the innovative and multimodal character of educational development, creative disciplines have great potential to enrich our practice and scholarship. In fact, the upcoming To Improve the Academy will feature a Creative focus. This session introduces the idea of "creative scholarship" as a new framework for critical reflection. A range of artifacts will be used to examine cases of creative scholarship in educational development. Participants will create their own template for applying a creative scholarship approach to their practice. Bring an artifact from your educational development work, (e.g., report, program description, image, website, infographic, etc.) for this interactive exploration. Audience: All POD Members Topic: SoTL, Research, Creative Scholarship


Faculty Formative Self-Reflection Tools and Best Practices Lisa Martino, Embry-Riddle Aeronautical University Formative self-reflection helps bridge the gap for our growing diverse student population and aids differentiated learning. The self-reflection practice is instrumental in making personal connections necessary to bridge that gap. It also provides an opportunity to adjust current and future courses to improve student learning

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outcomes. In this session, participants will collaborate and design formative self-reflection questions with at least one diversity question to assist in this process. Then, appropriate data collecting mediums for various academic subjects will be discussed. Each participant will take home a Formative Self-Reflection Guide that can be easily modified for any course at any level. Audience: All POD Members, Faculty (Conference Attendees Who Are Faculty and also Part-time Developers) Topic: Teaching & Learning, Adjunct Prof. Dev., Technology


Reflecting on Our Special Sauce: Developing Collective Teaching Aspirations Bridget Arend, University of Denver; Virginia Pitts, University of Denver In order to act upon the many innovative ideas for changing the teaching reward structure, we must first identify and articulate what is meant by "teaching excellence" on our individual campuses. In this session you will learn how one institution developed a process for articulating common teaching excellence aspirations by merging the practice of Faculty Learning Communities with principles from Design Thinking. Participants will engage in a reflection activity that was used in this process, and discuss how the process of developing collective aspirations could potentially shape the kind of teaching that is valued and rewarded. Audience: All POD Members Topic: Faculty Professional Development, Teaching & Learning, Programs


Destined to Be Different: Alternative Models for Educational Development Opportunities Josie Baudier, Kennesaw State University; Traci Stromie, Kennesaw State University; Ginger Durham, University System of Georgia Instructors are busier than ever; there is much to do and yet the days seem shorter. Amid discipline-specific research responsibilities and other commitments it is difficult for faculty to pause, reflect, and improve their teaching. However, these are the times instructors need Centers for Teaching and Learning the most. This interactive session will propose strategies to assist the educational developer in re-envisioning the traditional one-hour workshop into something more appropriate to meet the needs of overworked and under-served faculty. Multiple delivery methods will be discussed and participants will have the opportunity to redesign an offering specific to their campus.

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Audience: All POD Members, New/Recent Faculty Developers (5 years or less) Topic: POD Professional Development, Teaching & Learning, Technology


Reflective Practice, Contextual Narratives, Action Plans: Course Evaluations and Mentoring/Coaching Judy Ableser, Oakland University How can we support faculty to see the benefits of applying reflective practice to student evaluations as an opportunity for ongoing professional growth? This session will present a model for mentoring (for pretenure faculty) and coaching (for midcareer faculty and beyond), facilitated by a Teaching and Learning Center, aimed at applying critical reflection and analysis of student evaluations of teaching. The goal of the reflection is to develop an annual contextual narrative and action plan. Participants will compare and contrast and share models for reflective practice of teaching used at their institutions. Audience: All POD Members Topic: Faculty Professional Development, Teaching & Learning, Assessment


Mobile Learning Integration: A Catalyst for Pedagogical Change Lana Grover, Boise State University; Susan Shadle, Boise State University; Devshikha Bose, Boise State University Teaching and learning using mobile learning strategies has been found to be successful in many cases. However, instructors often find it challenging to meaningfully integrate mobile learning strategies into their course design. This session will help participants consider effective methods for integrating technologies that align with and support pedagogical goals. Session participants will have the opportunity to reflect on these implementation methods and build scalable frameworks for integration. Audience: All POD Members, Instructional Technologists and Technology Integration Specialists Topic: Teaching & Learning, Technology, Faculty Professional Development


