POD 2010 Final Program

Special Thanks to our 2010 SponsorsMy Conference Planner

Title/Topic

Location

Wednesday, November 3 1:00 Pre-conference Workshops

Thursday, November 4 8:30 Pre-conference Workshops

1:45 75-Minute Interactive & Roundtable Sessions


6:30 Conference Dinner Welcome & Presidential Address Grand Ballrooms A, B, C, D & E

Friday, November 5 7:00 to 8:45 – Conference Breakfast Grand Ballrooms

D & E 7:30 Topical Interest Groups

9:00 75-Minute Interactive & Roundtable Sessions; Job Fair

10:30 Plenary Speaker: Dr. Sylvia Hurtado

Enhancing Teaching and Learning: Faculty Values, Pedagogy, and Development Activity

Regency Ballrooms C & D

12:00 Lunch-on-your-own and Committee Meetings



3:45 Poster Session Park View

5:15 Resource Fair Grand Ballroom D

7:00 Conference Dinner POD Awards Banquet Grand Ballrooms E, F, G, H

8:30 Dance & Karaoke and Live Jazz with Wire Pilots

Saturday, November 6 7:00 to 8:45 Conference Breakfast Grand Ballrooms

D & E

7:00 Committee Meetings


510:30 Plenary Speaker: Dr. Kristen Renn

Intersections of Identity, Teaching, and Learning: LGBT Issues and Student Success

Regency Ballrooms C & D

12:00 Conference Lunch Networking Grand Ballrooms D & E




6:00 Dinner-on-your-own

Sunday, November 7

7:00 to 8:15 Conference Breakfast

8:30 POD-Sponsored Anchor Session Beyond Our Gates: Preparing for Emerging Trends in Higher Education

Grand Ballrooms A, B & C

Expeditions E1: Nov 4, 1:00-5:00 PM

The Anheuser-Busch Brewery & Ted Drewes Tour E2: Nov 5, 7:30-9:30 AM

Walking Tour of Downtown St. Louis (identical to E4) E3: Nov 5, 1:30-5:30 PM

Beautiful Blooms and Historic Homes Tour E4: Nov 6, 7:30-9:30 AM

Walking Tour of Downtown St. Louis (identical to E2) E5: Nov 6, 1:30-5:30 PM

Forest Park: “Meet Me in St. Louis” Museum Tour E6: Nov 6, 7:15-10:30 PM

St. Louis Symphony Orchestra (Dinner-on-your-own) E7: Nov 6, 7:00-11:00 PM

Repertory Theatre of St. Louis, Kathleen Turner in High (Dinner-on-your-own) E8: Nov 6, 6:00-9:00 PM

Elder POD Dinner/Reunion | Kemoll’s

Welcome from POD President & Conference Team

Welcome to 35th conference of the Professional and Organizational Development (POD) Network in Higher Education! We are very excited to be meeting in historic downtown St. Louis. The conference contains the traditional plenary sessions, interactive workshops, roundtable discussions, poster presentations, and topical interest groups. We offer you the opportunity to network through shared meals, educational expeditions, informal meetings, the resource fair, job fair, and encourage you to broaden your scope in faculty development. Conference highlights include:

1. Our plenary speakers are nationally recognized researchers: Dr. Sylvia Hurtado from the University of California at Los Angeles and Dr. Kristen Renn from Michigan State University.

2. We have invited participation from several organizations with cognate interests to POD. Join us in welcoming representatives from The Historically Black Colleges & University Faculty Developers Network, The Association of American Colleges & Universities, and The Consortium of Higher Education LGBT Resource Professionals.

3. On Sunday, November 7th, 8:30-10:00 AM, members of the POD Research Committee will offer the POD-Sponsored Anchor Session. The title of this session is, Beyond Our Gates: Preparing for Emerging Trends in Higher Education.

4. The vendor exhibit will extend over three days. There will be several book signings in the vendor area featuring new publications written by POD members. In addition, some vendors will have opportunities to engage interested POD attendees in designated interactive sessions.

5. Volunteers will be available in a hospitality area to guide attendees in getting the most out of the many opportunities the conference offers.

6. To promote collegiality and ongoing conversations, we have three breakfasts (Friday-Sunday), two dinners (Thursday and Friday), and a lunch (Saturday).

7. Informal seating is available in the Grand Foyer (4th Floor) to further facilitate informal gatherings and meeting points.

8. Lunch-on-your-own is scheduled on Friday this year to allow attendees to take advantage of downtown restaurants that are not open on the weekend.

9. Long time attendees to the POD Conference will notice another change in the traditional schedule: the annual POD Awards Banquet will be held on Friday night this year. The awards ceremony highlights the POD spirit and community, and we hope to have all attendees join us.

10. After the awards banquet on Friday night, the fun continues with live jazz music and the return of POD karaoke!

11. Back by popular demand, we have early morning yoga sessions led by certified yoga instructor and long-time POD member, Michele DiPietro.

Welcome from POD President & Conference Team

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12. There will be free wireless internet access in all guest rooms and in all lobbies for POD guests in the St. Louis Hyatt at the Arch.

The 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.

Have a great conference! Peter Felten, POD President, 2010-11 Shaun Longstreet, Conference Co-Chair Suzanne Tapp, Conference Co-Chair Michael Palmer, Program Co-Chair Martin Springborg, Program Co-Chair Hoag Holmgren, POD Executive Director

POD Core Committee 2010 - 11

President Peter Felten Assistant Provost & Director, Center for the

Advancement of Teaching and Learning Elon University Past President

Michael Theall Associate Professor, Education Youngstown State University President Elect Phyllis Worthy Dawkins Associate Provost & Director, Center for Teaching,

Learning & Academic Technology

Dillard University Kevin Barry, 2009-2012 Interim Director, Kaneb Center for Teaching

and Learning

University of Notre Dame Derek Bruff, 2010-2013 Assistant Director, Center for Teaching Vanderbilt University

Dakin Burdick, 2010-2013 Director, Center for Teaching Excellence Endicott College Peggy Cohen, 2008-2011

Director and Associate Provost Professional Development

University of Missouri at St. Louis Hoag Holmgren Executive Director

Professional & Organizational Development Network in Higher Education

Therese Huston, 2009-2012 Director, Center for Excellence in Teaching

and Learning Seattle University

Kevin Johnston, 2010-2013 Director, MSU TA Programs

Michigan State University Angela Linse, 2010-2013 Executive Director & Associate Dean

Schreyer Institute Pennsylvania State University

Deandra Little, 2010-2013 Assistant Director & Associate Professor

Teaching Resource Center University of Virginia Bonnie Mullinix, 2009-2012

Senior Consultant Teaching, Learning and Technology Group Dieter Schönwetter, 2008-2011 Education Specialist, Faculty of Dentistry University of Manitoba

Frank Tuitt, 2008-2011 Assistant Professor, Higher Education University of Denver

Laurel Willingham-McLain, 2009-2012 Director, Center for Teaching Excellence Duquesne University Mary-Ann Winkelmes, 2009-2012 Campus Coordinator for Programs on Teaching

and Learning University of Illinois

POD Core Committee 2010 - 11

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Conference Overview

The POD conference registration desk will be open on the Fourth Floor at these times:

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

Wednesday, November 3

9:00 AM

1:00 PM

9:00 AM–5:00 PM POD Core Meeting 1:00–4:30 PM

Pre–conference Workshops W1 & W2, Part 1

Thursday, November 4

8:00 AM 8:30–12:00 Pre–conference Workshops W1 & W2, Part 2 and W3-W12

8:00-12:00 POD Core Meeting

1:00 PM 1:00–1:30 Introduction to POD for First-time Attendees

1:45 PM 1:45–3:00 Interactive & Roundtable Sessions

3:00 PM Beverage Break


1:00–5:00 PM Educational Expedition E1: The Anheuser-Busch Brewery & Ted Drewes Tour

8:00 AM-5:00 PM Vendor Exhibit

5:00 PM 5:00–6:15 Diversity Committee Reception (cash bar)

6:30 PM 6:30–8:00 Conference Dinner: Welcome and President’s Address

Friday, November 5

6:00 AM 6:00-7:00 AM Yoga

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

7:30 AM 7:30–8:45 POD Topical Interest Groups (TIGs)

9:00 AM 9:00–10:15 Interactive & Roundtable Sessions; Job Fair

7:30-9:30 Educational Expedition E2: Walking Tour of Downtown St. Louis (identical to E4)

7:30–10:30 Vendor Exhibit

Conference Overview Conference Overview (Friday, continued) 10:30 AM 10:30–12:00

Plenary Session 1: Dr. Sylvia Hurtado

12:00 PM 12:00–2:00 Lunch-on-your-own & Committee Meetings


3:30 PM Beverage Break 3:45 PM 3:45–5:00

Interactive & Roundtable Sessions

5:15 PM 5:15-6:45 Resource Fair (cash bar and live jazz music)

3:45-5:45 Poster Session

1:30-5:30 Educational Expedition E3: Beautiful Blooms and Historic Homes Tour


7:00 PM 7:00–8:30 Conference Dinner: POD Awards Banquet

8:30 PM Dance & Karaoke

8:45 PM Live Jazz Music featuring Wire Pilots

Saturday, November 6

6:00 AM 6:00-7:00 Yoga

7:00 AM 7:00–8:45 Conference Breakfast & Committee Meetings 7:00—8:45 Graduate & Professional Student Developers Breakfast 7:00—8:45 International POD Attendees Breakfast

7:30-9:30 Educational Expedition E4: Walking Tour of Downtown St. Louis (identical to E2)


9:00 AM 9:00–10:15 Interactive & Roundtable Sessions

10:15 AM Beverage Break

10:30 AM 10:30–12:00 Plenary Session 2: Dr. Kristen Renn

12:00 PM 12:00–1:15 Conference Lunch: POD Networking


2:45 PM Beverage Break

1:30-5:30 Educational Expedition E5: Forest Park: “Meet Me in St. Louis” Museum Tour


10 11Conference Overview (Saturday, continued)


4:15 PM Break


6:00 PM Dinner-on-your-own 7:15 – 10:30 Educational Expedition E6: St. Louis Symphony Orchestra (Dinner-on-your-own) 7:00 – 10:30 Educational Expedition E7: The Repertory Theatre of St. Louis, Kathleen Turner in High (Dinner-on-your-own) 6:00 – 9:00 Educational Expedition E8: ElderPOD Dinner/Reunion

Sunday, November 7

7:00 AM 7:00-8:30 Conference Breakfast

8:30 AM 8:30–10:00 POD-Sponsored Anchor Session: Beyond Our Gates: Preparing for Emerging Trends in Higher Education

10:00 AM 2010 POD Conference Ends We look forward to seeing you in Atlanta for the 2011 joint POD/HBCU Conference!

2010 Robert J. Menges Awards for Outstanding Research in Educational Development

Original research presented at the POD conference is eligible for the "Robert J. Menges Award for Outstanding Research in Educational Development." This recognition was established and first awarded at the 2000 POD conference in Vancouver. The award was established in recognition of Robert J. Menges (1939-1997), an honored scholar, whose long years of work and contributions to teaching and 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. Research may be quantitative or qualitative, and may be based on experimental

studies, participant observation, practitioner research or other methodologies that lead to systematic investigation and evidence-based conclusions. Graduate theses and dissertations are eligible for consideration. The following two sessions were chosen by the Selection Committee from among the most highly rated proposals blind-reviewed by the Conference Program Reviewers. Multi-Institutional Perspectives on Senior Faculty Engagement Christy Crutsinger, University of North Texas; Kiernan Mathews, Harvard University

Friday, November 5, 9:00-10:15, Grand Ballroom H

This presentation aims to stimulate data-driven discussion of the attributes of and challenges to the satisfaction and vitality of associate and full professors at U.S. four-year colleges and universities. Participants will gain a broader perspective of the institutional characteristics and personnel practices that advance a vital workforce at the best places to work. This session offers participants an opportunity not only to increase understanding of associate and full professors, but also to have a voice in COACHE, a large-scale research project to assess and improve the vitality of our senior faculty and, by extension, of the academy.

Engaging Faculty in Outcomes Assessment Elizabeth Evans, Concordia University Wisconsin

Saturday, November 6, 9:00-10:15, Grand Ballroom H

In response to the rising demands of regional accrediting agencies, faculty are increasingly being called on to become engaged in outcomes assessment. Institutional leaders need to overcome lack of interest through intentional strategies to link assessment to faculty learning processes and help faculty see assessment as an opportunity to improve student rather than as a reporting function. This interactive session offers a summary of a qualitative study of faculty who are engaged, suggestions for administrators and faculty developers based on the study, and an opportunity for participants to share what is working in their own institutions.

2010 Robert J. Menges Awards for Outstanding Research in Educational Development

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2010 Donald H. Wulff Diversity Travel Fellows & the 2010 Internship Grant

The POD Network, upon recommendation of the Diversity Committee, awarded travel grants to the following people:

Matthew J. Anderson Michigan State University Danilo M. Baylen University of West Georgia Cynthia Charles Dillard University Germaine Carey-Palmer Dillard University Dannielle Joy Davis The University of Texas at Arlington Monirith Ly Texas State University at San Marcos Valorie F. McAlpin University of North Carolina at Charlotte Joaesoon An University of North Carolina at Charlotte Harriette W. Richard Johnson C. Smith University Guautam Saha George Gwinnett College Stephanie Whittington George Gwinnett College

The POD Network, upon recommendation of the Diversity Committee, has awarded the 2010 Faculty/TA Instructional Development Internship Grant to:

Dorothe Bach, Deandra Little, Michael Palmer, and Cheryl Burgan Apprey University of Virginia

Information about these grants can be found at www.podnetwork.org/grants_awards.htm.

2010 Donald H. Wulff Diversity Travel Fellows & the 2010 Internship Grant

Categories and Topics

The following topics represent areas of interest to POD members identified from past conferences presentations, listserv discussions, attendee feedback, faculty development literature, and more.

Organizational and Institutional Development Topics Sample Descriptors

Organizational and Institutional Development New Teaching and Learning Centers

Establishing credibility on your campus, marketing your center, successfully initiating programs, designing your space, setting up an advisory committee.

Maintaining and Growing Established Centers

Moving forward, developing new programs and assessing existing programming, involving faculty members.

Sustainability

Institutional, program and environmental sustainability.

Development Programs and Budgeting

Budgeting, facing university cutbacks, fund raising and development, managing grants.

Diversity and Retention

Programming for underserved populations. Faculty/student/staff retention. Issues surrounding gender, race, ethnicity, sexuality and/or class.

Research and Innovation Scholarship of Teaching and Learning Findings and methodologies of SoTL research (qualitative

and quantitative). Supporting SoTL research on your campus.

Technology

Teaching with technology, Web 2.0 tools, implementation, innovations and emerging technologies.

Assessment

Institutional, program and course–level assessment, accreditation issues.

Organizational Changes and innovations for organizational development, research on institutional renewal and/or development.

Professional Development Improving Teaching Consultation and teaching observation practices, teaching

methods, supporting teaching innovations, variety of challenges from different generations of students.

Supporting Faculty Development and Professional Growth

Working with faculty in various stages of their careers: mid–career faculty, tenured vs. nontenured faculty, retired and emeritus faculty.

Graduate Student Professional Development

Graduate student programming, certificate programs, orientation sessions, consultation practices, advising.

Adjunct/Part–Time Faculty Development

Addressing the particular needs of part–time/adjunct teaching staff, retention, professional development.

Faculty Developers

Sessions aimed at new faculty developers, sessions targeting more experienced faculty developers, developing future faculty developers, wellness and work–life balance.

Proposers were asked to identify a primary topic and (if desired) a second, affiliated topic. Proposers were also asked to identify particular audiences likely to benefit or have interest in the proposed session. You will find the affiliated topic and proposed audience at the end of the abstract for each session.

Categories and Topics

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Potential target audience(s) include the following:

All POD members Seasoned faculty developers New/recent faculty developers (5 years or less) Large colleges and universities Community colleges Small colleges Historically Black Colleges and Universities Faculty (conference attendees who are faculty and also part–time developers) International POD participants Technology, technology integration specialists Administrators

POD-Sponsored Sessions

POD-Sponsored sessions are a limited number of POD Core Committee approved sessions that fall outside of the standard blind-review process normally required of conference presentations. Typically, the sessions are offered as the product of the work of POD Committees; for example, the Sunday morning Anchor Session is offered by the Professional Development Committee. Other POD-Sponsored sessions are offered because they are deemed by the POD Core Committee as a service to the organizational and professional development community; for example, the new faculty developers pre-conference workshop and sessions like “The Dr. is In.” There are also occasions where POD works in affiliation with other professional organizations that have mutual interests. This year, four sessions are a result of POD outreach to other organizations: The HBCU Faculty Developers Network, The Association of American Colleges and Universities, The California Institute of Integral Studies, and the Fetzer Institute.

