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Innovations in Conversations About Teaching

Beyond the Workshop

Edited By Maria B. Hopkins and Rachel Bailey Jones

Centers for teaching and learning all face the same dilemma: In a context where faculty are not required to partake in our services, how do we provide transformative learning experiences to which faculty willingly give their limited time? The answer, Maria B. Hopkins and Rachel Bailey Jones propose, is to move away from a workshop model of faculty development and toward a model that supports the kinds of connections among faculty that lead to self-sustaining growth and development. This edited book provides a breadth of innovative alternatives to fixed-schedule faculty development workshops that faculty are rarely attending due to the increasing complexity of their professional lives. The audience for this book is higher education administrators, faculty, and staff responsible for faculty development related to teaching and learning. Each chapter provides a detailed description of a faculty development initiative in practice that provide opportunities for creativity, adaptability, and collaboration among faculty. Public, private, and community colleges, small and large, research-focused and teaching-focused institutions are represented. The editors have taken on this project because this is the resource they wish they had when they began their work as directors of the teaching lab at their institution.

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8. From Within: Faculty as Agents of Change


Jenna Sadue

If you speak to any instructional designer (ID) about their unique role on college and university campuses, they will invariably say that cultivating faculty relationships and community is the most effective way to support pedagogical innovation and act as a change agent in higher education (Halupa, 2019). While the field of instructional design is complex and varied in terms of roles and responsibilities, most IDs find themselves tasked with creating and delivering educational learning opportunities to their faculty audiences, often focusing on course design principles through the lens of intentional technology integration. While IDs are typically the primary facilitators of these specific development opportunities for faculty, there are challenges in terms of sustained faculty engagement and participation due to a handful of common factors, such as limited time (Intentional Futures, 2016) and other demands on faculty outlined in the introduction of this book. The community of IDs frequently discuss common faculty development challenges at professional conferences I attend; I can anecdotally share that the solution often presented includes identifying and cultivating faculty champions for our course design and educational technology integration goals. In fact, “start with the faculty” was the one piece of advice most frequently bestowed upon me by other IDs as a newcomer to the field as the best strategy to cultivate sustained faculty interest and involvement in the various learning opportunities facilitated by my unit.

While so many designers cite the importance of faculty leadership in chorus, we also seem to...

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