When Risks Do Not Pay Off: Examining our Failures David Nelson, Purdue University; Emily Bonem, Purdue University POD provides an excellent space for celebrating our successes, and the free environments that allow us to take risks. But often we do not systematically examine the consequences of choices that never

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quite worked out. In a 75-minute, interactive session the facilitators will briefly share cognitive frameworks associated with risk management, and invite participants to explore what risks they have taken that have not succeeded, and what factors or frameworks govern the strategic decisions their unit makes in response. Participants will create or refine a decision-making strategy that allows for risk and incorporates reflection upon both successes and failures. Audience: Administrators, All POD Members Topic: Programs, Administration, Organizational Development


"Confidence Classrooms": Improving Student Expectations for Success Heather Dwyer, Carnegie Mellon University; Emily Weiss, Carnegie Mellon University

Often, college courses are set up such that students have little opportunity for failure during the learning process. As a result, some students may feel isolated and reluctant to engage fully with the material, the instructor, and their classmates. In this interactive session, we will reflect on how both course climate and course design can contribute the classroom being a safe space in which students can learn through honest struggle and exploration. Participants will discuss evidence-based strategies to address factors (such as marginalization of underrepresented groups, evaluative assessment, and student mindset) that impact student confidence in their ability to succeed. Audience: All POD Members, Faculty (Conference Attendees Who Are Faculty and also Part-time Developers Topic: Teaching & Learning, Retention, Diversity

Bayside A 4:30 PM - 5:45 PM

Enhancing Motivation to Strengthen Teaching: Motivational Interviewing for Faculty Consultation Cigdem Talgar, Northeastern University; Hilary Schuldt, Northeastern University; Milton Fuentes, Montclair State University Faculty approach teaching consultations with diverse levels of motivation, which may help or hinder behavior change and impact both the instructors' and consultants' feelings of self-efficacy. Motivational interviewing (MI) is an approach that has been proven effective in a variety of contexts where behavioral change may be necessary and we propose its application in the context of faculty consultations. We will provide an overview of the MI, share our adaptation process, and present findings from our center's program to incorporate motivational interviewing. Session participants will engage in "real plays" and consider case studies as they learn and apply MI techniques.

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Audience: New/Recent Faculty Developers (5 years or less), Seasoned Faculty Developers, POD Professional Development, Programs, Start-up


Co-Curricular Tools for Reflective Practice: Depaul's Strategies for Critical Reflection Jennifer O'Brien, DePaul University; Lauri Dietz, DePaul University; Lynne Copp, DePaul University; Heather Jagman, DePaul University Are you looking for new ways to encourage faculty, staff, and student employees to become more effective reflective practitioners? Inspired by theorists such as David Kolb who asserts that reflection is the bridge to learning being transferred from one context to another, we've learned at DePaul that creating a university-wide culture of reflection requires co-curricular collaboration. By learning from and reinforcing each other's reflective practices, our aim is to help maximize the transfer of learning across curricular and co-curricular contexts. Join us for an interactive session where the facilitators will model reflective activities that foster professional learning, growth, and change. Audience: All POD Members Topic: Faculty Professional Development, Graduate Student Professional Development, Teaching & Learning, Adjunct Professional Development


Listening to the Future: A Competency-Based Approach to Faculty Development Rania Sanford, Stanford University; Amy Kinch, University of Montana What defines competent for your faculty? How can you support faculty success along the academic pipeline and outside the classroom? This interactive session will explore the growth of competency-based faculty development and its role in supporting a new generation of instructors, scholars, and researchers. Participants will identify competency requirements on their campuses and develop practical strategies for meeting faculty needs by rank. This approach offers a chance to reflect on program design and organizational development through the lens of faculty priorities and success. Audience: All POD Members, Faculty Topic: Organizational Development, Faculty Professional Development, Programs