Job Fair

The Job Fair will be held on Friday morning from 9:00–10:15 AM. This session is 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.

Graduate & Professional Student Developers Breakfast

Continuing a POD tradition, the Graduate & Professional Student Developers Breakfast will be held on Saturday morning from 7:00–8:45 AM. This event is designed to facilitate networking among graduate & professional student developers, providing time to discuss directions, issues, and activities for the group and for the POD committee devoted to these special interests.

Breakfast for International POD Attendees

Recognizing the continued and expanding presence of POD attendees from outside the United States, POD has created an opportunity for international attendees to come together to meet with colleagues from everywhere, including the U.S, to share ideas and concerns unique to them. It also provides an opportunity for the discussion of potential joint ventures between colleagues that cross international borders. The breakfast for International POD Attendees will be held on Saturday morning from 7:00–8:45 AM.

Resource Fair

The Resource Fair features tables from college– and university–affiliated programs and from non–profit organizations. This venue allows interested parties to display and distribute information that showcases their 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 Exhibit

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 set aside for the plenary sessions.

The Vendor Exhibit and Vendor Interactive Sessions (see below) 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. In 2010, 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 community. This year features the following four Vendor Interactive Sessions:

Developing and Implementing Online Professional Training for Faculty: Experiences from Two International Collaborations David Babington-Smith, CEO, Epigeum Thursday, November 4, 1:45-3:00 PM

Integrating Technology and Content to Engage Students Lyle Britt, Educational Consultant, eInstruction Thursday, November 4, 3:15-4:30 PM

Webster University: Conquering a Sea of Syllabi Brad Wolaver, Webster University; Judd Rattner, CEO, Intellidemia Friday, November 5, 9:00-10:15 AM

Clicker Use Across Campus as Pedagogical Tools Matt Morgan, Hamline University; Melinda J. Micheletto, Educational Consultant, Turning Technologies Friday, November 5, 2:15-3:30 PM

All sessions will be held in the Vendor Showcase Room, Mills 1.

17Thursday, November 4 16 Wednesday, November 3

Park View9:00 AM-5:00 PM

Registration Area10:00 AM-5:00 PM

RegencyBallroom C1:00-4:30 PM

POD-SponsoredSession

Regency Ballroom F1:00-4:30 PM

POD Core Committee Meeting Registration

Conference Registration

W1 (Part 1): Getting Started: POD Workshop for New Faculty DevelopersTodd Zakrajsek, University of North Carolina at Chapel Hill;; Karron Lewis, University of Texas at Austin

New faculty developers assume multiple roles (many unexpected) and it can be daunting figuring out where to begin. This workshop provides a framework for a successful beginning and essential information to sustain and then grow new oppor-tunities and resources for faculty. Topics include understanding what faculty devel-opers do, why the size and mission of the institution is important, ideas on how to prioritize tasks based on campus needs, and how to launch a successful start. This session includes active learning through strategic planning and provides an opportu-nity for each participant to leave the session with an individual action plan.

Topic(s): Professional Development (Faculty Developers)Intended Audience: New/recent faculty developers (5 years or less)

W2 (Part 1): Understanding the Learning Process as the Gateway to Better TeachingMichele DiPietro, Kennesaw State University

Learning is the litmus test of any student-centered pedagogy. Therefore, one of the most important contributions developers can offer instructors is to help them understand the learning process. This very interactive workshop synthesizes 50 years of research on learning from the cognitive, motivational, and developmental perspectives into seven integrated principles. Emphasis will be placed on activi-ties that illustrate the seven principles, which participants can reuse in workshops on their campus to take their training programs in new directions. Participants will receive a copy of the presenter’s new book on the topic, "How Learning Works: Seven Research-Based Principles for Smart Teaching."

Topic: Professional Development (Improving Teaching)Audience: Open to all POD members

Pre-Conference Workshops, 1:00-4:30 PM

Wednesday, At-a-glance9:00 AM–5:00 PM Core Committee Meeting 10:00 AM–5:00 PM Conference Registration & Welcome 1:00 PM–4:30 PM Pre-conference Workshops (W1 & W2, Part 1)

Gateway West(18th Floor)6:00-7:00 AM

Registration7:30 AM-5:00 PM

Park View8:00 AM-12:00 PM

Grand Foyer8:00 AM-5:00 PM

RegencyBallroom C8:30 AM-12:30 PM


YogaMichele DiPietroTap the retreat aspect of the conference with a morning yoga practice that will open you to new directions (stretching the West and the East, going inward, going spiral-ing, going upside down, and going skyward). The practice is open to all levels of experience, including first-timers, and will explore physical postures, breath work, and yoga philosophy. Bring a mat if you have one and a bottle of water if you wish.


POD Core Committee Meeting

Vendor Exhibit

W1 (Part 2): Getting Started: POD Workshop for New Faculty DevelopersTodd Zakrajsek, University of North Carolina at Chapel Hill;; Karron Lewis, University of Texas at Austin

New faculty developers assume multiple roles (many unexpected) and it can be daunting just figuring out where to begin. This workshop provides a framework for a successful beginning and essential information to sustain and then grow new opportunities and resources for faculty. Topics include understanding what faculty developers do, why the size and mission of the institution is important, ideas on how to prioritize tasks based on campus needs, and how to launch a successful start. This session includes active learning through strategic planning and provides an opportunity for each participant to leave the session with an individual action plan.

Topic(s): Professional Development (Faculty Developers)Intended Audience: New/recent faculty developers (5 years or less)

Pre-Conference Workshops, 8:30 AM - 12:00 PM

Thursday, At-a-glance6:00 AM–7:00 AM Yoga7:30 AM–5:00 PM Conference Registration & Welcome 8:00 AM–5:00 PM Vendor Exhibit 8:00 AM–12:00 PM Core Committee Meeting8:30 AM–12:00 PM Pre-conference Workshops (W1 & W2, Part 2;; W3-12)10:00 AM–10:15 AM Break12:00 PM–1:30 PM Lunch-on-your-own1:00 PM–1:30 PM Introduction to POD for First-time Attendees1:00 PM–5:00 PM Educational Expedition 1: The Anheuser-Busch Brewery & Ted Drewes Tour 1:45 PM–3:00 PM 75-minute Interactive & Roundtable Sessions 3:00 PM–3:15 PM Beverage Break 3:15 PM–4:30 PM 75-minute Interactive & Roundtable Sessions 5:00 PM–6:15 PM Diversity Committee Reception (Cash Bar) 6:30 PM–8:00 PM Conference Dinner: Welcome and President’s Address

18 19Thursday, November 4 Thursday, November 4

Regency Ballroom F8:00 AM-12:30 PM

Regency Ballroom A8:30 AM-12:00 PM

Regency Ballroom B8:30 AM-12:00 PM

W2 (Part 2): Understanding the Learning Process as the Gateway to Better TeachingMichele DiPietro, Kennesaw State University

Learning is the litmus test of any student-centered pedagogy. Therefore, one of the most important contributions developers can offer instructors is to help them understand the learning process. This very interactive workshop synthesizes 50 years of research on learning from the cognitive, motivational, and developmental perspectives into seven integrated principles. Emphasis will be placed on activi-ties that illustrate the seven principles, which participants can reuse in workshops on their campus to take their training programs in new directions. Participants will receive a copy of the presenter’s new book on the topic, "How Learning Works: Seven Research-Based Principles for Smart Teaching."


W3: New Directions for Faculty Developers: Starting Out in Leadership DevelopmentDeborah DeZure and Allyn Shaw, Michigan State University

Increasingly faculty developers are asked to provide leadership development for academic administrators and faculty. While faculty development theory, research and practice provide a strong base from which to move into leadership develop-ment, there are new challenges. This session will assist faculty developers to design, implement, and assess high quality programs of leadership development for their institutions. Drawing on theory and research on leadership, leadership devel-opment and leadership pipelines from higher education and corporate contexts, this program will identify key strategic decisions, program models, and resources to enable participants to match their institutional cultures and needs with productive leadership development practices.

Topic: Organizational and Institutional Development (Maintaining and Growing Established Centers)Audience: Seasoned faculty developers

W4: Beyond Words: Using Visual Models to Analyze and Communicate Donna Ellis, University of Waterloo;; Mathew Ouellett, University of Massachusetts at Amherst

As educational developers, we work with others to analyze issues and plan for change. Maybe it’s as heart-wrenching as merging existing centers or as pragmatic as needing a better annual report format for our senior administrators. Whatever the situation, relying on words alone – both as a process of analysis and an end product – may be limiting our success. In this experiential workshop, you will cre-ate and critique various visual models (e.g., influence diagrams, force field analy-ses) to enhance your understanding of your chosen issue and to communicate your message in more compelling ways. Come and engage your creative spirit!

Topics: Research and Innovation (Organizational Development);; Professional Development (Faculty Developers)Audience: Open to all POD members

Regency Ballroom E8:30 AM-12:00 PM

Sterling 38:30 AM-12:00 PM


W5: Supporting the Professional Development of Consultants through all Career StagesTeresa Johnson, Kathryn Plank, and Stephanie Rohdieck, The Ohio State University

Teaching consultation is a powerful tool to effect change and support college teach-ers. However, many developers receive little training or professional development for this part of our jobs. It's something we're just expected to know how to do. This workshop explores the knowledge, skills, and attitudes important to becom-ing effective consultants and how we can continue to develop and deepen our understanding of the consultation process throughout our careers. We will examine consultants' needs at different career stages, reflect on important issues such as diversity and power, and share strategies for the hiring, training, and continuing development of consultants.

Topics: Professional Development (Faculty Developers;; Improving Teaching)Audience: Open to all POD members

W6: Working with Psychologically Impaired Faculty: Finding New DirectionsCarolyn Oxenford, Marymount University;; Sally Kuhlenschmidt, Western Kentucky University

In your faculty development activities, have you encountered individuals who seemed a bit odd? Made you feel nervous? Replied with hopelessness to every sug-gestion? Applied mental health labels to themselves? Schwebel (2009) suggests that from 20 – 25% of faculty may be suffering from some form of mental illness at any given time. Schizophrenia, Major Depression, Traumatic Brain Injury, Bipolar Disorder, Learning Disabilities, Marital Difficulties and other disorders are present in our teaching staff and impact their effectiveness. In this workshop, you will learn when and how to address mental health issues that are affecting faculty teaching and quality of life.

Topic: Professional Development (Supporting Faculty Development and Professional Growth)Audience: Faculty developers at all experience levels

W7: Critically Reflective Teaching: Excavating Assumptions and PracticesLinda Shadiow, Northern Arizona University

Mid-career faculty often seek to make paradigmatic shifts in their teaching. When these faculty come together for conversations about teaching, they frequently exchange stories. Session participants will experience ways to work with stories and analyze them to unearth unacknowledged assumptions influencing their pedagogical choices. In uncovering these “gateways” for new directions in growth, autoethno-graphic methods will be used to excavate the “roots” of practices and the “routes” assumptions take. The session will address the ways in which this work can con-tribute to the scholarship of teaching and learning, and to faculty development pro-grams. Participants should expect hands-on work, discussion, and practical applica-tions.

Topics: Professional Development (Supporting Faculty Development and Professional Growth);; Research and Innovation (Scholarship of Teaching and Learning)Audience: Seasoned faculty developers




Grand Ballroom A8:30 AM-12:00 PM

Grand Ballroom B8:30 AM-12:00 PM

W8: How’s it Going? Reflecting on Our Work James Groccia, Auburn University;; Kate Brinko, Appalachian State University;; L. Dee Fink, Dee Fink and Associates Consulting;; Julie Lochbaum, Truman State University;; John Zubizarreta, Columbia College

“How’s it Going?” offers early and mid-career faculty developers an opportunity to present their work, consult with veteran mentors, and develop networks to sustain the consultative processes initiated in this workshop. Participants present a selec-tive portfolio of their center’s work and target one issue for discussion. The wisdom that emerges from small group exchanges between early-career, mid-career, and veteran faculty developers is recorded so that participants acquire a set of evalua-tive questions and strategies to use reflectively as they pursue the vision of faculty development on campus. Portfolio guidelines will be distributed in advance.

Topics: Professional Development (Faculty Developers);; Research and Innovation (Organizational Development)Audience: Seasoned faculty developers

W9: “Difficult Dialogues: Gateways to Diversity”Suzanne Burgoyne and Roger Worthington, University of Missouri

The Ford Foundation Difficult Dialogues initiative promotes academic freedom and religious, cultural, and political pluralism on U.S. campuses. University of Missouri’s 2006-2008 Difficult Dialogues campus program focused on developing cadres of faculty fellows capable of facilitating civil conversations on controversial topics among students with opposing views;; in 2009, we gave a “train the trainer” insti-tute for teams from 9 universities. Interactive theatre (IT) provides an opportunity for faculty to practice facilitating difficult dialogues. In this session, we will intro-duce MU’s Difficult Dialogues program. Our student acting troupe’s performance of “Identity Politics” will allow participants to try out the role of dialogue facilitator.

Topics: Organizational and Institutional Development (Diversity and Retention);; Professional Development (Improving Teaching)Audience: Seasoned faculty developers and administrators

W10: Professional Development for Part-time FacultyTerri Tarr and Jennifer Beasley, Indiana University-Purdue University Indianapolis;; Helen Burstad and Joseph Gadberry, Johnson County Community College

With part-time faculty members currently representing almost half of all faculty members, faculty developers need to be equipped to provide appropriate profes-sional development opportunities for this segment of the faculty. This session will provide participants with a comprehensive view of successful approaches to part-time faculty orientation;; professional development programming;; inclusion and rec-ognition strategies;; and hiring and retention practices. Practical strategies, program examples, and resources will be emphasized.

Topic: Professional Development (Adjunct/Part-Time Faculty Development)Audience: Open to all POD members

Grand Ballroom C8:30 AM-12:00 PM

Grand Ballroom F8:30 AM-12:00 PM

Parkview1:00 PM -1:30 PM

Hotel Lobby1:00-5:00 PM

W11: Designing Courses around Authentic Performance TasksEdmund Hansen, Northeastern Illinois University

This workshop demonstrates an organic process for designing courses around authentic performance tasks and integrating online technology to create a blended learning approach. Workshop participants will be guided through a six-step pro-cess that starts with a performance task and includes, among others, the analysis of learning barriers, key competencies, and online strategies for diagnosing and addressing learning difficulties. This course design model evolved after the six-year period of a large federal grant working with faculty across the disciplines. One of its key features is the comprehensive Course Design Document that communicates the course structure better than a traditional syllabus.

Topics: Professional Development (Improving Teaching;; Faculty Developers)Audience: Open to all POD members

W12: Faculty as Co-Creator: “Instituting” Faculty Development through Problem-Based Learning CommunitiesSherri Smith, Marshall University

Though faculty development workshops are popular, they rarely lead to the paradig-matic shifts in instructional philosophy and practice required by larger institutional reforms. An alternative model, the institute, meets this need. A kind of faculty learning community, the institute is inquiry-based, collaborative, long-term, and interdisciplinary. But unlike typical FLCs, the institute is both mandatory and highly structured by a problem-based learning (PBL) curriculum. Participants struggling to place their centers within larger institutional directives will analyze the mission of their centers and institutions, determine which outcomes are appropriate to the institute model, and use PBL methods to develop an institute curriculum.

Topics: Organizational and Institutional Development (Maintaining and Growing Established Centers);; Research and Innovation (Organizational Development)Audience: Seasoned faculty developers

Introduction to POD for First-timer AttendeesHighly recommended for first-time attendees of the POD Conference, this half hour session is a opportunity to learn a bit more about POD as an organization, its cur-rent priorities and goals, and how to become more involved in areas related to your interests. You’ll also meet other first-time POD conferees.

E1: The Anheuser-Busch Brewery & Ted Drewes TourMeet by the Valet Parking Stand at the hotel’s main entrance.

Lunch-on-your-own, 12:00-1:30 PM

Conference Events, 1:00-1:30 PM

Educational Expedition, 1:00-5:00 PM


Thursday Evening Topical Interest Group Meetings

Grand Ballroom A1:45-3:00 PM

Grand Ballroom B1:45-3:00 PM

Grand Ballroom C1:45-3:00 PM

Using Personas to Convey Research Findings and to Motivate Professional DevelopmentJim Borgford-Parnell and Jennifer Turns, University of Washington

Persona use is a technique that is garnering increasing attention as a produc-tive way to get research findings into the hands of those who can apply them. As such, we believe personas are one way to help faculty identify the implications for research on students. Personas are composite descriptions of individual students and their educational experiences, into which poignant, generalizable research find-ings are incorporated. In this session we will explore the viability of using personas in a wide range of professional development settings to address diverse student issues relating to educational practices.


