2009<br />Institute for New Faculty Developers<br />Exploring a Range ofEducational Development Programs<br />Lynda Milne<...
Explorers, not Tourists<br />
Know where you’re going, have hypotheses about why,plans for how to go,and forhow you’ll show you got there.<br />
What’s a Program?<br />Center<br />Focused Service/Activity Offerings<br />Offerings of a Center<br />Services<br />Educat...
What’s a Program?<br />An organizational “unit” that does educational development<br />Department / College / School<br />...
Programs beyond Centers?<br />Office of Instructional Technology<br />Service-Learning Coordinator<br />Office of Research...
Program<br />Established<br />Coherent<br />Purposeful<br />Topic-Focused<br />Offering of services and activities<br />Pr...
Programs You’ve Known…and Loved<br />Thinking about an influential educational development program in which you’ve been a ...
Programs and Aspects of Success<br />Program Title:<br />Purpose / Goals:<br />Resources Used:<br />Overall Design (durati...
Programs and Aspects of Success<br />Program Title:<br />Purpose / Goals:<br />Resources Used:<br />Overall Design (durati...
Programming Resources<br />Another way to categorize <br />Google as Map and Compendium<br />Center site searching<br />Un...
Thanks!<br />It’s been a pleasure exploring with you today.<br />
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Exploring Educational Development Programs

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From June 22, 2009 presentation at the Institute for New Faculty Developers

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  • Good morning. Welcome back from break. (Weather? Outdoors? Stretch?)Hope you’re ready to be explorers.Four of us will be your exploration guides (stand).You know, explore is a fun verb to work with—it tells you that we’re all about the journey and discovery, doesn’t it?
  • PlanningBut any real explorer would tell you that exploring is very different than wandering through, or moseying from place to place, or even getting a long list of stamps on your passport or decals on your bumpers.Explorers have to know their territory—set or figure out some boundaries—and chart their progress in order to be more than tourists.So our explorations will, we hope, set you up with a view of the territory of educational development programs, but throughout the week you’re going to want to revisit these lands, these programs, and talk with one another and with the experts here in order to make meaningful sense of individual programs and a slate of programs for your institution or department. Think of this as an initial expedition, but our goal is that you leave that expedition with maps for your work on programs this week and later back on campus.http://images.ctv.ca/archives/CTVNews/img2/20070127/top_image_0701272.jpg
  • Ok, then the first question we have to answer is this one. You’re all going to get a book that I have found enormously useful over the years since it was published, and one that our 50 or so campus CTL Leaders often use as a text. Gillespie first four chapters This is the first understanding of the term that you’re going to find most commonly referred to in the Gillespie volume. In the book’s first fourchapters, Bob Diamond, Mary Deane Sorcinelli, Dee Wright, and Dee Fink all discuss programs with a default understanding that a program is a center or something like a center. (They are all knowledgeable and refer as well to the programs that a Center offers, but over and over you’ll find yourself realizing that a program for them is a center first at the institutional level, then within the center, and then outside the center.Actually, they use the term interchangeably to reference any of these things.
  • So right here in this room, we have folks who work in faculty development programs defined this way.
  • And if we don’t have people here who work in each of these kinds of programs that are not “teaching centers,” or often even within centers, still you work with these units, many of you, and you know that they, too, are educational development programs.
  • When you compare those two kinds of educational development programs—or three kinds, if you include the offerings of services and activities—I think you can come up with a kind of common set of factors that looks like this.This week, when we refer to programs, we’re referring to them in this broadest sense, and we won’t generally mean “center.”But having taken “centers” themselves out of our mapped “Program” territory, we haven’t really narrowed the boundaries much. Phyllis is going to help us out a bit by sharing with us a categorization scheme that may help us organize our discussions going forth.She’s also going to give us a brief picture of one whole “program” territory—namely how programs look in her center.
  • Thanks, Phyllis. At this point, for those of you who are new—and even for those who’ve been doing this for a while—it’s easy to get overwhelmed.Wait, Phyllis! Put that list back up there! I’ve been looking for a list of the programs I need to offer. That’s a great, complete list. If I offer all of those, I should have a good, standardized, center!Sorry. It doesn’t work that way. If you want to achieve those goals that you have written and talked about, your institution’s ed development program must make sense, be meaningful, for your particular context and moment in your institution’s history. Most especially, if you want to have an impact, and accomplish as much as you’d like to, you’re going to have to offer programs that are effective, that change people’s minds, their attitudes, what they do and what they talk about. They have to have impact, in short.So in the best Kolb learning cycle tradition, let’s start with what you know about programs already. And best, let’s start with what you value about ED programs. Let’s not explore any old list of programs, let’s generate a list of programs that make a difference.Light pink sheet: Write for a few minutes the answers to these questions.
  • Transcript of "Exploring Educational Development Programs"

    1. 1. 2009<br />Institute for New Faculty Developers<br />Exploring a Range ofEducational Development Programs<br />Lynda Milne<br />Phyllis Dawkins<br />Deandra Little<br />Michael Palmer<br />
    2. 2. Explorers, not Tourists<br />
    3. 3. Know where you’re going, have hypotheses about why,plans for how to go,and forhow you’ll show you got there.<br />
    4. 4. What’s a Program?<br />Center<br />Focused Service/Activity Offerings<br />Offerings of a Center<br />Services<br />Educational opportunities<br />
    5. 5. What’s a Program?<br />An organizational “unit” that does educational development<br />Department / College / School<br />Law School Center for the Advancement of Teaching<br />Institution-wide<br />Center for Teaching Effectiveness<br />Center for Teaching and Learning<br />Teaching Resource Center<br />Center for Teaching & Faculty Development<br />Department of Academic Quality<br />Center for 21st Century Education<br />Instructional Development Office<br />Teaching for Excellence Center<br />Systemwide / Multi-Institutional<br />Collaboration for the Advancement of Teaching & Learning<br />
    6. 6. Programs beyond Centers?<br />Office of Instructional Technology<br />Service-Learning Coordinator<br />Office of Research Services<br />TA Training Coordinator<br />Learning Communities Coordinator<br />Teaching Awards Program<br />Student Learning Resource Center<br />…<br />
    7. 7. Program<br />Established<br />Coherent<br />Purposeful<br />Topic-Focused<br />Offering of services and activities<br />Program = Center<br />Program = Beyond or Without Center<br />Program = Within Center<br />Categorizing Programs<br />
    8. 8. Programs You’ve Known…and Loved<br />Thinking about an influential educational development program in which you’ve been a participant (not facilitator or designer)…discuss with ONE other person:<br />Program’s purpose? Yours?<br />Overall design (duration, activities, etc.)<br />Who participated?<br />Who offered the program? <br />What resources did it seem to require?<br />What made it effective / memorable / influential for you? What was its effect on you?<br />
    9. 9. Programs and Aspects of Success<br />Program Title:<br />Purpose / Goals:<br />Resources Used:<br />Overall Design (duration, activities, etc.)<br />Impact<br />Coordination / Coherence<br />
    10. 10. Programs and Aspects of Success<br />Program Title:<br />Purpose / Goals:<br />Resources Used:<br />Overall Design (duration, activities, etc.)<br />Impact<br />Coordination / Coherence<br />
    11. 11. Programming Resources<br />Another way to categorize <br />Google as Map and Compendium<br />Center site searching<br />University of Kansas list<br />Dalhousie University list<br />Milne’s Diigo Bookmarks from INFD<br />
    12. 12. Thanks!<br />It’s been a pleasure exploring with you today.<br />

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