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Universal Design for Learning: Reflecting on the Past and Changing Futures Deb Castiglione, University of Kentucky; Antonia Levy, CUNY School of Professional Studies Accessibility of education might be a legal mandate but applying the principles of Universal design for learning (UDL) can increase the success of all students while addressing the diversity in today's higher education institutions. In this interactive session, participants will learn more about UDL, reflect on why we need to encourage the incorporation of UDL principles in higher education (including hybrid and online courses), and discuss strategies for meeting the needs of all students and promoting the inclusion of UDL on their campuses. Resources to support promotion efforts will also be shared. Audience: All POD members Topic: Diversity, Teaching and Learning, Faculty Development



Designing Innovative Pedagogical Practices to Increase Student Learning Shawna Lafreniere, Azusa Pacific University Innovative pedagogical practices abound. This roundtable will give participants an opportunity to share innovative teaching and learning ideas that have demonstrated an increase in student learning. For example, the facilitator will share her method of innovation - utilizing a form of Team-Based Learning with pre-class preparation and post-class contemplation through student blogging. When compared to a lecture-based approach to teaching, students self-reported and demonstrated increased learning gains with a TBL, pre-class/post-class reflective blogging approach. Participants will have the opportunity to share their pedagogical practices, tips, student feedback, and evidence-based results. Audience: Faculty (Conference Attendees Who Are Faculty and also Part-time Developers) Topic: Teaching & Learning, Assessment, Technology


Center Program Review: Backward Reflection Fosters Future Effectiveness Faye Chechowich, Taylor University; Steve Bedi, Taylor University; Matt DeLong, Taylor University A program review of a Teaching and Learning Center requires deep critical reflection that provides a backward look on past events with an eye towards a future of more effective practice. In this roundtable discussion, we will explore ways to assess faculty development

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initiatives that help us move beyond simple participation and satisfaction surveys to see the effects of our programming on classroom practices and actual student learning. A recently designed teaching and learning center program review plan will be offered for evaluation and discussion. Audience: Small Colleges and Universities, Administrators, Center Directors and Staff Topic: Teaching & Learning, Assessment, Faculty Professional Development, POD Professional Development


Translating Inclusive Classroom Practice for The Academic Job Market Molly Hatcher, The University of Texas at Austin; Nancy Ruggeri, Northwestern University. This roundtable is for graduate student developers and others to discuss ways to support the challenging work of preparing future faculty to both become inclusive teachers and develop effective statements about inclusive teaching that are grounded in classroom practice. Participants will discuss challenges faced in helping graduate students develop inclusive classrooms, as well as successful strategies used to encourage graduate students to think deeply about issues of inclusivity such as the relevance of student diversity to disciplinary learning. The session will conclude with a discussion of next steps towards building a collaborative network around this significant and complex topic. Audience: Graduate Teaching Assistants of Those Supporting this Population, All POD Members Topic: Faculty, Diversity, Graduate Student Professional Development, Teaching & Learning



A Case Study of Graduate Students' Reflections on Teaching Development Ariana Vasquez, The University of Texas at Austin; Lisa Rohde, The University of Texas at Austin In this presentation, we will discuss the findings of our case study on the reflections of two graduate student instructors (GSIs) over the course of a semester. This study focuses on comparing and contrasting the reflections from two different colleges, The College of Liberal Arts and The College of Natural Sciences, to examine the two GSIs' growth as teachers. In addition, we will discuss pre/post scores on self-reported measures of teaching self-efficacy and competence. By sharing our findings we hope to help educational developers implement encourage reflective teaching practices

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across disciplines. Audience: Graduate Teaching Assistants or Those Supporting this Population, All POD Members Topic: Graduate Student Professional Development


To Read Or Not To Read? Investigating Students' Reading Motivation Amy Ribera, Indiana University; Rong Wang, Indiana University Motivation to read plays a significant role in college students' academic engagement and overall performance. Faculty may influence students' reading motivation through the types of reading they assign and strategies to approach the reading assignments. Disciplinary context also plays a unique role. Using data from 2013 National Survey of Student Engagement (NSSE), this study investigates differences in college students' reading motivation by assignment type. Variation by students majoring in hard and soft fields at four-year colleges and universities are also explored. Recommendations for ways faculty may enhance students' reading motivation are provided. Audience: All POD Members, Faculty (Conference Attendees Who Are Faculty and also Developers Topic: Teaching & Learning, Faculty Professional Development, Research