The Imaginative Leap: Empathy and Cooperative Development in Classroom PedagogyBob Cole and Peter Shaw, Monterey Institute of International Studies

This session will invite participants to first experience and then analyze the applica-tion of a professional development tool (the Professional Conversation, or PC) to classroom pedagogy. In the PC, a participant takes a professional development step by interacting with an empathetic, respectful listener, who supports the speaker in fully identifying and analyzing the issue and making a plan. Faculty members work-ing with faculty developers soon found that the procedure could be taken without modification and used in the classroom to facilitate student interactions. These events are demonstrated and evaluation data shared as the basis for discussion and potential future use.

Topics: Professional Development (Improving Teaching;; Supporting Faculty Development and Professional Growth)Audience: Seasoned faculty developers

Creating Logic Models to Evaluate Faculty Development Thelma Woodard, Taimi Olsen, and David Schumann, University of Tennessee

The logic model is a useful programmatic tool for clarifying objectives, connecting objectives and planned activities, and integrating evaluation and strategic plans. Completed logic models provide helpful documentation of activities to administra-tors, who are increasingly emphasizing the importance of evaluation, often through performance measurement and assessment. In this highly interactive session, attendees will experiment with creating and using logic models to identify project objectives and connect other program elements. Participants will leave this session with a completed example of a professional development logic model and a logic model template to use in their own faculty development center.

Topic: Research and Innovation (Assessment)Audience: New/recent faculty developers (5 years or less)

75-minute Interactive & Roundtable Sessions, 1:45-3:00 PM Grand Ballroom F1:45PM - 3:00 PM

Grand Ballroom H1:45PM - 3:00 PM

Mills 11:45-3:00 PM

Vendor InteractiveSession

Quality by Design: A New Direction for Course DesignEli Collins-Brown, Methodist College of Nursing

A new course design model will be shared that incorporates quality course evalu-ation criteria from various resources, as well as components from Dee Fink's work on integrated course design and Grant Wiggins' backwards design. The session will serve as a gateway to thinking about course design from new and different direc-tions. The basic design model, criteria checklists and examples of actual courses will be shared. There will be opportunities for open discussion on how to use the checklist to help faculty improve the design of their online, blended and/or face-to-face courses.

Topics: Research and Innovation (Technology);; Professional Development (Improving Teaching)Audience: Open to all POD members

Big History: Faculty Development for an Innovative Freshman SeminarMojgan Behmand, Dominican University of California

In 2008, Dominican University began an overhaul of its first-year programming to create freshman seminars that prepare students for life in the twenty-first century while being foundational and global in intent and teaching competencies such as writing and research. Big History, a universal narrative that draws on the sciences, art, literature, economics, and social sciences provided that content. Crucial to the success of this re-visioning was the participation of faculty from all disciplines in the development, implementation, and assessment of this trans-disciplinary program. This session focuses on the challenges and rewards of implementing this innovative approach with participants learning best practices for engaging faculty in all phases.

Topics: Research and Innovation (Scholarship of Teaching and Learning);; Professional Development (Supporting Faculty Development and Professional Growth)Audience: Open to all POD members

Developing and Implementing Online Professional Training for Faculty: Experiences from Two International CollaborationsDavid Babington-Smith, CEO, Epigeum

Over the last three years, two major international university collaborations, involv-ing almost 40 institutions, have formed to co-create high quality professional online training for teaching faculty and graduate teaching assistants. The topics cover both principles of good teaching, as well as using ‘learning technologies’ in teaching. The courses are built to an unusually high pedagogical standard, incorporating exten-sive video, case studies, dramas and simulations, and are written and reviewed by renowned experts from the US, UK and Australia. One project—Learning Technologies online—is now complete and in use in five countries;; the second—University and College Teaching—is still in development (representative authors include Marilla Svinicki, Karron Lewis, Mike Theall, Nancy Chism, Barbara Gross Davis, and Graham Gibbs).

Epigeum, the e-publisher which led the collaborations will present this talk. Based on its experience of working with over 100 institutions, it will share both experi-


Mills 21:45-3:00 PM

Roundtable Session

Mills 31:45-3:00 PM


Mills 41:45-3:00 PM

Roundtable Session

ences of the projects to date, together with some classic do’s and don’ts of using online training in faculty development.

Participants interested in online faculty training, would like to see some examples of international good practice, or learn about what is happening at other universities, will find this presentation useful.

Appreciative Inquiry in Higher EducationDeborah Colwill, Peter Sorensen, Therese Yaeger, and Tiffany Yates, Benedictine University

Given the conference theme “Gateways to New Directions,” this roundtable discus-sion will bring POD professionals together to dialogue around leveraging apprecia-tive inquiry (AI) in affecting positive organizational change in higher education. The 4-D Model of AI will serve as the basis of discussion. The roundtable group will con-sider practical ways that AI may contribute to educational transformation.

Topics: Research and Innovation (Organizational Development);; Organizational and Institutional Development (Maintaining and Growing Established Centers)Audience: Open to all POD members

Starting and Sustaining Faculty Development at Small Colleges (Part 1)Michael Reder, Connecticut College In this interactive pair of sessions designed specifically for people in the process starting or building a small college faculty development program or center, we examine the challenges—and advantages—of supporting teaching and learning at a small college. During the first session we share a theoretical framework for small college faculty development programming, and discuss creative strategies and programming that capitalize on the advantages that small college cultures have to offer. We will then help participants analyze their own institutional settings and begin sketching a plan for their program that is tailored to their distinctive circum-stances. Handouts include information tailored specifically for small college teach-ing and learning programs. (Program note: Part 2 is scheduled for Saturday, November 6 from 4:30-5:45 PM in Mills 3.)

Topics: Professional Development (Faculty Developers);; Organizational and Institutional Development (New Teaching and Learning Centers)Audience: Open to all POD members

Students and Course Evaluations: What Are They Thinking? Sara Jones and Karron Lewis, University of Texas at Austin

Literature shows that a variety of factors can affect how students respond to evalu-ation of teaching surveys. As teaching evaluation scores are used more frequently in promotion and tenure decisions, it is important that we, as faculty developers, are familiar with these forms and how students are interpreting the items on them. We will share the findings from student focus groups conducted at The University of Texas at Austin and hope that others will share their experiences as well. Understanding what students value and their interpretations of the items on these forms can help us become more effective at reaching our students and working with faculty.

Mills 51:45-3:00 PM

Roundtable Session

Regency Ballroom A1:45-3:00 PM

Regency Ballroom B1:45-3:00 PM

Topics: Research and Innovation (Assessment);; Professional Development (Improving Teaching)Audience: Open to all POD members

Creating a Cohort of Faculty Development ChampionsBarbara Hornum and Antonis Asprakis, Drexel University

At Drexel University as at many institutions, economic and staffing constraints pres-ent challenges in programming and outreach. In early 2009, to broaden our abil-ity to promote faculty development, a group of fourteen diverse faculty already involved in the work of our faculty development center were appointed as our faculty fellows. They participate with the Director and Assistant Director in various teaching and learning initiatives and are also now seen as a group of involved fac-ulty who can serve as a focus group to other administrators assisting in new faculty development initiatives. They are “champions” for the center and their colleagues.

Topics: Organizational and Institutional Development (Maintaining and Growing Established Centers);; Professional Development (Improving Teaching)Audience: Open to all POD members

Facing Harsh Economic Realities, Faculty Learning Communities Bring Statewide Solutions Cynthia Desrochers, California State University;; Victoria Bhavsar, Cal Poly, Pomona;; Milt Cox, Miami University

In 2009, the 23 campuses of the California State University (CSU) system were dealt a substantial budget shortfall of $625 million, resulting in increased student fees, faculty furloughs, fewer class-meeting days, increased class size, poor morale, and cross-system scheduling headaches. Thus, the mission of the system-wide fac-ulty development office as well as the local teaching and learning centers shifted from traditional programming to supporting faculty in addressing the budget-creat-ed new realities of teaching and learning. Through the CSU Institute for Teaching and Learning, campus center directors selected the faculty learning communities’ model to work with faculty to craft course modification solutions.

Topics: Organizational and Institutional Development (Development Programs and Budgeting);; Professional Development (Improving Teaching)Audience: Open to all POD members

New Gateways and the Continued Significance of Race in Graduate EducationFranklin Tuitt, University of Denver

The media has welcomed the election of President Obama as a harbinger of post-racialism. This presentation analyzes the experiences of graduate students of color in order to contest the myth that race doesn’t matter in education. Specifically, this presentation weaves together Critical Race Theory with Inclusive Excellence to demonstrate the meaningful influence that race continues to have for graduate education and offer best practices for responding with an educational culture shift, not towards post-racialism, but towards eliminating all forms of oppression within education.

Topic: Organizational and Institutional Development (Diversity and Retention)Audience: Open to all POD members


Regency Ballroom E1:45-3:00 PM


Sterling 61:45-3:00 PM

3:00-3:15 PM

Creating Individual Philosophies of Practice Statements as Educational DevelopersKathryn Linder and Stephanie Rohdieck, The Ohio State University

Individual philosophy of practice statements illustrate the core principles that guide one’s practice as well as the strategies and methodologies that one utilizes in order to follow these guiding principles. Thus, these statements are important documents for educational developers to create as methods for assessment, occupational advancement, and personal reflection. In this session we will define the purposes of a philosophy of practice statement and share the tools needed to construct a state-ment. The session will include time for participants to engage in reflective writing in response to guiding prompts and to discuss their responses with their peers.

Topic: Professional Development (Faculty Developers)Audience: New/recent faculty developers (5 years or less)

Re-energizing Faculty Development in Lean, Turbulent TimesJim Therrell, Jason Bentley, and Ireta Ekstrom, Central Michigan University

Faculty have increasing workloads and time pressures, while universities are strapped for personnel and funding. In this climate, what are those ideas that will attract, re-energize, and re-motivate faculty to enhance their teaching? Using “Lightning Rounds,” presenters will model the delivery of key ideas and have par-ticipants join in the enactment of each idea. Ideas range from delivery modes like the One-Hour Conference (with breakouts), to pedagogy ideas like the Spider-Web Review, M&M’s, Body Voting, and others. Participants will receive a resource packet with each idea and next steps for implementing at least one of the ideas.

Topics: Professional Development (Supporting Faculty Development and Professional Growth;; Improving Teaching)Audience: Open to all POD members

Carving New Passageways in Educational Development and LeadershipDonna Qualters, Suffolk University;; Karen St. Clair, Emerson College

Higher education is changing, student generational attitudes are changing, faculty roles are changing. All these changes pose opportunities for Teaching Centers to expand and grow into new leadership roles in their institutions. Participants in this session will explore together new areas in which Teaching Centers can step up to leadership roles. We will share our lessons learned in the areas of assessment, information literacy, defining academic challenge and rigor, sponsored research, sustainability and community building. Participants will have the opportunity to work together to design their own action plans for returning to their campuses to take on new challenges.

Topics: Organizational and Institutional Development (Maintaining and Growing Established Centers;; Sustainability)Audience: Open to all POD members

Beverage Break





Assessing Faculty Development and Its ImpactMary-Ann Winkelmes, University of Illinois at Urbana-Champaign;; Dakin Burdick, Endicott College;; Michele DiPietro, Kennesaw State University;; Wayne Jacobson, University of Iowa;; Bonnie Mullinix, Teaching, Learning, and Technology Group;; David Sacks, University of Kentucky;; Dieter Schönwetter, University of Manitoba;; Michael Theall, Youngstown State University;; Donna Ziegenfuss, University of Utah;; James Zimmerman, Montclair University

Building on the thoughtful contributions of participants at the Research committee's 2009 POD session and the responses to a POD list survey gauging the interests of the general POD community, this session will focus on identifying and pursuing ways to define the impact of POD’s faculty development work (on faculty, students, institutions) both locally and collectively. The session leaders will engage partici-pants in: 1) considering the contributions and limitations of existing and ongoing research;; 2) identifying priorities for useful next steps in research, and 3) formation of cross-institution partnerships for research.

Topic: Research and Innovation (Assessment);; Organizational and Institutional Development (Sustainability)Audience: All POD members

Supporting Faculty in Educating Global CitizensDeandra Little, Dorothe Bach, and Andy Kaufman, University of Virginia

How can developers support faculty in educating the next generation for global citi-zenship? In response to two new institutional initiatives, we developed a range of programming for faculty integrating academic and intercultural learning in commu-nity engagement and study abroad courses. Facilitators will describe how they took Fink’s course design model in a new direction to create programming that helps faculty think systematically about educating global citizens. Participants will hear from a faculty member who took part in this programming, explore the new model, examine sample materials, and work together to adapt the approach to their faculty and institutional needs.

Topics: Professional Development (Improving Teaching;; Supporting Faculty Development and Professional Growth)Audience: Open to all POD members

Transformative Faculty Development: A New Model and ParadigmShelda Debowski, University of Western Australia This era is a challenging time for higher education as funds tighten and expecta-tions for effective leadership and faculty performance increase. Each university is seeking to distinguish itself and maximize the outcomes from its faculty. This ses-sion will introduce a holistic model for faculty development in which research, lead-ership and knowledge management are cultivated in conjunction with learning and teaching. The model, developed and well tested in a research intensive Australian university, will be briefly outlined, demonstrating its transformative nature in build-ing a stronger and more productive collegial community. Participants will have the opportunity to explore the applicability of the concepts and principles to their own educational settings.

75-minute Interactive & Roundtable Sessions, 3:15-4:30 PM


Grand Ballroom G3:15-4:30 PM

Mills 13:15-4:30 PM


Grand Ballroom H3:15-4:30 PM

Topics: Research and Innovation (Organizational Development);; Professional Development (Supporting Faculty Development and Professional Growth)Audience: Seasoned faculty developers

A POD Grant Study Investigating Program Assessment Practices at Established TLCsSusan Hines, Saint Mary's University of Minnesota

This session will discuss the results of a 2009-2010 POD grant study investigating program assessment practices at established centralized U.S. faculty development centers. This study replicates the investigator's 2007 published statewide study based on Chism and Szabo's 1997 national study. This current research explores assessment practices at university-funded centralized Teaching and Learning Centers (TLCs) established for at least 5 years with full-time staff led by a 75% to full-time director. The assumption was these centers had the knowledge and resources, reported as lacking in the 1997 and 2007 studies, to implement rigorous and systematic methods. This study represents’ interview responses from over 55% of the 56 centers that qualified for this study.

Topic: Research and Innovation (Assessment)Audience: Open to all POD members

Integrating Technology and Content to Engage StudentsLyle Britt, Educational Consultant, eInstruction

Students are digitally connected. Keep them connected in your course with eIn-struction's Classroom Performance Systems, ExamView and the MOBI. Rarely is a technology tool so easily implemented and so broadly applicable. Come and experi-ence for yourself the variety of strategies that are being used in classrooms to cap-ture not only the student's scores but also their attention and interest. This session will look at what the research shows about using student response systems as an instructional tool in your course and practical uses of student response systems to guide instruction through formative assessment, start or focus discussion, require interaction with peers, survey opinions before and after debate, and other instruc-tional strategies.

Gateways to Civically Engaged Learning: SoTL and Citizenship EducationMichael Smith, Ithaca College;; Jeffrey Bernstein, Eastern Michigan University;; Rebecca Nowacek, Marquette University

There are few topics being more urgently discussed in higher education than civic engagement and the role of colleges and universities in citizenship educa-tion. Building on the work the session leaders did in their recent co-edited book Citizenship Across the Curriculum (Indiana University Press, 2010), this interactive session explores several ways citizenship education can be infused across the cur-riculum, offers strategies for developing scholarship of teaching and learning proj-ects that can help evaluate how effectively new capacities for citizenship have been developed, and provides faculty developers ideas for bringing together two initia-tives that are already part of most campus cultures.

Topic: Research and Innovation (Scholarship of Teaching and Learning)Audience: Open to all POD members

Mills 23:15-4:30 PM

Roundtable Session

Mills 33:15-4:30 PM

Mills 43:15-4:30 PM

Roundtable Session

New Lenses, New Directions: Seeing Our Audience with Fresh EyesJennifer Russell and Molly Flanagan, Academy of Art University

Do you have a small following of dedicated fans on your campus but wish you could have more? Do you feel as though your name or marketing tactics might be confus-ing or even off-putting to faculty? Then we’ve been in your shoes. Come learn how an existing center explored and began a rebranding campaign and learned about its faculty subcultures at the same time. Take away a new lens on your faculty and brainstorm strategies for reaching them in fresh ways.

Topics: Organizational and Institutional Development (Maintaining and Growing Established Centers;; New Teaching and Learning Centers)Audience: Open to all POD members

Building Community and Increasing Capacity for Significant Institutional ChangeAndrea Bilics and Bonnie Orcutt, Worcester State College

Faculty are inherently interested in curriculum reform within their disciplines but often see general education as peripheral to both their professional lives and the lives of students. This session will discuss how Bolman and Deal’s organizational frames of reference can be used as the framework for exploring program planning around building community, interest, excitement, and capacity related to general education curriculum change and assessment. Focus will be placed on the central role of teaching and learning centers. Participants will be invited to share their experiences and to generate creative ideas and strategies for implementing reform and meaningful assessment strategies.