The Model Teaching Criteria: A Test of Validity and Reliability: Regan Gurung, University of Wisconsin-Green Bay; Guy Boysen, McKendree University; Aaron Richmond, Metropolitan State University The Society for the Teaching of Psychology has produced a broad definition of teaching quality called the Model Teaching Criteria. We present results of an empirical test of the model. College teachers (N = 208) from across the United States self-reported their ability to document the practices represented in the criteria. Teachers, on average, reported meeting the model's six general criteria 77% of the time. The criteria shared positive correlations amongst themselves even when controlling for separate measures of teaching quality and personality. These results suggest that the Model Teaching Criteria have potential for use in psychology teachers' professional development. Audience: Administrators, Seasoned Faculty Developers, All POD Members Topic: Assessment, SoTL, Faculty Professional Development

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Black Doctoral Students' Views on Faculty Development and Academic Leadership Eddie Cole, College of William & Mary; Cameron Harris, Rensselaer Polytechnic Institute Much of the research focused on the experiences of faculty developers working with doctoral students concentrates on the future of the professoriate (e.g., Austin & McDaniels, 2006). Less of a focus has been placed on the future of the alternative academic career path, and the impact faculty development might have on the exposure and preparation of doctoral students to the ever-growing career trajectory, especially as higher education considers more diverse academic leadership. In this session, presenters will present a study of 12 Black doctoral students' preparation and exposure to alternative academic careers. Audience: Graduate Teaching Assistants or Those Supporting This Population, Administrators Topic: Diversity, Graduate Student Development, Research

6:00 PM Dinner on Your Own Sunday, 11/13/2015 6:00 AM – 7:00 AM Poolside Pavilion

Yoga

7:00 – 8:30 AM Atrium

Conference Breakfast

Anchor Session

Grand Peninsula Ballroom 8:30 AM - 10:00 AM

Everyone's Future: Getting Faculty to Adopt Universal Design for Learning Thomas Tobin, Northeastern Illinois University Section 504 of the 1973 Rehabilitation Act banned discrimination on the basis of disability by recipients of federal funds. At POD 1979, Nicholas Hirtz proposed "a concrete and practical effort aimed directly at faculty function with handicapped students." So, why are universities still being sued for not providing access to learning (Lewin, 2015)? To help make educational materials and practices inclusive for all learners, this interactive session radically reflects on how to motivate and inspire faculty members to adopt Universal Design for Learning: broaden the focus away from learners with disabilities and toward a larger ease-of-use/general diversity framework.

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Audience: All POD Members, Administrators Topic: Diversity, Faculty Prof Development, Teaching & Learning

Excursions 10:30 AM – 5:30 PM 10:30 AM – optional return times via BART 10:30 AM – 5:30 PM

E7: Napa Valley Wine Bus Tour with Private Guide and Lunch | CANCELLED E8: Alcatraz Prison Tour | CANCELLED E9: Privately Guided Mt. Tamalpais Hike with Gourmet Lunch

We look forward to seeing you in Louisville, Kentucky at the Galt House Hotel, November 9 - 13, 2016, for the 41st annual POD Conference! J

POD ACKNOWLEDGEMENTS

We would like to thank the many volunteers who step forward, often at the last minute, to volunteer during the conference by welcoming newcomers, staffing the registration desk, and performing so many other important, though sometimes invisible, tasks that make our conference a success. We wish to thank the individuals listed below for their valuable contributions to this year’s conference.