Topics: Organizational and Institutional Development (Maintaining and Growing Established Centers);; Professional Development (Supporting Faculty Development and Professional Growth)Audience: Open to all POD members

Expanding the Arch of Faculty Development through Part-Time Faculty InvolvementPatrice Ludwig and Cara Meixner, James Madison University

The purpose of this roundtable is to engage participants in a dialogue around evi-dence-based adoption of programs, services and advocacy efforts for part-time fac-ulty. The facilitators will demonstrate how an assessment of part-time faculty mem-bers’ needs led to successful, intentionally designed programming initiatives at a mid-sized university. The needs assessment pointed to the need for both advocacy and professional development support, both of which will be explored – in the con-text of pros and cons – in this session.

Topics: Professional Development (Adjunct/Part-Time Faculty Development);; Research and Innovation (Organizational Development)Audience: Open to all POD members


Mills 53:15-4:30 PM

Roundtable Session



Syllabus Templates: Blending Faculty and Administrative NeedsJudd Rattner, Intellidemia;; Brad Wolaver, Webster University

This session will spark discussion and debate over the influencers of syllabi. Syllabus structure, standardization, academic freedom, and administrative over-sight are all gray areas between faculty and administration. This conversation will serve as a catalyst to new thoughts on the responsibilities and boundaries between instructors and administrators regarding course syllabi. Brad Wolaver, Faculty Development Coordinator at Webster University, will facilitate the discussion and add insight from his view as the liaison to developing faculty for improved student learning. Participants will leave with a better understanding of the blend between administrative requirements and faculty flexibility. The session will also generate new thoughts on a collaborative syllabus creation process.

Topics: Research and Innovation (Assessment;; Technology)Audience: Open to all POD members

Gateways to Trust: Applying the Affective Domain to Faculty Development Michael Dabney, Hawaii Pacific University;; Peggy Cohen, University of Missouri at St. Louis;; Edward Nuhfer, California State University at Channel Islands

In higher education professors want students to become self-regulating. Likewise, developers hope our clients will become autonomous. For decades, academics have overlooked the Bloom team's Taxonomy of the Affective Domain, though its sequence of receiving, responding, valuing, organizing, and internalizing benchmark a learner's very path to this ultimate aim. The skills of self-efficacy, trust, safety, respect, relational support (and other valued qualities) are often thwarted at the first level of receiving: willingness to pay attention. Using case studies, we’ll exam-ine how a metacognitive focus on affect can contribute to our successful practices.

Topic: Organizational and Institutional Development (Maintaining and Growing Established Centers)Audience: Open to all POD members

Gateway to New Directions: Expanding Faculty Development Beyond Instructional DevelopmentMary Sorcinelli, University of Massachusetts at Amherst;; Jane Birch, Brigham Young University;; Tara Gray, New Mexico State University

Many of our centers have focused primarily on teaching and learning, but there are calls for the field to attend to a fuller measure of faculty members’ professional needs. In this interactive session, participants will think critically about the direc-tion that their centers and the field should take. Participants will review current programming in their centers, identify faculty development needs and gaps that are not being addressed, and learn from examples on three different campuses. Participants will develop a plan for their own center, exploring the implications for organizational structure, staffing, and programs when expanding faculty develop-ment beyond instructional development.





Educational Developers as Managers: New Directions in LeadershipLaurel Willingham-McLain, Duquesne University;; Kathryn Plank, The Ohio State University

Educational developers often serve as managers of personnel, offices, and budgets. Many are uncomfortable because we feel a clash between management and educa-tional development. For example, whereas developers do not evaluate faculty, man-agers must evaluate personnel and be accountable for decisions. Participants will apply Diana Chapman Walsh’s “elements of trustworthy leadership” to educational development contexts using a case study. We will explore new images of “manager” and create a model that builds upon educational development values, is authentic to our personal identities, and fits the contexts in which we work. Participants will leave with practical strategies to implement.

Topics: Professional Development (Faculty Developers);; Organizational and Institutional Development (Maintaining and Growing Established Centers)Audience: Seasoned faculty developers

Structured Gateways for Graduate and Professional Students: A Revised TaxonomyLaura Border, University of Colorado at Boulder;; Elizabeth Chandler, University of Chicago;; Alan Kalish, The Ohio State University;; Linda von Hoene, University of California at Berkeley

The presenters work through centralized graduate and professional student devel-opment programs and collaborate with departments to open multiple gateways to the professoriate. This session presents data from their investigation of the content and objectives of orientation sessions;; certificates and minors in college teaching;; lead programs;; and courses on college teaching in more than 250 settings. This session deepens work on a taxonomy of graduate and professional student develop-ment programs developed for last year’s POD conference by examining content and objectives in greater detail. Participants are invited to compare, contrast, and con-test our results with their own experiences.

Topics: Professional Development (Graduate Student Professional Development);; Organizational and Institutional Development (Maintaining and Growing Established Centers)Audience: Large colleges and universities

Investigating Our Blind Spot: Lessons from Nonparticipating FacultyElizabeth Hammer, Xavier University of Louisiana

As faculty developers, we often rely on chronic participants to assess our programs. These faculty provide valuable insights, but they present an incomplete picture. Faculty who rarely participate in development opportunities can provide another perspective, yet our knowledge about nonparticipating faculty remains highly speculative. In this interactive session, we will discuss a research project in which we systematically surveyed faculty who do not attend our workshops. Session par-ticipants will compare these results with the situations on their own campuses. Participants will also discuss implications for their faculty development programs and the profession as a whole.

33Friday, November 5 32 Thursday, November 4


Parkview5:00-6:15 PM

Grand BallroomsA, B, C, D & E6:30-8:30 PM

Topics: Organizational and Institutional Development (Maintaining and Growing Established Centers);; Professional Development (Faculty Developers)Audience: Open to all POD members

Gateway to a Learner-Centered Campus: Faculty-Administration CollaborationMatthew DeLong and Faye Chechowich, Taylor University

Creating a learner-centered campus climate requires an institutional commitment to faculty development. The success of faculty development requires both strong faculty investment and strong administrative commitment. In this session we will report on a successful model for faculty development rooted in a faculty-adminis-trative collaboration that has focused on creating a learner-centered teaching envi-ronment. Participants will explore the roles of faculty and administrators in faculty development initiatives and simulate a constructive faculty-administration dialogue. Finally, participants will learn ways that faculty development collaboration could be enhanced on their own campuses.

Topics: Organizational and Institutional Development (New Teaching and Learning Centers);; Professional Development (Faculty Developers)Audience: Open to all POD members

Diversity Committee / Welcome Reception (Cash Bar)

Conference Dinner: Welcome & Presidential AddressPeter Felten, POD President

Conference Events, Thursday 5:00-8:30 PMGateway West(18th Floor)6:00-7:00 AM


Grand BallroomsD & E7:00-8:45 AM

2nd & 4th Floors7:00-8:45 AM

Grand Foyer7:30-10:30 AM




Conference Breakfast

Topical Interests Groups (see following pages)

Vendor Exhibit Open

Job FairAngela Linse, Pennsylvania State University

This session is 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.

Conference Events, 7:30 AM-12:00 PM

Friday, At-a-glance6:00 AM – 7:00 AM Yoga7:30 AM – 5:00 PM Conference Registration & Welcome Area (closed during plenary address)7:00 AM – 8:45 AM Conference Breakfast7:30 AM – 10:30 AM Vendor Exhibit Open7:30 AM – 9:30 AM Educational Expedition 2: Downtown Walking Tour7:30 AM – 8:45 AM Topical Interest Groups (TIGs)9:00 AM – 10:15 AM Job Fair9:00 AM – 10:15 AM 75-minute Interactive & Roundtable Sessions10:15 AM – 10:30 AM Beverage Break10:30 AM – 12:00 PM Plenary Session 1: Dr. Sylvia Hurtado12:00 PM – 2:00 PM Lunch-on-your-own/Committee Meetings12:00 PM – 5:00 PM Vendor Exhibit Open1:30 PM – 5:30 PM Educational Expedition 3: The Beautiful Blooms and Historic Homes Tour2:15 PM – 3:30 PM 75-minute Interactive Sessions & Roundtable Discussions3:30 PM – 3:45 PM Beverage Break3:45 PM – 5:00 PM 75-minute Interactive Sessions & Roundtable Discussions3:45 PM – 5:45 PM Poster Session5:15 PM – 6:45 PM Resource Fair (Cash Bar & Live Jazz Music)7:00 PM – 8:30 PM Conference Dinner: POD Awards Banquet8:45 PM – 10:00 PM Live Jazz Music with Wire Pilots8:30 PM – 10:30 PM Dance & Karaoke with DJ (Cash Bar)

34 35Friday, November 5 Friday, November 5

Hotel Lobby7:30-9:30 AM

Mills 47:30-8:45 AM

Regency Ballroom B7:30-8:45 AM

Regency Ballroom E7:30-8:45 AM

Regency Ballroom F7:30-8:45 AM

Sterling 37:30-8:45 AM


Grand Ballroom A7:30-8:45 AM

Mills 27:30-8:45 AM

Grand Ballroom B7:30-8:45 AM

E2: Downtown Walking TourMeet by the Valet Parking Stand at the hotel’s main entrance.

Balance and Wellbeing of FacultyFacilitator: Susan Robison, College of Notre Dame of MarylandBalancing the demands of faculty positions, balancing faculty life with ‘family life’ broadly understood, professional and personal wellbeing.

Diversity in the Classroom Facilitator: Stacy Grooters, Stonehill CollegeInclusive teaching, multicultural education, student diversity, faculty diversity.

Faculty EvaluationFacilitator: Michael Theall, Youngstown State UniversityBest practices in faculty evaluation: Helping faculty, administrators, and students to get useful data, and to get the most out of the data they collect.

Graduate Student Professional DevelopmentFacilitator: Stephanie Rohdieck, The Ohio State UniversityConsultation, programs, resources, and research focusing on the responsibilities of graduate students as well as their preparation for academic or other careers.

International/Intercultural Issues in Faculty and TA DevelopmentFacilitator: Kevin Johnston, Michigan State UniversityOrienting international graduate students, strategies for international instructors, acclimating international faculty, resolving communication/cultural issues (please note that by “international” we mean faculty who are not from the culture or coun¬try of the institution where they work).

Issues in Science, Technology, Engineering, Math (STEM)Facilitator: Ed Nuhfer, California State University at Channel IslandsWorking effectively with STEM faculty and graduate student teaching assistants, examining teaching and learning in STEM contexts.

Learning Theories, Research, and InnovationFacilitator: Todd Zakrajsek, University of North Carolina at Chapel HillResearch on how people learn, metacognition, mindfulness, intellectual and social development, cognitive and affective domains.

Paths to the ProfessionFacilitator: Jim Groccia, Auburn UniversityIdentifying ways people enter our field;; recruiting, developing, and mentoring new faculty and TA developers.

Part-time Faculty Professional DevelopmentFacilitators: Barbara Millis, University of Texas San Antonio;; Lori Schroeder, Metropolitan State University;; Joe Gadberry, Johnson County Community CollegeIntegrating adjunct/part-time instructors into the university;; faculty develop¬ment for adjunct/part-timers, resources on working with adjunct/part-time faculty.

Educational Expedition, Friday 7:30-9:30 AM

Topical Interest Groups (TIGs), Friday 7:30-8:45 AM

Grand Ballroom C7:30-8:45 AM

Mills 37:30-8:45 AM

Grand Ballroom F7:30-8:45 AM

Grand Ballroom G7:30-8:45 AM

Grand Ballroom H7:30-8:45 AM

Regency Ballroom A7:30-8:45 AM

Mills 57:30-8:45 AM



Program EvaluationFacilitator: Alan Kalish, The Ohio State UniversityDocumenting the impact of educational and faculty development.

Organizational DevelopmentFacilitator: Connie Schroeder, University of Wisconsin at MilwaukeeLeadership theory and practice, models of institutional change, effective collaboration, program implementation.

Scholarship of Teaching & LearningFacilitator: Doug Robertson, Florida International UniversityConducting, making public, and supporting research on teaching and learning at course, program, and institutional levels.

Small CollegesFacilitator: Michael Reder, Connecticut CollegeStrategies for and issues of concern relevant especially to developers working in small 2- and 4-year colleges.

Student Learning AssessmentFacilitator: Dee Fink, Dee Fink and AssociatesAssessment of learning, student learning outcomes and accreditation issues.

Teaching with TechnologyFacilitator: Dakin Burdick, Endicott CollegeDistance learning, hybrid courses, web-enhanced face-to-face courses, use of tech-nology in assessment, online faculty and graduate student development

Uncovering the Heart in Higher EducationFacilitator: Virginia Lee, Virginia S. Lee & Associates, LLCRecovering a sense of meaning and purpose in the academy and encouraging a deep-er relationship with "the other," however that may be interpreted by participants.

Opening New Gateways to Diversity in Higher EducationStacy Grooters, Stonehill College;; Lori Schroeder, Metropolitan State University

This session will highlight the work of the POD Diversity Committee and this year’s POD Diversity Internship and Travel Grant Recipients. Committee members and Grant Recipients will share their struggles and successes in establishing new “gateways” to conversation and change about diversity within their classrooms and institutions—and within the overall fabric of faculty and TA development work. We will also identify opportunities and strategies for being more welcoming of diverse people and discus-sions of diversity in professional and organizational development.

Topics: Organizational and Institutional Development (Diversity and Retention)Audience: All POD members

75-minute Interactive Sessions, 9:00 - 10:15 AM





Integrating Signature Pedagogies Into a Professional Development Framework Peter Shaw and Bob Cole, Monterey Institute of International Studies

This session will explore the relationships among three types of signature pedagogy: the institutional, the discipline and the personal. In the context of a professional development continuum, participants will first examine the nature of each type and then explore how they might be balanced and eventually integrated in the practice of individual teachers. Short case studies and relevant samples of pedagogical practice will be used to illustrate signature pedagogies and stimulate discussion and planning. The result will be a practical tool for facilitating faculty self-diagnosis and goal-setting for meaningful instructional development.

Topics: Professional Development (Improving Teaching;; Supporting Faculty Development and Professional Growth)Audience: Seasoned faculty developers

Fundraising for Faculty Development, Bit by BitTara Gray and Mark Hohnstreiter, New Mexico State University

Teaching center professionals may not have any background in fund-raising, but may need to do it. In 2004, the New Mexico State University Teaching Academy started fund-raising from faculty, staff and the community. As of 2010, we maintain an active roster of 100 donors and raise $23,000 a year in annual funds. These numbers grow each year by about 15 percent. Our center also obtained an exceptional $200,000 planned gift to start an endowment. In sum, we have fund-raised with some success and we will explain how to do it, bit by bit. Participants will make plans for fund-raising at their home centers.

Topic: Organizational and Institutional Development (Development Programs and Budgeting)Audience: Open to all POD members

Publicity 2.0: Creating an Efficient Publicity MachineRhett McDaniel and Derek Bruff, Vanderbilt University

For anyone wanting to improve publicity efforts by developing a systematic and con-sistent mechanism, this session explores the use of social media for publicity purpos-es. Participants will get a behind-the-scenes look at how to configure applications to automate many publicity tasks. By the end of the session, participants will be able to:

interesting to blog about.

Topics: Research and Innovation (Technology);; Organizational and Institutional Development (Maintaining and Growing Established Centers)Audience: Open to all POD members


Menges Award Winner

Mills 19:00-10:15 AM


Mills 29:00-10:15 AM

Roundtable Session

Mills 39:00 AM-10:15 AM

Using Multi-institutional Collaboration to Unleash the Potential of Senior FacultyKiernan Mathews, Harvard University;; Christy Crutsinger, University of North Texas

This presentation aims to stimulate data-driven discussion of the attributes of and challenges to the satisfaction and vitality of associate and full professors at U.S. four-year colleges and universities. Participants will gain a broader perspective of the institutional characteristics and personnel practices that advance a vital work-force at the best places to work. This session offers participants an opportunity not only to increase understanding of associate and full professors, but also to have a voice in COACHE, a large-scale research project to assess and improve the vitality of our senior faculty and, by extension, of the academy.

Topics: Research and Innovation (Organizational Development);; Professional Development (Supporting Faculty Development and Professional Growth)Audience: Administrators

Webster University: Conquering a Sea of SyllabiBrad Wolaver, Webster University;; Judd Rattner, CEO, Intellidemia

Can the transition from a traditional paper syllabus to an online “living syllabus” be easy? Brad Wolaver, the Faculty Development Coordinator at Webster University will walk you through the quest to find a syllabus solution that supports assessment, advisement, and course development. We will then explore Webster’s implemen-tation of Concourse, the online syllabus solution to organize, share, and analyze course information. The journey continues with a discussion on faculty adoption, training, and Concourse in use.

Gateways to Collaboration: Engaging Faculty in a Culture of IsolationismArturo Ozuna and Amy Collier, Texas Wesleyan University

Do you struggle to engage faculty who prefer to “stay within their group” for collab-oration and professional development? In this session, you will discuss creative and innovative ways to overcome faculty and departmental isolationism at the univer-sity. We will share our approaches to unifying the university “silos” and discuss with attendees what they have done to overcome divisive obstacles to interdisciplinary collaboration and community. Come share your successful (and not-so-successful) strategies with other faculty development professionals!

Topics: Organizational and Institutional Development (New Teaching and Learning Centers;; Maintaining and Growing Established Centers)Audience: Open to all POD members

Out of the Rut: Dispelling Faculty Preconceptions of Their StudentsCelia Popovic, Birmingham City University;; David Green, Seattle University

What preconceptions do faculty have about their students? Which of these beliefs hold true and which don’t? In this session, you will explore these questions and compare your thoughts with a research study involving 38 faculty and 2,400 students at four institutions in the USA and UK. Together, we’ll consider the implications of this study for faculty developers and will examine how we can get our faculty out of the rut by


Mills 49:00-10:15 AM

Roundtable Session

Mills 59:00-10:15 AM

Roundtable Session

dispelling some myths, help faculty to support underserved students and provide a fairer educational experience for all.

Topics: Organizational and Institutional Development (Diversity and Retention);; Professional Development (Improving Teaching)Audience: Open to all POD members

Engaging Faculty in Discussions about Intellectual ClimateBeth Eck, James Madison University

This session examines how recent trends in academic life affect faculty at James Madison University through an empirical exploration of its academic and intellectual culture. This session will highlight how, through the use of many research methods, the JMU's Center for Faculty Innovation has become the home base for an orga-nized and sustained effort to help faculty fulfill the mission and the promise of their academic careers. Session participants will review their own campus procedures for investigating the intellectual climate, discuss how this kind of project can inform broader campus conversations, and address the most stubborn obstacles to trans-forming academic culture.

Topic: Professional Development (Supporting Faculty Development and Professional Growth)Audience: Open to all POD members

Entrepreneurship Programs as Graduate Student Professional DevelopmentJennifer Douglas, West Virginia University

While Preparing Future Faculty programs have flourished at many graduate schools, training for non-academic careers has lagged behind. In the STEM fields, many grad-uate students emerge with advanced research knowledge but without the business acumen to apply it. This roundtable discussion will address the need for entrepreneur-ship and management training specifically for STEM graduate students. We will sur-vey participants about their schools’ programs, look at different institutional models, and consider a case study in which institutional silos make funding difficult. Finally, we will brainstorm possible models for this training and consider how to achieve buy-in from administration and faculty.

Topic: Professional Development (Graduate Student Professional Development)Audience: Large colleges and universities




Teaching Scholars: A Gateway to a Consortium ExchangeDonna Llewellyn, Georgia Institute of Technology;; Sue Barrett, Boston College;; Linda Nilson, Clemson University;; Todd Zakrajsek, University of North Carolina at Chapel Hill

With funding from the ACC (athletic) Conference, the centers for faculty devel-opment/teaching-and-learning of the 12 conference universities collaborated to exchange faculty workshops. Each center director proposed several faculty and fac-ulty developers, vetted for teaching expertise and strong presentation skills, who would be willing to travel to participating campuses to facilitate workshops. Hosting directors assessed each event’s impact. This “Teaching Scholars” program built community and broadened the development offerings of the conference institutions. Session participants will brainstorm and plan ways to adapt this model to the con-text of their own institution.

Topics: Organizational and Institutional Development (Maintaining and Growing Established Centers);; Professional Development (Improving Teaching)Audience: Open to all POD members

Growing Sustainability in the Ecologies of AcademeAllison Pingree, Joe Bandy, and John Morrell, Vanderbilt University

While many colleges and universities have begun to re-evaluate their operations according to sustainability principles, these principles and practices have been slow-er to enter the classroom. Sustainability education presents an important oppor-tunity for educational developers to enhance the services that they offer to faculty and to pursue their mission to promote teaching that matters. This interactive ses-sion will present a model and a work-in-progress, describing how our teaching cen-ter has worked to strengthen and catalyze sustainability education initiatives within the university. We will discuss strategies for growing sustainability programming sustainably, within the specific contexts of participants’ home institutions.

Topics: Organizational and Institutional Development (Sustainability);; Research and Innovation (Organizational Development)Audience: Open to all POD members

Gateway to the East? Professional Renewal Using the Chakra SystemMichele DiPietro, Kennesaw State University The Chakra system has been a cornerstone of Eastern thought for centuries. It describes a system of seven energy centers in our body corresponding to various aspects of our self, including survival, passion, power, communication, and imagina-tion. Using writing and paired sharing activities, we will apply the Chakra system to reflect on our professional life, look for points of balance and imbalance, and generate a vision to take our work in new, fulfilling directions. If you are looking for an opportunity for renewal and inspiration or a chance to connect with colleagues around core issues, this session is for you!

Topic: Professional Development (Faculty Developers)Audience: Open to all POD members





New Partnerships for Collaborative Creation of Online Faculty Development ResourcesFrancine Glazer, New York Institute of Technology;; Lynda Milne, Minnesota State Colleges and Universities

Teaching and learning centers generally develop their own materials for new-faculty orientation, active learning strategies, instructional design, assessment methods, and dozens of other topics. As we enter the gateway to the next decade, new com-munication tools and social media present new possibilities for creating sharable, high-quality resources. Centers can collaborate in developing commonly needed materials, freeing time for local customization of supplemental materials, learning community facilitation, consulting, and other activities. We describe two different collaborations, resulting in a monthly newsletter and a series of online, media-rich courses;; invite session participants to develop additional models;; and lay ground-work for continued collaborations.

Topics: Professional Development (Supporting Faculty Development and Professional Growth);; Research and Innovation (Technology)Audience: Seasoned faculty developers

Faculty Enrichment: A Model for Connecting Pedagogy, Sponsored Research, and ScholarshipBrigitte Valesey and Richard Freishtat, Widener University

This session highlights how a private teaching-focused institution realized a com-prehensive and sustainable model for faculty enrichment. Find out how Widener University advanced white paper ideas to a full-service suite that links resources, consultations, and programming with pedagogical innovation, sponsored research, faculty retention and professional growth. Learn about and contribute to dialogue and narratives that highlight integrated efforts to support faculty teaching, reten-tion and professional advancement of diverse faculty, funded research, and scholar-ship. Engage in a dialogue about opportunities and challenges of implementing this model at other institutions.

Topics: Organizational and Institutional Development (New Teaching and Learning Centers);; Professional Development (Supporting Faculty Development and Professional Growth)Audience: Open to all POD members

Don Wulff Lives On: Using Alignment to Improve TA TrainingSally Ebest and Carolyn Brown, University of Missouri at St. Louis

In 2008, Teaching Assistant (TA) Coordinators at the University of Missouri at St. Louis began to research the effects of our TA training by following SoTL methodol-ogy. These findings led us to realize that “no single assessment adequately portrays what [we] observed” (Jacobson & Freisem, 2005) and to seek additional method-ologies. We found them in Donald Wulff's Aligning for Learning. Using Wulff’s ideas, we worked toward “aligning the content, [our]selves, and [our] students in a spe-cific context.” This session illustrates the effect of using alignment to fine-tune TA training. Following this modeling, we will guide participants in aligning their TA pro-fessional development to ensure optimal student learning.

Topic: Professional Development (Graduate Student Professional Development)Audience: TA developers

10:15 AM

Regency Ballrooms C & D10:30AM-12:00PM

Plenary Session

Enhancing Teaching and Learning: Faculty Values, Pedagogy, and Development Activity Sylvia Hurtado, University of California at Los Angeles

tion to student skills and learning. For example, what do students say about valida-tion of their experiences in the classroom? Presenting data to faculty may help with understanding the experiences of students that they regularly teach. Implications for assessment in general, classroom-based assessment, areas for faculty devel-opment, and improvements in practice will be discussed. Dr. Hurtado will present evidence from national data on undergraduate teaching faculty administered by the Higher Education Research Institute that show the relationship between faculty pedagogy, their own values and characteristics, and institutional support. In addi-tion, she draws from current research in introductory science classrooms to illustrate points regarding assessment of students’ skills. She also draws from intergroup rela-tions techniques to assist students and faculty with the tools for difficult dialogues surrounding diversity in the classroom.

Beverage Break

Plenary Session 1, 10:30 AM -12:00 PM

Faculty development is focused on improving teach-ing and learning activity within the institution, but how do we know if the best intentions turn into action? Much of this depends on gaining a better understanding of faculty and student identities and their activities to understand how this works in the classroom. Determining who they are and what they do is key to enhancing engagement and learning in diverse classrooms. Faculty activities that encourage students to develop the "habits of mind" for life-long learning are associated with the use of student-cen-tered pedagogy, civic-minded practice, and faculty values. Institutional support, teaching workshops, and rewards are also significant predictors of faculty behavior. Data on faculty and students can be used to assess more about the activities of faculty in rela


Sterling 312:00–2:00 PM

Sterling 612:00–2:00 PM

Mills 212:00–2:00 PM

Mills 312:00–2:00 PM

Mills 412:00–2:00 PM

Mills 612:00–2:00 PM

Grand Foyer12:00-6:45 PM




Professional Development CommitteeTherese Huston

Research CommitteeMary-Ann Winkelmes

CIC Teaching Center DirectorsJean Florman

Diversity CommitteeStacy Grooters

Finance and Audit CommitteeNiki Young

Texas Faculty Development Network CommitteeSuzanne Tapp

Vendor Exhibit

E3: The Beautiful Blooms and Historic Homes TourMeet by the Valet Parking Stand at the hotel’s main entrance.

Developing and Maintaining the HBCU Faculty Development NetworkHenry Findlay, Tuskegee University;; Hasan Crockett, Morehouse College;; Laurette Foster, Prairie View A&M University;; Eugene Hermitte, Johnson C. Smith University;; Steve Rozman, Tougaloo College;; Phyllis Worthy Dawkins, Dillard University

Today, many organizations are involved in various forms of partnerships, alliances, and collaborations, geared toward the improvement of education at all levels. This interactive session is designed to provide “nuts and bolts” information about how to establish and maintain an organization such as the Historically Black Colleges and Universities (HBCU) Faculty Development Network and the role it is playing in devel-oping the faculty teaching workforce at HBCUs. We will also describe the origins and distinctive nature of the Network.

Topics: Professional Development (Supporting Faculty Development and Professional Growth)Audience: All POD members

The HBCU Faculty Development Network is a premier organization that is dedicated to the scholarship of teaching and learning. Founded in 1994, the Network consists of over 600 members from both public and private HBCUs as well as other universi-

Lunch-on-your-own/Committee Meetings, 12:00-2:00 PM

75-minute Interactive Sessions, Friday 2:15-3:30 PM


Coference Events , 12:00-2:00 PM


Grand Ballroom F2:15-3:30 PM


ties. The Network is committed to promoting effective teaching and student learn-ing through a variety of collaborative activities that focus on faculty enhancement. These collaborative activities are designed to make a connection between teaching, research and service. The Network also facilitates collaboration among presidents, provosts/vice-presidents for academic affairs, and faculty development directors, other administrators, and faculty to share individual achievements for collective suc-cess in meeting student needs.

Information about the HBCU Faculty Development Network, membership, and pro-grams can be found at www.hbcufdn.org.

Educational Development as a Framework for Outcomes AssessmentMary Wright, University of Michigan;; Wayne Jacobson, University of Iowa

As pressures grow for increased learning outcomes assessment, faculty developers can be expected to provide more support and direct leadership for department- and institution-wide assessment work. This session identifies the perspectives and expert practices that educational developers can contribute to campus outcomes assessment, and examines the advantages and challenges of engaging in assess-ment through an educational development framework. The session will help build a network of faculty developers doing assessment work and enable participants to exchange ideas about guiding principles, potential pitfalls, and best practices for such initiatives.

Topics: Research and Innovation (Assessment;; Organizational Development)Audience: Open to all POD members

No-Win Situation?: Effecting Change in Limited-control Classroom Environments Allison Boye, Texas Tech University

This discussion-based, interactive session will explore the dilemmas faced by gradu-ate student instructors when experiencing a lack of control over what and even how they teach. We will consider how we as faculty developers can help those individual instructors make improvements, or how we might work to effect larger change in the face of faculty resistance at higher departmental/administrative lev-els. Participants will review a rich course case study involving multiple departments and graduate instructors, as well as the analysis of three years of longitudinal data derived from student evaluations of the course, and qualitative responses from interviews with course instructors.

Topics: Professional Development (Graduate Student Professional Development;; Faculty Developers)Audience: Graduate student developers

Revolution or Evolution? Social Technologies and Pedagogical ChangeDerek Bruff, Vanderbilt University;; Dwayne Harapnuik, Abilene Christian University;; Jim Julius, San Diego State University

Social technologies such as wikis, blogs, Twitter, and smart phones open up ave-nues for learning and collaboration that hold great promise for transforming edu-cation. Do these technologies, along with the easy access to information that the



Mills 12:15-3:30 PM


Web provides, call for a revolution in education, one that rejects what some call the Industrial Model commonly practiced? Such a revolution sounds exciting, but is revolution possible or even appropriate in an environment where evolution—in fact, slow evolution—seems the norm? This session will explore the forces for and against revolution, as well as practical strategies for encouraging change in educa-tional technology use.

Topics: Research and Innovation (Technology);; Professional Development (Improving Teaching)Audience: Technology, technology integration specialists

Assessing the History Component within a General Studies ProgramJoel Hyer, Chadron State College

This presentation explores some of the challenges and opportunities of assess-ing a component within a General Studies program. After interacting through a PowerPoint presentation, participants will engage in small group discussions in order to devise and offer constructive feedback on the assessment plan of the History component of the General Studies program at Chadron State College. Discussions will also address such topics as: the financial cost of assessment, instituting posi-tive programmatic change through assessment, and managing assessment data. Finally, participants will also be able to provide feedback through a short survey toward the end of the session.

Topic: Research and Innovation (Assessment)Audience: Small colleges

Clicker Use Across Campus as Pedagogical ToolsMatt Morgan, Hamline University;; Melinda J. Micheletto, Educational Consultant, Turning Technologies

Attend this co-presentation to discover the ways Turning Technologies' student response clickers are being used across campus and as a pedagogical tool. Matt Morgan will discuss how clickers are used throughout Hamline University, specifical-ly for formative assessment, peer tutoring, and opinion polling in his general chem-istry and liberal arts chemistry classes. Melinda Micheletto will focus on the multiple pedagogies that student response systems can help facilitate in the classroom. The primary focus will be using student response systems to implement agile teaching, peer instruction, and team-based learning. Additional topics will include researched practices such as immediate feedback and increasing student engagement. All ped-agogy will be presented with supporting research.

Mills 22:15-3:30 PM

Roundtable Session

Mills 32:15-3:30 PM

Mills 42:15-3:30 PM

Roundtable Session

Organizing Faculty Development Programming Using Communities of Practice and Faculty Learning CommunitiesMilt Cox, Miami University

This roundtable will enable faculty developers to examine and find gateways to meet new organizational and programming challenges and opportunities. We will explore approaches and practices by expanding our organizational structures to include Wenger’s community of practice model as an extension of faculty learning communities. We will initially frame our discussion using a linear model that por-trays the degree of faculty learning (from surface to deep), development, communi-ty, and SoTL with respect to organizational structure and programming as invested by faculty and educational developers. We will discuss questions, successes, short-comings, and alternative models.


Controversial Conversations: Engaging Students and FacultyKathleen Harring and Lisa Perfetti, Muhlenberg College

Current political discussions provide evidence of the need to teach students how to engage in reasoned debate on controversial issues. Many faculty are not well equipped to facilitate these discussions nor do they identify this skill as a course objective. This session provides an overview of a faculty learning community that examined pedagogies that facilitate and discourage open and critical discussions of controversial topics. The presenters will show how to translate learning community work into other faculty development programs. Participants will share strategies for facilitating controversial conversations and will participate in an exercise that mod-els student reactions to difficult discussions.

Topics: Organizational and Institutional Development (Diversity and Retention);; Professional Development (Improving Teaching)Audience: Open to all POD members

Gateway to Aligning Learning Outcomes with Employer Feedback Peggy Cohen and Kimberly Allen, University of Missouri at St. Louis

During this roundtable we will discuss how a faculty center and college collabo-rated (1) to gather feedback that supports the college’s commitment to continuous improvement and (2) strengthened the college’s accreditation self-study. Employers of program graduates participated in focus groups designed to reveal how well pre-pared its graduates were for practice. Focus group reports are explored annually and used strategically by the faculty to improve program effectiveness. As a result, course and program outcomes are more intentionally aligned and focused on learn-ing. Leading the focus groups created a new gateway for the center to contribute to colleagues’ professional development.