Deandra Little, POD President

Hoag Holmgren, POD Executive Director

Our thanks go out to:

POD Conference Team

Conference Chairs Bill Watson, Parker University David Sacks, University of Kentucky Program Chairs Carl Moore, University of the District of Columbia Carolyn Oxenford, Marymount University POD Session Chairs Interactive Sessions Marie Kendall Brown, University of Louisville

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Sal Meyers, Simpson College Pre-Conference Sessions Katie Dowell Kearns, University of Indiana Lynn Eaton, University of Mary Hardin-Baylor Research Sessions Julie Sievers, St. Edwards University Mary-Ann Winkelemes, University of Nevada, Las Vegas Roundtable Sessions Lisa Kurz, Indiana University Jessica Mansbach, Michigan State University POD Unconference Sessions Patty Payette, University of Louisville Diane Boyd, Auburn University Poster Sessions David Boose, Gonzaga University Linda Beane-Katner, St. Norbert College Birds of a Feather Groups (BOFs) Tershia Pinder-Grover, University of Michigan Jody Horn, University of Central Oklahoma POD Event Coordinators S Natasha Haugnes, Academy of Art University Resource Fair Taimi Olsen, University of Tennessee Job Fair Greg Siering, Indiana University POD Support Staff and Volunteers Registration Desk Bonnie Grohe

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Roommate Assistance Coordinator Ursula Sorensen, Utah Valley University Conference Logo Margaret Wylie Accessibility Coordinators Steve Jones, Georgia College Poonam Kumar, Saginaw Valley State University Conference Evaluation Allison Boye, Texas Tech University Jake Glover, IDEA POD Conference Proposal Reviewers Judy Ableser, Oakland University Kathy Adams, Guilford College Ann Alexander, Grand Rapids Community College Bridget Arend, University of Denver Pamela Arrington, Troy University Isis Artze-Vega, Florida International University Dorothe Bach, University of Virginia Donna Bailey, University of North Carolina, Chapel Hill Nick Balster, University of Wisconsin, Madison Elizabeth Barre, Rice University Gabriele Bauer, Villanova University Danilo Baylen, University of West Georgia Jim Berger, Western Kentucky University Helen Bergland, Eastern Washington University Lindsay Bernhagen, Ohio State University Michael Berta, Daemen College Scott Bissell, Walden University Krishna Bista, The University of Louisiana at Monroe Phyllis Blumberg, University of the Sciences Cheelan Bo-Lin, University of Illinois at Urbana-Champaign Kimberlee Bonura, Walden University Allison Boye, Texas Tech University Tekoya Boykins, Oklahoma State University Kathleen Brinko, Appalachian State University Tom Brinthaupt, Middle Tennessee State Andreas Broscheid, James Madison University Veronica Brown, University of Waterloo

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Beate Brunow, Wofford College Amy Buddie, Kennesaw State University Anne Marie Canale, Rochester Institute of Technology Mary Jo Carnot, Chadron State University Elizabeth Chandler, University of Chicago Weichao Chen, University of Virginia Gena Christopher, Jacksonville State University Chris Clark, University of Notre Dame Rebecca Clemente, North Central College Jo Clemmons, Point Loma University Debora Colbert, Colorado State University Vanneise Collins, UNT Health Science Center Eli Collins-Brown, WMU School of Medicine Claudia Cornejo Happel, Georgia Southern University Cynthia Crimmins, York College of Pennsylvania Jennifer Crosby, Stanford University Laura Cruz, Western Carolina University Stephanie Cutler, Embry-Riddle Aeronautical University Michael Dabney Paul Decker, Woodbury University Sue Dion, Inverhills Community College Michele DiPietro, Kennesaw State University Lyda Downs, Walden University Eron Drake, Central Michigan University Kimberly Eby, George Mason University Phillip Edwards Donna Ellis, University of Waterloo Elizabeth Evans, Concordia University Josh Eyler, Rice University Bonnie Farley-Lucas, Southern Connecticut University Peter Felten, Elon University Nancy Fire, University of North Texas Beth Fisher, Washington University in St. Louis Billie Franchini, SUNY Albany Megan Frary, Boise State University April Fugett, Marshall University Paul Gebb, Oklahoma City University Francine Glazer, New York Institute of Technology Amy Godert, Cornell University Meg Gorzycki, San Francisco State University Emily Gravett, Trinity University Jim Greenberg, SUNY Oneata

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James Groccia, Auburn University Bonnie Grohe, Fayetteville State University Stacy Grooters, Stonehill College Alicia Haley, Central Michigan University Steven Hansen, Duquesne University Michelle Hardee, University of South Carolina Natasha Haugnes, Academy of Art University Aeron Haynie, University of New Mexico Carol Henderson, Ithaca College Lauren Herckis, University of Pittsburgh Katherine Hitchcock, George Mason University Linda Hodges, University of Maryland Baltimore County Matthew Holley, Indiana University School of Medicine Sarah Holt, Oregon State University Cassandra Horii, California Institute of Technology Carol Hurney, James Madison University Isabeau Iqbal, University of British Columbia Lisa Irish, MCPHS University Kathy Jackson, Penn State University Wayne Jacobson, University of Iowa Michael Johnson, Brigham Young University Sara Johnson, George Williams College of Aurora University Teresa Johnson, The Ohio State University Steven Jones, Georgia College Beth Kalikoff, University of Wisconsin Kathleen Kane, University of Hawaii at Manoa Wendi Kappers, Embry-Riddle Aeronautical University Katherine Kearns, Indiana University Bloomington Bruce Kelley, University of South Dakota Martin Kelly, D’Youville College Amy Kinch, University of Montana Eric Kristensen, Harvard University Mick La Lopa, Purdue University Robert Lagueux, Berklee School of Music Claire Lamonica, Illinois State University Sarah Lashley, Centre College Jean Layne, Texas A&M University Virginia Lee, Virginia S. Lee Associates Denise Leonard Cindi Leverich, Michigan State University Karron Lewis, The University of Texas at Austin Michael Lewis, Southern Illinois University

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Leslie Lopez, University of Hawaii Vanessa Madrazo Emily Magruder, California State University, Dominguez Hills Sara Marcketti, Iowa State University Anabella Martinez, Universidad del Norte Kiernan Mathews, Harvard University Audrey McCrary-Quarles, SC State University Mindy McWilliams, Georgetown University Deborah Meizlish, University of Michigan Dan Mercier, University of Connecticut Eric Metzler, Indiana University Joan Middendorf, Indiana University Joy Milano, Michigan State University Wren Mills, Western Kentucky University Bonnie Mullinix, Jacaranda Educational Development, LLC Lori Mumpower, Embry-Riddle Aeronautical University Rachel Niemer, University of Michigan Linda Nilson, Clemson University Caroline Noyes, Georgia Tech University Patrick O'Sullivan, Cal Poly State University Sara Ombres, Embry-Riddle Aeronautical University Megan Palmer, Indiana University School of Medicine Michael Palmer, University of Virginia Erik Palmore, Webster University Robin Pappas, Oregon State University Susan Pasquale, Johnson & Wales University Missi Patterson, Austin Community College Deitra Payne, Limestone College Christopher Price, SUNY Brockport John Prusch, Excelsior College Crystal Ramsay, Penn State Cynthia Ramsey, Lynchburg College George Rehrey, Indiana University Christine Rener, Grand Valley State University Erin Rentschler, Duquesne University Ruth Reynard Amy Ribera, Indiana University Cheryl Richardson, University of Delaware Deborah Richardson, Georgia Regents University Marilyn Roberts, Waynesburg University Stephanie Rohdieck, Oregon State University Catherine Ross, Wake Forest University