Topics: Research and Innovation (Assessment;; Organizational Development)Audience: Open to all POD members


Mills 52:15-3:30 PM

Roundtable Session



Graduate Student Perspectives on a Faculty Development CareerLaura Schram, Monica Huerta and Andre Cavalcante, University of Michigan;; Sara Jones, University of Texas at Austin

Thinking of creating a job posting in the coming year? Wondering about how to enhance the “pipeline” to faculty development careers? This roundtable discussion will explore what graduate students (i.e., prospective entrants into the field of fac-ulty development) see as key attractions and disincentives to faculty development careers.

Topics: Professional Development (Faculty Developers;; Graduate Student Professional Development)Audience: Open to all POD members

Effective Teaching among Non-tenure-track Faculty: How Discipline Matters Amy Garver and Thomas Nelson Laird, Indiana University;; Megan Palmer and Genevieve Shaker, Indiana University-Purdue University Indianapolis

Many institutions have opted to hire more non-tenure-track (NTT) faculty in order to accommodate the growing number of students on college campuses and control rising instructional costs. Some argue the lack of investment in tenured and tenure-track faculty has a negative impact on teaching and student outcomes. Relying on data from the Faculty Survey of Student Engagement, facilitators will share infor-mation on teaching practices of NTT faculty and how those practices may differ by discipline. Session participants will be encouraged to put study findings to work by developing a targeted plan to support NTT faculty on their own campuses.

Topics: Professional Development (Adjunct/Part-Time Faculty Development;; Supporting Faculty Development and Professional Growth)Audience: New/recent faculty developers (5 years or less)

A Whole New Mindset: Environmental Sustainability in the CurriculumVictoria Bhavsar, Cal Poly Pomona;; Ed Nuhfer, California State University at Channel Island

Environmental sustainability requires fundamental shifts in thought and behavior. We must advance in intellectual and ethical development to adopt values and activi-ties that support sustainable communities. Assumptions underlying curricula and pedagogies must be examined for consequences for the environment, economic vitality of a region, and social stability and vibrancy. This session will provide an intellectual framework for faculty to consider how sustainability can enrich other educational goals. We will also offer lessons learned from a speaker series and a sustainability faculty learning community. In addition to theoretical information and discussion, activities will include writing and a jigsaw process.

Topic: Organizational and Institutional Development (Sustainability)Audience: Seasoned faculty developers




Life on the Margins: Fruitful Territory for Faculty Developers?David Green, Seattle University;; Deandra Little, University of Virginia

Given that many faculty developers have “migrated” from other fields, what can we learn from studies of migrants and marginality? We’ll explore relevant metaphors, examining such questions as: What happens when we take a different direction than the norm? Is life on the margins necessarily a bad thing? How can we make it productive? What happens when we find ourselves on the peripheries because of our personal, as well as professional, identities? Using a new model we have developed, participants will be able to take a critical look at how we, as developers, might position ourselves as constructive, compelling colleagues.

Topics: Professional Development (Faculty Developers);; Organizational and Institutional Development (Maintaining and Growing Established Centers)Audience: Open to all POD members

Combining Resources for Educational Development: Strategies to Enhance College Writing Catherine King, Peter Felten, and Jessie Moore, Elon University

Contrary to many expectations, not all of our students are digital natives, nor can they easily generalize their social networking capabilities to academic writing. Expectations for student writing and responsibility for writing instruction cut across the curriculum;; therefore the development of new teaching models and curricula calls for a campus-wide effort. Based on a mixed-method assessment, we describe the benefits of two programs run by our teaching/learning center and our college writing program. Participants will be guided in brainstorming strategies for combin-ing their own institutional resources to create faculty development programs which can integrate SoTL with development of new pedagogy.

Topics: Professional Development (Supporting Faculty Development and Professional Growth);; Research and Innovation (Scholarship of Teaching and Learning)Audience: Open to all POD members

Completing the Loop in Teaching & Learning Center Program EvaluationChristine Rener, Grand Valley State University

Collecting information from stakeholders and participants is only one step in the process of evaluating a faculty development program. In this session, participants will critically examine a collection of assessment methodologies, with particular attention to the tools, conclusions drawn from collected data, and impact on subse-quent programming. We will review concrete examples in small groups in prepara-tion for a large-group discussion of the strengths, weaknesses and lessons learned. This session is intended for those responsible for faculty development program evaluation, whether at the beginning stages or exploring new directions for an existing process.

Topics: Organizational and Institutional Development (Maintaining and Growing Established Centers;; New Teaching and Learning Centers)Audience: New/recent faculty developers (5 years or less)





3:30-3:45 PM

What’s Real? What Can We Do?: Teaching Centers’ New DirectionAmy Godert, Kim Kenyon, and Theresa Pettit, Cornell University

With faculty facing increasing pressures due to budget reductions and new accredi-tation standards, how do centers accurately respond to faculty development needs? Our reality is that faculty members represent countless fields of study with special-ties ranging from research to teaching to outreach. Prioritization of center goals can be a significant challenge. An interactive discussion focusing on strategic planning for today’s center will allow participants to ask questions and share experiences. A year’s worth of activities resulting from a strategic plan will be shared, including abstracts for 40+ sessions, both faculty and TA. Evaluation results from all sessions will be provided.


Advice on Getting Published in To Improve the AcademyJudith Miller, University of North Florida;; James Groccia, Auburn University

This session is intended to help potential contributors to the journal To Improve the Academy succeed in getting their manuscripts accepted. The current Editor, Associate Editor, and experienced reviewers explain the procedures for preparing and submitting a manuscript for next year’s volume, as well as how manuscripts are reviewed, selected, and edited. Potential contributors can ask questions and obtain copies of the required cover sheet, submission instructions, and the review-ers’ form. Recent experience has shown that prospective authors who attend this roundtable submit higher-quality manuscripts as a result.

Topics: Research and Innovation (Scholarship of Teaching and Learning)Audience: Open to all POD members

Beverage Break




Center Leadership of Campus-wide Reform Initiatives: Challenges and OpportunitiesVirginia Lee, Virginia S. Lee & Associates;; Carolyn Oxenford, Marymount University;; Patty Payette, University of Louisville

Whether coordinating a grant-funded project or leading an institution’s Quality Enhancement Plan, from time to time centers for teaching and learning assume significant leadership roles in campus-wide reform efforts. The engagement of cen-ters in this way poses both opportunities and challenges and a special emphasis on organizational development. The presenters will share their experiences lead-ing campus-wide undergraduate education reform efforts. Participants will have an opportunity to develop strategies to address common challenges posed by leading institution-wide reform efforts.


Student Ratings of Teaching: Passing Through the Online GatewayAngela Linse, Penn State University

The purpose of this session is to provide a structured forum for discussing the move from paper to online delivery of course evaluations (aka student ratings of instruc-tion, student evaluations of teaching). Passing through this gateway can be par-ticularly challenging because of the potential impact on faculty careers, mistrust of student ratings in general, and fear of the unknown. This collaborative session will focus on issues, processes, implementation, analyses, and impacts of the paper-to-online evaluations shift. The session is designed to so that attendees at all stages of the process are engaged.

Topics: Research and Innovation (Assessment;; Technology)Audience: Open to all POD members

Decoding Emotional Resistance: Challenging Student Preconceptions in the History ClassroomJoan Middendorf, Indiana University

The Decoding the Disciplines approach is used to explore student emotional bot-tlenecks to learning. From math anxiety to students unable to deal with highly charged topics there seem to be affective blocks in every discipline which hin-der student learning. This session describes the results of experimental lessons designed to overcome emotional resistance, and the two frameworks that informed this study, Chi’s framework for overcoming student misconceptions (Chi, 2008) and Barton’s (2008) work on narrative simplification.

Topic: Research and Innovation (Scholarship of Teaching and Learning)Audience: Seasoned faculty developers




Mills 23:45-5:00 PM

Roundtable Session

Mills 33:45-5:00 PM


Making Student Research More Meaningful: Teaching Students to Improve WikipediaTrisha King Stargel, Seattle University;; Melissa Ganus, Ganus Research & Development

Across disciplines, students regularly complete research projects. Countless papers have been written, submitted, and forgotten by both students and professors. Students often start research by visiting Wikipedia. What if students, as part of these assignments, added something from their research to Wikipedia? In two courses last year, students learned how to edit Wikipedia pages and were required to add new, cited information to at least one article. Students placed high value on the experience. This session covers why this could be a meaningful component of student research, how it has worked so far, and how others could try it.

Topics: Professional Development (Improving Teaching);; Research and Innovation (Technology)Audience: Open to all POD members

Within/Between: Creating Community in Community College Faculty Development Centers Lisa Handler, Community College of Philadelphia;; Claire G. Kratz, Montgomery County Community College

This roundtable discussion will focus on strategies for creating vibrant faculty devel-opment programs within community colleges to ensure rich teaching and learning communities. We will also look at collaborations between community colleges, which can be used to build a larger community of resources and richness. Many challeng-es community colleges face in developing vibrant faculty development programs are shared by other post-secondary institutions. Still, some of the challenges may feel, or actually be, unique: budgetary limitations, large part-time faculties, high teach-ing loads and multi-site institutions among them.

Topic: Organizational and Institutional Development (Maintaining and Growing Established Centers)Audience: Community colleges

Faculty Development and Institutional Administrators: How They Can Help Each OtherDee Fink, Dee Fink and Associates Consulting;; Mary Deane Sorcinelli, University of Massachusetts at Amherst;; Dan Wheeler, University of Nebraska at Lincoln

This session is specifically designed to help campus leaders (presidents, provosts, deans and chairs) and faculty developers understand how much they need each other and how to partner more effectively. The session’s premises are that (a) administrators need faculty development programs in order to equip faculty more fully for their multiple educational responsibilities, and (b) that faculty development programs need administrators who are willing to “send a message” that profes-sional development is an expected and continuous part of faculty work. During this session, both groups of participants will engage in dialogue aimed at helping them understand and more effectively support the needs of the other.

Topic: Organizational and Institutional Development (Maintaining and Growing Established Centers);; Professional Development (Faculty Development)Audience: Administrators

Mills 43:45-5:00 PM

Roundtable Session

Mills 53:45-5:00 PM

Roundtable Session


Promoting High-Impact Learning Practices Through New Faculty OrientationLinda Beane-Katner, St. Norbert College

The Association of American Colleges and Universities has recently identified high-impact practices that foster engaged learning as service-learning, undergraduate research, and living-learning communities. This roundtable discussion will present strategies to ramp up existing new faculty orientation programs in order to encour-age faculty to adopt these high-impact practices. The professoriate is evolving, and Millennials will be the next generation of faculty. The great news for faculty developers is that these Millennial faculty will arrive on campus greatly predisposed towards adopting these high-impact practices. It is up to us to maximize this oppor-tunity by intentionally designing new faculty orientation programs that encourage and support such practices.

Topics: Organizational and Institutional Development (Maintaining and Growing Established Centers);; Professional Development (Faculty Developers)Audience: Small colleges

New Approaches to Helping Graduate Students Write Teaching Philosophy StatementsBeth Fisher, Washington University at St. Louis

This session will focus on new approaches to developing graduate-student programs focusing on the teaching philosophy statement (TPS), a document that has become increasingly important for graduate students who are applying for faculty positions. The session leader will begin by describing a program that utilizes a writing prompt, interdisciplinary peer-review groups, and an online social network to help students write effective TPS. The session leader will also describe an ongoing evaluative study of this program. The description of this program will serve as a springboard for discussion of new and innovative approaches to the development of TPS pro-grams.

Topics: Professional Development (Graduate Student Professional Development);; Research and Innovation (Technology)Audience: Open to all POD members

Brave New World: Innovative Models for Integrating Pedagogy and Technology Robert Crow and Laura Cruz, Western Carolina University

This interactive session will explore cultural and sociological barriers to the effec-tive integration of pedagogy and technology in faculty development organization. Misconceptions on the part of faculty, administrators, and faculty developers keep this integration from reaching its full potential. The facilitators of this session will conduct small group brainstorming sessions to identify and overcome obstacles pre-sented by a range of institutional cultures. Building on their own successful integra-tion model, the facilitators will exchange innovative strategies to scaffold the syn-thesis of teaching and technology.






Moving Down the Trail to Effective Use of Peer ConsultingYvonne Zubovic and Gail Rathbun, Indiana University–Purdue University Fort Wayne

The aim of this session is to provide participants with a clearly marked trail, based on our own experience and on the experience of the pioneers that went before us, leading to effective use of peer consulting on their campuses. Through a jigsaw dis-cussion activity in which small groups develop and discuss questions based on short readings, participants will become familiar with the literature of peer consulting, providing presenters with a set of discussion questions to address in terms of what Indiana University–Purdue University Fort Wayne faculty have done.

Topics: Organizational and Institutional Development (New Teaching and Learning Centers;; Maintaining and Growing Established Centers)Audience: New/recent faculty developers (5 years or less)

I’m Teaching What?: Strategies for Teaching Unfamiliar MaterialTherese Huston, Seattle University

Graduate students and new faculty share a common but rarely discussed dilemma – they often have to teach on the edge of their expertise. Tightened departmen-tal budgets and a growing emphasis on interdisciplinary courses mean that more instructors find themselves quietly struggling to teach topics they haven’t studied since they were sophomores themselves. How can educational developers sup-port teachers early in their careers so that they can approach such topics with confidence? How can new faculty manage the workload and their anxieties about credibility? In this interactive workshop, we’ll examine strategies for supporting col-leagues on this tricky and taboo issue.

Topics: Professional Development (Improving Teaching;; Graduate Student Professional Development)Audience: Open to all POD members

Midterm Feedback: Moving from Student Complaints to Meaningful Instructional RecommendationsGreg Siering, Indiana University;; Kathleen Jacobi-Karna and Gary Pavlechko, Ball State University

Small Group Instructional Diagnosis (SGID) is a popular and successful method for gathering feedback from students at midterm, allowing teachers to adjust their courses to meet student needs. This model’s discussion-based approach provides faculty developers with the opportunity to move from simple data collection to transformative teaching/learning experiences. They can “drill down” into student comments to understand underlying issues, help bridge gaps between student and teacher language about learning, and transform vague complaints into actionable recommendations. In this interactive workshop, participants will identify, discuss, and practice techniques for facilitating SGID sessions in ways that promote stronger teaching and learning behaviors.





A New Three Track System for Department Chairs: Policy, Leadership, DialogueJenith Larsen, Brigham Young University

Expanding faculty centers often face the challenge of developing a program that will meet the training and support needs for academic administrators. We developed a three track system for department chairs: policy, leadership, and dialogue. Our pol-icy track includes a five seminar curriculum for new chairs as well as the develop-ment of a website designed specifically for department chairs;; our leadership track offers workshops addressing the most pressing issues for chairs (e.g., how to deal with difficult or poorly performing faculty);; and our dialogue track includes oppor-tunities for chairs to network, be mentored, and dialogue on critical department issues.


Providing Early-career Faculty with Multiple Gateways to Professional DevelopmentClaire Lamonica and Elizabeth Zold, Illinois State University

When the faculty development center at our university was regenerated, we were able to step back and take a look at the programs, resources, and services we were offering new faculty. What we found was a hodge-podge of disconnected elements that didn't add up to a coherent whole. In the years since, we have broadened our definition of "new" faculty, re-vamped existing programs, and created a web of new offerings that function as an integrated approach to supporting the recruitment, development, and retention of high-quality faculty. In this session, we'll draw on the research and our own experiences to help you design an integrated program of your own.

Topics: Professional Development (Supporting Faculty Development and Professional Growth);; Organizational and Institutional Development (Maintaining and Growing Established Centers)Audience: Open to all POD members

Posters will be available for viewing from 2:00 PM Friday afternoon until 12:00 PM Saturday afternoon. Presenters will be available to answer questions throughout the scheduled presentation time. To help participants locate specific posters, each is assigned a unique number. Posters P2 through P25 will be arranged numerically in Park View.

P1: The Doctor Is In: Research Consultation from POD MembersDakin Burdick, Endicott College;; Bonnie Mullinix, TLT Group;; David Sacks, University of Kentucky;; Dieter Schönwetter, University of Manitoba;; Mike Theall, Youngstown State University;; Mary-Ann Winkelmes, University of Illinois at Urbana-Champaign;; Donna Ziegenfuss, University of Utah;; James Zimmerman, Rollins College

Poster Session, 3:45-5:45 PM



Park View3:45-5:45 PM


This session is intended to provide free assistance to those who are contemplat-ing or conducting various kinds of research in areas related to teaching, learning, assessment, evaluation, as well as to professional, organizational, or instructional development. Scholarship of teaching and learning (SoTL) studies are of particular interest to POD, and as a follow-up service, the Research Committee will organize and facilitate an e-mail distribution list and dialogue for those who wish pursue SoTL investigations. Consultants are members of the POD Research Committee. The session format is informal, and the consultants work with colleagues individually. The service is open to all.