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Julie Rowan, Ferris State University Jennifer Russell, Academy of Art University Kay Sagmiller, Oregon State University Rania Sanford, Stanford University Colin Saunders, Otterbein University Lori Schroeder, Metropolitan State University Hilary Schuldt, Northeastern University Rachel Schwartz, Georgia Southern University Lindsay Schwarz, University of Houston Susan Shadle, Boise State University Jennifer Shinaberger, Coastal Carolina University Greg Siering, Indiana University Bloomington Shawn Simonson, Boise State University Amber Smith, University of Michigan Gary Smith, University of New Mexico Laura Smith-Olinde, U. of Arkansas for Medical Sciences Matt Smock, Northern Michigan University Mary Sorcinelli, University of Massachusetts Amherst Claudia Stanny, University of West Florida Jim Stenerson, Pace University Kathryn Stieler, Grand Valley State University Lori Swinney, University of North Dakota Suzanne Tapp, Texas Tech University Krishna Thomas, Eastern Illinois University Thomas Tobin, Northeaster Illinois University Mike Truong, Azusa Pacific University Brigitte Valesey, Widener University Kimberly Van Orman, SUNY University at Albany Kristi Verbeke, Wake Forest University Carlen Vire-Smith, Elgin Community College Jennifer Weaver Shrinika Weerakoon, University of Colombo, Sri Lanka Beth White, University of Tennessee, Knoxville Jessica White, Oregon State University Bill Wilkerson, SUNY Oneata Laurel Willingham-McLain, Duquesne University Penelope Wong, Berea College Mary Wright, University of Michigan Sarah Young Catherine Zeek, Lasell College Olena Zhadko, New York Institute of Technology Gregory Zimmerman, Lake Superior State University

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Robin Zuniga, UT Health Science Center at San Antonio

POD Previous Presidents and Conference Sites

Leslie Ortquist-Ahrens 2014-15 Dallas, TX Kathryn Plank, Otterbein University 2013-14 Pittsburgh, PA Michele DiPietro, Kennesaw State University 2012-13 Seattle, WA Phyllis Worthy Dawkins, Dillard University 2011-12 Atlanta, GA Peter Felten, Elon University 2010-11 St. Louis, MO Mike Theall, Youngstown State University 2009-10 Houston, TX Virginia S. Lee, Virginia S. Lee & Associates 2008-09 Reno, NV Mathew L. Ouellett, U. of Massachusetts at Amherst 2007-08 Pittsburgh, PA James E. Groccia, Auburn University 2006-07 Portland, OR Virleen Carlson, Cornell University 2005-06 Milwaukee, WI L. Dee Fink, University of Oklahoma 2004-05 Montréal, Québec Laura L. B. Border, University of Colorado at Boulder 2002-04 Denver, CO Roger Sell, Southwest Missouri State University 2002-02 Atlanta, GA Mary Deane Sorcinelli, U. of Massachusetts at Amherst 2001-02 St. Louis, MO Christine Stanley, Texas A&M University 2000-01 Vancouver, BC Jim Eison, University of South Florida 1999-00 Lake Harmony, PA Kay Gillespie, Colorado State University 1998-99 Salt Lake City, UT Eric Kristensen, Berklee College of Music 1997-98 Haines City, FL Marilyn Leach, University of Nebraska at Omaha 1996-97 Salt Lake City, UT Nancy Chism, The Ohio State University 1995-96 North Falmouth, MA Karron Lewis, University of Texas at Austin 1994-95 Portland, OR Donald Wulff, University of Washington 1993-94 Rochester, MN Daniel W. Wheeler, University of Nebraska at Lincoln 1992-93 Wesley Chapel, FL Ronald Smith, Concordia University Montréal 1991-92 Morgantown, WV Emily (Rusty) Wadsworth, McHenry County College and Delivee Wright, University of Nebraska at Lincoln

1990-91 1989-90

Tahoe City, CA Jekyll Island, GA

Marilla Svinicki, University of Texas at Austin 1988-89 1987-88

Keystone, CO Kerrville, TX

Bette L. Erickson, University of Rhode Island 1986-87 1985-86

Somerset, PA Delavan, WI

LuAnn Wilkerson, Harvard Medical School 1984-85 Monterey, CA Michele Marincovich, Stanford University 1983-84 Airlie, VA Michael Davis, University of the Pacific 1982-83

1981-82 Montebello, Québec Cincinnati, OH

Lance Buh, Projects for Educational Development 1980-81 Berkeley, CA Glenn Erickson, University of Rhode Island 1979-80 Fairfield Glade, TN

130

1978-79 Afton, OK Mary Lynn Crow, University of Texas at Arlington 1977-78 Zion, IL Joan North, University of Wisconsin at Stevens Point 1976-77

Airlie, VA

Welcome to the POD Network

Documents

Transcript of Welcome to the POD Network