Topics: Research and Innovation (Scholarship of Teaching and Learning);; Professional Development (Faculty Developers)Audience: New/recent faculty developers (5 years or less)

P2: The Next Generation @IUPUI: Leadership Development for Faculty of ColorMegan Palmer and Sherree Wilson, Indiana University-Purdue University Indianapolis

The Next Generation @IUPUI is an intensive one-year leadership development pro-gram specifically designed for faculty members from under-represented groups. Faculty of color often experience isolation and an unwelcoming climate, may have difficulty finding effective mentors, and may be overlooked as potential leaders. Yet, human capital and leadership potential are scarce resources that institutions must cultivate in order to advance their missions;; all talent among the faculty must be maximized. During this poster session we will share information about 1) the pur-pose, 2) funding, 3) selection process, 4) curriculum, 5) assessment activities and 5) outcomes of the program to date.

Topics: Organizational and Institutional Development (Diversity and Retention);; Professional Development (Supporting Faculty Development and Professional Growth)Audience: Open to all POD members

P3: Summer Faculty Development Workshops: Retreat and RetreadDiane Persellin, Trinity University;; Mary Daniels, Centre College

Since 1992, the Associated Colleges of the South consortium has offered a one-week intensive workshop for over 400 faculty who want to strengthen their teaching per-formance, learn new techniques, and explore pedagogical issues through the process of microteaching. Based on our experience as facilitators, participant evaluations, and a large survey of past participants we will share insights about why micro-teaching combined with an interdisciplinary forum have proven successful for 18 years. We will also present models of other faculty development workshops in higher education and the ways in which institutions might implement components of these workshops to support faculty development of teaching

Topics: Professional Development (Improving Teaching;; Supporting Faculty Development and Professional Growth)Audience: Open to all POD members




P4: A Pedagogy Course’s Influence on Graduate Students’ Self-awareness as Teacher-scholarsLauren Griffith, Mark Braun, Katherine Kearns, and Valerie O'Loughlin, Indiana University

Assessments of pedagogy courses typically rely on student satisfaction surveys and short-term affective outcomes. This poster will describe our investigation about how graduate students perceive the role of a health sciences pedagogy course in their development as scholarly teachers. We summarize quantitative and qualitative analyses of open-ended interviews with graduate students six months after com-pleting the pedagogy course. Students described their evolving definitions of teach-ing, changes to their teaching practice, and methods of assessing teaching effec-tiveness. Attendees will develop broadened perspectives about potential pedagogy course outcomes and acquire novel, evidence-based approaches to assess graduate students’ attainment of pedagogy course goals.

Topics: Professional Development (Graduate Student Professional Development);; Research and Innovation (Assessment)Audience: Open to all POD members

P5: Devising Inclusive Professional Enhancement Resources for Dispersed FacultyEmily Donnelli, Amber Dailey-Hebert, and Jean Mandernach, Park University

As institutions of higher education diversify their educational offerings, modalities, and faculty appointments, innovative and inclusive professional enhancement mod-els become even more vital to maintain teaching excellence and professional vitality for all faculty, including those working at a distance or online. This poster presenta-tion will report on research aimed at uncovering organizational practices, programs, challenges, and opportunities related to meeting the needs of diverse—and often geographically dispersed—full-time and adjunct faculty.

Topics: Professional Development (Supporting Faculty Development and Professional Growth);; Research and Innovation (Organizational Development)Audience: Seasoned faculty developers

P6: Internationalizing a Master's Program in ChemistryMichael Rodgers, Southeast Missouri State University

The current recession and concomitant budget concerns at Southeast Missouri State University triggered an institution-wide review of all academic programs, for the purpose of identifying high-cost, low-enrollment programs that could be eliminated. A small, but successful and focused, Master’s program in Chemistry was put at risk by the review. At the same time, a large number of international student applicants suddenly sought admission to the program, thanks to the efforts of a recruiter engaged by the University. This session details the program’s transformation from a small to large program in one year, and how the transformation may save the pro-gram from elimination.

Topics: Organizational and Institutional Development (Sustainability;; Development Programs and Budgeting)Audience: Open to all POD members





P7: Developing an Online Instructional Resources Website: What, Why, HowLois Rosen, Deborah DeZure, and Eron Drake, Michigan State University

This poster session will explore the challenges, problem-solving, and decision-mak-ing we dealt with in developing a comprehensive instructional resources website on teaching and learning based on faculty and institutional needs at Michigan State University. Our poster will also demonstrate how we use this website and Google Analytics to support our Center's programs to provide an independent means for faculty growth in teaching using internet resources and to inform future planning and programs. Viewers can consider ways they might use such online resources with their faculty by drawing on our website or designing their own.

Topics: Organizational and Institutional Development (Maintaining and Growing Established Centers);; Research and Innovation (Technology)Audience: Open to all POD members

P8: A New e-Syllabus Preparation System: A Collaborative PDCA CycleKiyoko Saito, National Institution for Academic Degree & University Evaluation

We consider a new information system that encourages the use of “collaborative PDCA cycle” by faculties and students. According to the previous understanding of PDCA cycle, students participate only in [D] [C], but our research shows that stu-dents have to participate in all parts. “Collaborative PDCA cycle” leads to situations in which students can feel and realize their learning outcomes effectively. The study was conducted in two steps: 1) interviewing students and faculties, and analyzing their perceptions about learning outcomes;; 2) implementing an effective informa-tion system that can present information as per the student’s requirements and testing the system’s effectiveness.

Topics: Research and Innovation (Organizational Development);; Professional Development (Faculty Developers)Audience: Open to all POD members

P9: Assessing our “Assessment Briefs” as a Faculty Development ToolBeverley Taylor and Cecilia Shore, Miami University

Several university offices collaboratively publish monthly “Assessment Briefs”. These provide instruction in assessment, highlight assessment projects, and suggest how to use the information to improve teaching. We are surveying our audience about the usefulness and impact of these Briefs. We will present our results and engage others in discussion of outreach methods and ways to measure their effectiveness.





P10: Building the Culture for Continuous InnovationTiffany Yates, Benedictine University

This poster presentation will convey the knowledge on the effects an organizational culture places on continuous innovation. With the constant social, economic, and political changes occurring, there is a critical need for organizations to innovate in order to survive and sustain a competitive advantage. The issue under study is the effect that organizational culture has on the creation and adoptions of innovations. The research is based on: (a) culture and its effects on organizational change;; (b) what is known about organizational innovation and (c) a comprehensive perspective of the culture producing continuous innovations.


P11: Innovation and Students: How Do They Respond?Donna Ellis, University of Waterloo Faculty members are often encouraged to incorporate instructional methods in their courses to more actively engage their students. However, such methods often con-stitute a very different way of learning for students and may result in student resis-tance. What encourages students to accept new ways of teaching and what discour-ages them? This poster session outlines results from a pilot case study of students’ responses to various innovative instructional methods used in a large undergradu-ate university course. Analyses of triangulated qualitative data (n=227 surveys, n=16 interviews) will be included and preliminary conclusions shared. Feedback will be welcomed to feed into future studies.


P12: Do Faculty Beliefs about Teaching Predict Their Professional Development Choices?Jacqueline Dewar, Loyola Marymount University

Implicit theories about the malleability of skills/abilities have been shown to predict learners’ willingness to participate in learning opportunities (Dweck, Chiu, & Hong, 1995). This study of 130 college faculty, conducted with colleagues Dr. Vandana Thadani and Dr. William Breland, examined whether faculty members' implicit theo-ries about the malleability of teaching skills predicted their willingness to engage in professional development (PD) related to teaching and the types of PD they would choose. The findings raise questions and challenges for faculty developers.

Topics: Organizational and Institutional Development (Maintaining and Growing Established Centers);; Professional Development (Faculty Developers)Audience: Open to all POD members





P13: Not Your Ordinary Annual Report: Delivering Assessment to the UniversityAmy Collier and Chris Faulkner, Texas Wesleyan University

Annual Reports and programmatic assessment are often routine and mundane. The CETL at Texas Wesleyan University envisioned a new breed of assessment that showcased meaningful data rather than burying it in academic rhetoric. Instead of releasing a standard assessment report, the CETL staff published a video. In addi-tion to its environmental advantages, this video provided a reporting format that was both straightforward and enjoyable. Visit this poster session to view the CETL Annual Report video and to discuss the creation, delivery, and University reaction to this video.


P14: Development of Teaching-units by Research-based Teaching Improvement: A Collaborative ApproachMargret Buelow-Schramm and Hilke Rebenstorf, Hamburg University

For effective development of teaching-units, it is downright fruitful and profitable to link concrete measures in faculty and instructional development with research that considers the whole contextual framing of higher education. European countries are facing the problem of reconstructing the BA/BSc programs in a way that serves foremost students’ demands. However, they also have to conform to the objec-tives of the Bologna-Reform as well as to subject-specific. On this basic principle and based upon empirical findings from our own survey, custom-made innovations in instructional development can be tested, assessed, and used for designing study programs.

Topics: Research and Innovation (Organizational Development);; Professional Development (Improving Teaching)Audience: Open to all POD members

P15: New Faculty Mentoring: Shaping Institutional Culture by CohortPatrick O'Sullivan, Illinois State University

Mentoring for new faculty deserves priority for its individual benefits and potential for fostering positive institutional change. For faculty, an effective mentoring pro-gram can improve research and teaching productivity and boost morale. For the institution, it can strengthen recruitment and retention. In time, it can positively reshape a campus culture. In this session, participants will learn about a New Faculty Mentoring Program using a “learning community” approach that addresses shortcomings of traditional one-on-one mentoring. Results of data analyses assess-ing outcomes for participants will be shared and participants will explore how simi-larly programming can foster institutional change.





P16: Socialization Experiences Resulting from Engineering Teaching Assistantships at Purdue UniversityIrene Mena, Brenda Capobianco, and Heidi Diefes-Dux, Purdue University

The purpose of this study is to explore and understand the types of socialization experiences that result from engineering teaching assistantships. Studies have looked at socialization experiences in the humanities and sciences, but engineering seems to be a neglected field. Using situated learning as the theoretical framework and phenomenology as the methodological framework, this poster highlights the experiences of 28 engineering doctoral students who worked as engineering teach-ing assistants (TAs), in the attempt to answer the research question: What social-ization experiences do engineering doctoral students report going through as a result of being engineering TAs?

Topic: Professional Development (Graduate Student Professional Development)Audience Open to all POD members

P17: Preparing New Professors for a Research University’s Teaching MissionDeborah Meizlish and Matthew Kaplan, University of Michigan

This poster describes a required teaching academy for new tenure-track profes-sors in the largest college of a major research university. Program goals included communicating the importance of teaching, positively effecting new faculty peda-gogy, and raising awareness of resources and mentors for teaching. The academy represents a major culture change, since faculty at our institution have never been required to participate in teacher development activities. This poster session will, therefore, look at larger issues of how teaching centers work with academic admin-istrators to change the culture of teaching as well as the specifics of the program’s goals, development, implementation and impact.


P18: Preparing tomorrow’s faculty: Tufts' Graduate Institute For TeachingLinda Jarvin and Annie Soisson, Tufts University

This poster will present a two-phase cross-disciplinary program for advanced doc-toral students and postdoctoral associates planning to pursue a career in teaching. In the first phase, Tufts University's Graduate Institute For Teaching (GIFT) offers participants a series of 15 half-day workshops in the summer. Each workshop day covers 1-2 topics pertaining to teaching and assessment, and also offers partici-pants an opportunity for micro-teaching and feedback. In the second phase, GIFT participants are paired with a faculty mentor who takes the GIFT fellow “behind the scenes” and involves him or her in course design, implementation, and evaluation during the fall semester.

Topic: Professional Development (Graduate Student Professional Development)Audience: Open to all POD members





P19: Floodgates to Gateways: Supporting a Growing Population of Adjuncts Ann Alexander, Grand Rapids Community College

This poster session will address the challenges and opportunities inherent in serv-ing an increasing number of adjunct faculty members at a large community college with several campuses. In order to meet the needs of both new and experienced adjunct faculty members, Grand Rapids Community College has developed a vari-ety of offerings using a number of instructional strategies and modes of delivery. Collaboration with faculty, academic administration, human resources, information technology, student affairs, and support staff has helped us maximize the effective use of institutional resources. In this session, we will share lessons learned from our work-in-progress.

Topic: Professional Development (Adjunct/Part-Time Faculty Development)Audience: Community colleges

P20: Compressed Workweeks, Expanded Workdays: Campus Reactions to the Four-day Workweek Alexei Matveev, Nuria Cuevas, Leroy Hamilton, and Enrique Zapatero, Norfolk State University

In recent years, the compressed workweek has emerged as a popular administra-tive approach to cutting energy, maintenance, and commuting costs as well as to improving the work-life balance of employees. This poster will report results of an exploratory, mixed-methods study that was designed to examine perceptual, behavioral, and psycho-social reactions of one university’s employees to the four-day workweek experience as well as to demonstrate application of NVivo and LIWC software programs in institutional research, program evaluation, and organizational development. Recommendations for effective implementation of compressed work-week arrangements in higher education institutions will also be presented.

Topics: Research and Innovation (Organizational Development);; Organizational and Institutional Development (Development Programs and Budgeting)Audience: Administrators

P21: Expanding Leadership Development for Faculty: Current Trends and Future IssuesPatricia Lawler, Widener University;; Donna Ziegenfuss, University of Utah

One strategy for meeting the challenges of institutional change today is leadership development. Higher education literature calls for faculty leaders, not just in admin-istration, but perhaps more importantly in governance and academic areas. What is the status of leadership development today for faculty? What roles do Centers for Teaching and Learning have? Our research addresses these questions and reports survey and in-depth interview findings from Centers of Teaching and Learning across the US. We expand the definition of leadership development to include both administrative and academic leadership. Current leadership offerings and an assess-ment of faculty leadership needs will be presented.

Topics: Professional Development (Supporting Faculty Development and Professional Growth);; Research and Innovation (Organizational Development)Audience: Open to all POD members




P22: The First Year Experience for New FacultyNancy Hartung, Susan Chaplin, and Joseph Kreitzer, University of St. Thomas

New faculty need help integrating into their new position. They face many challeng-es: competing demands for their time, isolation, uncertainty about the culture and expectations, lack of training in a key aspect of the job – teaching. New faculty ori-entation at the University of St. Thomas has evolved into a multi-faceted, full-year experience designed to foster collegiality, a culture of learning about and conversa-tion about teaching, acculturation to the mission, as well as to provide knowledge of resources and the evaluation process. This poster will provide information about the major aspects of this program, including a residential retreat around mission.

Topic: Professional Development (Supporting Faculty Development and Professional Growth)Audience: Open to all POD members

P23: Supporting Scholarship: A Multitude of Gateways for Faculty Development CentersCara Meixner and Beth Eck, James Madison University

How can faculty development centers support the multifaceted needs of faculty as scholars without draining resources? What creative means exist for fostering one-time, recurring, and ongoing ways to support faculty scholarship and research across the disciplines? This poster presentation will explore the multitude of gate-ways – consultations, symposia, research “lock downs”, scholarly writers’ groups, library partnerships, research methods workshops and more – developed by a fac-ulty center in partnership with its constituents and university partners. Connections with be drawn to Boyer’s (1990) seminal work, Scholarship Reconsidered.

Topics: Professional Development (Supporting Faculty Development and Professional Growth);; Research and Innovation (Scholarship of Teaching and Learning)Audience: Open to all POD members

P24: Dissemination of Teaching Portfolio in JapanKayoko Kurita, National Institution for Academic Degrees and University Evaluation

In this decade, quality assurance is one of the most important topics in higher edu-cation in Japan. Various new schemes have been started. In this process, what uni-versities struggle with the most are the evaluation of a faculty’s teaching and the effective methodology of teaching development. The teaching portfolio is thought to be a possible solution. Several institutions have begun to implement this method as part of a faculty development program. This presentation reports an empirical study about the effectiveness of practical elements for the implementation of the teaching portfolio.

Topics: Research and Innovation (Scholarship of Teaching and Learning);; Professional Development (Improving Teaching)Audience: Open to all POD members

63Saturday, November 6 62 Friday, November 5


Grand Ballroom D5:15-6:45 PM

Grand BallroomsE, F, G, H7:00-8:30 PM

Gateway East(18th Floor)8:45-10:00 PM

Grand BallroomsA, B, C8:30-10:30 PM

P25: Preparing Future Faculty and Improving Teaching at Temple University and Community CollegesAdalet Gunersel, Pamela Barnett, and Suzanne Willever, Temple University

While most teaching certificate programs are targeted toward future faculty, Temple's new Teaching in Higher Education (THE) Certificate Program provides ped-agogical instruction to three populations: Temple graduate students, Temple faculty members, and local community college faculty members. This poster represents the program's uniquely interlocking elements, showing how the complete design leads to broad reach, as well as to program consistency, quality and sustainability. For instance, only Temple faculty members who complete an intensive institute are eli-gible to teach certificate coursework to graduate students. The intensive institute is funded by tuition from community college faculty who take certificate coursework.

Topics: Organizational and Institutional Development (Maintaining and Growing Established Centers);; Professional Development (Graduate Student Professional Development)Audience: Open to all POD members

Resource Fair (Cash Bar)

Conference Dinner: POD Awards Banquet

Live Jazz Music with Wire PilotsWire Pilots, featuring Dan and Ted Rubright, is a St. Louis-based jazz/world fusion guitar and percussion duo.

Dance & Karaoke (DJ)


Gateway East(18th Floor)6:00-7:00 AM


Grand BallroomsD & E7:00-8:45 AM





International POD Attendees BreakfastKevin Barry, University of Notre Dame

Recognizing the continued and expanding presence of POD attendees from outside the United States, this event provides an opportunity for international attendees to come together to meet with colleagues from everywhere, including the U.S, to share ideas and concerns unique to them. It also provides an opportunity for the discussion of potential joint ventures between colleagues that cross international borders.

Conference Events, 7:00-10:30 AM

Saturday, At-a-glance6:00 AM–7:00 AM Yoga7:30 AM–5:00 PM Conference Registration & Welcome Area7:00 AM–8:45 AM Conference Breakfast7:00 AM–8:45 AM Graduate & Professional Student Developers Breakfast7:00 AM–8:45 AM International POD Attendees Breakfast7:00 AM–8:45 AM Committee Meetings7:30 AM–10:30 AM Vendor Exhibit Open7:30 AM–9:30 AM Educational Expedition 4: Downtown Walking Tour9:00 AM–10:15 AM 75-minute Interactive & Roundtable Sessions10:15 AM–10:30 AM Beverage Break10:30 AM–12:00 PM Plenary Session 2: Dr. Kristen Renn12:00 PM–1:15 PM Conference Lunch: POD Networking12:00 PM–5:45 PM Vendor Exhibit Open1:30 PM–5:30 PM Educational Expedition 5: Forest Park – “Meet Me in St. Louis”1:30 PM–2:45 PM 75-minute Interactive & Roundtable Sessions2:45 PM–3:00 PM Beverage Break3:00 PM–4:15 PM 75-minute Interactive & Roundtable Sessions4:15 PM–4:30 PM Break4:30 PM–5:45 PM 75-minute Interactive & Roundtable Sessions6:00 PM Dinner-on-your-own 6:00 PM Educational Expedition 8: ElderPOD Dinner/Reunion (Kemoll's)7:15 PM–10:30 PM Educational Expedition 6: St. Louis Symphony Orchestra7:00 PM–10:30 PM Educational Expedition 7: The Repertory Theatre of St. Louis

64 65Saturday, November 6 Saturday, November 6


Grand Foyer7:00-10:30 AM

Mills 27:00-8:45 AM

Mills 37:00-8:45 AM



Hotel Lobby7:30-9:30 AM


Graduate & Professional Student Developers BreakfastMary Wright, University of Michigan

This event is designed to facilitate networking among graduate & professional stu-dent developers, providing time to discuss directions, issues, and activities for the group and for the POD committee devoted to these special interests.

Vendor Exhibit

POD & HBCU FDN MeetingPeter Felten and Phyllis Dawkins

Electronic Communications & Resources CommitteeKathryn Plank

Membership CommitteeKevin Johnston

Small College CommitteeLinda Beane-Katner

E4: Downtown Walking TourMeet by the Valet Parking Stand at the hotel’s main entrance.

Gateway to the Workings of the Learner’s Mind Linda Nilson, Clemson University

We may wonder why many students ignore “clear” instructor feedback and prompt-ly forget what they read and hear. But how can teaching have a deep, lasting impact if it isn’t geared to how the mind learns? This interactive session reviews how cognitive processing is affected by emotional intensity, personal relevance, multitasking, types of repetition and feedback, and explains why repetition and feedback sometimes fail. Grounded in cognitive psychology, this knowledge will enable participants to enhance students’ attention, depth of learning, cognitive skills, retention, and retrieval of course content. Both new and seasoned faculty developers and faculty should benefit.


Committee Meetings, 7:00-8:45 AM

Educational Expedition, 7:30-9:30 AM

75-minute Interactive & Roundtable Sessions, 9:00-10:15 AM

Grand Ballroom B9:00-10:15 AM




Writing about Educational Development Issues for a Broader AudiencePeter Felten, Elon University;; Connie Cook, University of Michigan;; David Glenn, The Chronicle of Higher Education;; Scott Jaschik, Inside Higher Ed

Curious about more effective ways to communicate your educational development work to a wider audience? Wondering what kinds of topics, approaches, or timing lead to a publication in the Chronicle, Inside Higher Ed or Change magazine? Join a panel of writers and editors from such publications, who, along with experienced POD members, will address these issues and more in an interactive discussion.

Topics: Professional Development (Supporting Faculty Development and Professional Growth;; Faculty Developers)Audience: Open to all POD members

Using Small Group Individual Diagnosis to Improve Online InstructionJennifer Herman, Niagara University

As increasing numbers of faculty delve into the realm of online instruction for the first time, many of them are requesting professional development to help them improve their teaching in this new environment. This session will demonstrate how one university adapted Small Group Individual Diagnosis (SGID), a technique used to give faculty mid-semester feedback on their teaching from their students, to the online environment. Faculty facilitators from an faculty learning community focused on online education were trained in online SGID and paired with faculty volunteers teaching online courses;; each pair worked together to improve online teaching based on the results.


Rethinking Evaluation of Teaching at the University of Notre DameKevin Barry, University of Notre Dame

In 2005 the University of Notre Dame, a comprehensive doctoral institution, began a journey toward a more extensive evaluation of teaching for renewal, promotion and tenure. This led to the articulation and use of new criteria, and a new student perception instrument, based on the work of Seldin, Chism, Feldman and others. The broader evaluation of teaching that resulted is now in effect. I will review our process, criteria, student perception instrument, challenges and initial results. You will consider/critique the criteria and instrument and consider if they, or a modified version of them, could be used at your institution.

Topics: Research and Innovation (Organizational Development);; Organizational and Institutional Development (Diversity and Retention)Audience: Administrators, Open to all POD members




Menges Award Winner

Mills 29:00-10:15 AM

Roundtable Session

Encouraging Diversity Inclusivity in All Courses: Developing New ApproachesThomas Nelson Laird, Indiana University

Building from a comprehensive framework for understanding diversity inclusivity in college courses as well as a line of research demonstrating how diversity is included into courses and the effects of that inclusion, this session engages participants in a process of developing multiple approaches to encouraging faculty from all fields to make their courses more inclusive of diversity.

Topics: Professional Development (Improving Teaching);; Organizational and Institutional Development (Diversity and Retention)Audience: Open to all POD members

Engaging Faculty in Outcomes AssessmentElizabeth Evans, Concordia University Wisconsin

In response to the rising demands of regional accrediting agencies, faculty are increasingly being called on to become engaged in outcomes assessment. Institutional leaders need to overcome lack of interest through intentional strategies to link assessment to faculty learning processes and help faculty see assessment as an opportunity to improve student rather than as a reporting function. This interac-tive session offers a summary of a qualitative study of faculty who are engaged, suggestions for administrators and faculty developers based on the study, and an opportunity for participants to share what is working in their own institutions.


Role of Teaching and Learning Centers in Transforming Institutional CultureDeborah Clark and Bruce Saulnier, Quinnipiac University

Teaching and learning centers have typically focused on faculty development and methods for effectively engaging students. But a broader role is emerging, as lead-ers in the transformation of institutional culture. We outline one institution’s ini-tiative for institutional change, and report on the role of the faculty development center in assisting that change process. The center has been effective by comple-menting the top down institutional initiative with a forum for bottom up faculty and student empowerment and participation. This roundtable seeks an open discussion of university-wide initiatives involving teaching and learning centers, and the char-acteristics that make them transformational and sustainable.

Topics: Organizational and Institutional Development (Maintaining and Growing Established Centers;; Sustainability)Audience: Seasoned faculty developers

Mills 39:00-10:15 AM

Mills 49:00-10:15 AM

Roundtable Session

Mills 59:00-10:15 AM

Roundtable Session

The "Zen" of Employing Graduate Students Wisely Ferlin McGaskey, Dori Stiefel, Chutney Walton, and Thelma Woodard, University of Tennessee

This graduate student led session, examines the best practices for employing gradu-ate students in teaching and learning centers. The session flows through two stages. The first stage gathers/shares data from participants regarding roles, management, evaluation, and creative practices. The second stage presents a model based upon the eastern philosophy of the collective. The model relies on an open environment, physically and mentally, where communication flows freely, trust and respect are apparent, and graduate students have true “ownership.” Assumptions underlying this model along with the key dimensions and requirements of the model will be presented.

Topics: Organizational and Institutional Development (Maintaining and Growing Established Centers;; Sustainability)Audience: Large colleges and universities

Not All Methods are Created Equal: Insight from the AtypicalDannelle Stevens, Portland State University

For many reasons, most faculty have not embraced the idea of studying their own teaching. One reason may be that they feel they do not know or have the time to find valid ways to measure student learning with an eye toward feedback on their own teaching. Yet, there are powerful, interesting, readily available and valid meth-ods at their fingertips. The purpose of this session is to discuss and share prelimi-nary results from using three atypical methods for understanding student learning, “Draw-a-scientist” (modified) test, pre- and post concept maps and disaggregated scores on a rubric.

Topics: Research and Innovation (Scholarship of Teaching and Learning;; Assessment)Audience: Open to all POD members

Supporting Future Faculty Developers Through Graduate InternshipsAlan Kalish and Kathryn Linder, The Ohio State University

This roundtable will foster a discussion about internship structures for mentoring graduate students into the field of educational development and report on the cur-rent internship model used at a large research university’s teaching center. The facilitators will lead a discussion on the benefits and challenges of creating shadow-ing opportunities with educational development professionals, fostering engaged reflection upon themes and literature central to the field, and supporting indepen-dent facilitation of teaching center activities. Participants will be asked to consider initiating and sustaining related graduate opportunities across institutions in order to become active participants in the new directions for faculty development.

Topics: Professional Development (Graduate Student Professional Development;; Supporting Faculty Development and Professional Growth)Audience: Open to all POD members





One Up, One Down: Intergroup Dialogues as Gateways to ChangeMathew Ouellett, University of Massachusetts at Amherst;; Roben Torosyan, Fairfield University

In the academy, rank is the starting gate that provides both entrance and exit to status, power, and perceived authority. Consider the distinctions between tenure-system and affiliate faculty;; academic and student affairs;; or, professional and cleri-cal staff. In this workshop we explore intergroup dialogues as a way members of the same institutional community can learn to cross the divides of rank and position to learn from each other. Such opportunities can offer gateway experiences to par-ticipants leading to increased understanding, more authentic relationships, and an organizational culture that is more inclusive in real and deeply felt ways.

Topics: Organizational and Institutional Development (Diversity and Retention);; Professional Development (Supporting Faculty Development and Professional Growth)Audience: Open to all POD members

New Directions in Faculty DevelopmentAllison Fahsl and Victoria Groves-Scott, Southern Illinois University at Edwardsville

The use of clickers to enhance classroom instruction has dramatically increased over the last several years. However, its use as a faculty development tool has been less prominent. This interactive session will provide participants with ideas and strategies for using clickers to facilitate and improve faculty development activities. Presenters will discuss and demonstrate methods used at their institution in workshops, meet-ings and various other settings to promote faculty engagement and improve teach-ing and learning.

Topics: Professional Development (Faculty Developers);; Research and Innovation (Technology)Audience: Faculty (conference attendees who are faculty and also part-time devel-opers)

Naming Our Theoretical Roots: Gateway to Reflective PracticeNancy Chism, Indiana University-Purdue University Indianapolis

The theories by which we live and work are often unarticulated and unexamined. This session creates the opportunity for developers to name and discuss our theo-retical roots. Its purpose is to stimulate critical dialogue, help participants voice the rationale for their practice, and assess our approaches based on the theoretical frameworks that we use. Participants will generate a taxonomy of theories relevant to educational development and engage in application exercises to arrive at a deep-er understanding of the role of theory in our work.

Topic: Professional Development (Faculty Developers)Audience: Open to all POD members




10:15-10:30 AM

Student Consultants: Gateway to New Directions In Faculty Development D. Lynn Sorenson, Brigham Young University;; Stewart Ross, Minnesota State Univer-sity, Mankato;; Ursula Sorensen, Utah Valley University

Students Consulting on Teaching (SCOT) has elicited considerable interest (e.g. Chronicle of Higher Education, NPR, Teaching Professor, and NTLF). Why? Train-ing students to provide feedback as feedback consultants to faculty opens new "gateways" for instructional development (Sorenson, 2001). SCOTs act as trained outside observers, conduct small-group instructional diagnoses, videotape classes,

-tions for more effective teaching/learning. Developers from three institutions share

and students, and facing challenges in such programs. Would SCOT be something to consider for your campus?


Teaching Centers as Teaching Advocates: Navigating University Politics Peter Lindsay, Georgia State University

What happens when centers for teaching and learning become advocates for educa-tional change? Is such activity advisable if centers become polarizing forces on cam-pus? And if polarization occurs, how should directors navigate it? This session begins with a defense of a controversial policy change, followed by a discussion of how par-ticipants might approach the proposed change at their home institutions. Drawing on this discussion, participants will be asked to generalize about the sorts of issues that are – or are not – appropriate for center involvement. The session concludes with a

faculty development.

Topics: Organizational and Institutional Development (Maintaining and Growing Es-tablished Centers;; Sustainability)Audience: Open to all POD members

The Ithaca Faculty Commons: Web 2.0 Gateway to Faculty DevelopmentSusanne Morgan, Michael Buck, Dennis Charsky, Marilyn Dispensa, Ali Erkan, and Carol Henderson, Ithaca College

The Ithaca Faculty Commons is a hybrid model for faculty development that inte-grates face-to-face and online elements. Session participants will learn about its development and implementation as well as the theoretical, organizational, and technological infrastructure. We provide initial assessment data and a tool with which to analyze the potential for this model in participants’ institutions. If you have or are

Topics: Organizational and Institutional Development (New Teaching and Learning Centers);; Research and Innovation (Technology)Audience: Small colleges

Beverage Break


Regency Ballrooms C & D10:30AM -12:00PM

Grand BallroomD & E12:00-2:00 PM


Hotel Lobby 1:30-5:30 PM

It is tempting to believe that teachers and learners leave their individual identities at the classroom door as they come together in pursuit of some shared, purely “aca-demic” goal. Yet time and again, evidence suggests otherwise. Teaching and learn-ing are linked to socio-emotional processes that engage cognitive, interpersonal, and psychosocial identities including sexual orientation and gender identity. Even in disciplines that seem far removed from questions of identity, students and faculty bring their whole selves to the activities of learning and teaching. How can faculty in any discipline create learning environments that capitalize on engagement with LGBT issues? What strategies promote success for LGBT students and faculty? How can faculty model civil, inclusive discourse around LGBT issues in the context of national polarization on the topic? Dr. Renn will address these central questions while chal-lenging the audience to consider other ways that identities intersect with teaching and learning in higher education.

Conference Lunch: & Networking

Vendor Exhibit

E5: Forest Park – “Meet Me in St. Louis”Meet by the Valet Parking Stand at the hotel’s main entrance.

Plenary Session 2, 10:30 AM-12:00 PM

Few topics in recent years are as polarizing as issues related to the rights of lesbian, gay, bi-sexual, and transgender (LGBT) people, including employment non-discrimination, military service, and marriage equality. One thing on which most partisans agree is that LGBT people participate, whether visibly or not, in nearly all walks of life and certainly in higher education. On some cam-puses, LGBT students and faculty are a vocal, visible campus constituency, while on others they

presence of people who identify as LGBT provides an opportunity for exploring the intersections of identity, teaching, and learning.



Intersections of Identity, Teaching, and Learning: LGBT Issues and Student SuccessKristen Renn, Michigan State University




Using Metacognition to Foster Students’ Disciplinary Thinking and Writing SkillsMatthew Kaplan and Deborah Meizlish, University of Michigan

This session examines a set of metacognitive interventions designed to foster stu-dents’ disciplinary writing and thinking skills. It draws from a University of Michi-gan research program intended to identify easily disseminated techniques that help

-pants will discuss interventions and data from two years of experiments implemented in undergraduate psychology, economics, and political theory courses. Participants will consider the applicability of the underlying framework to their own disciplines and institutions.


Layering Curricular Strategies: Integrating Service-learning and Small Group Dynamics Leigh Gilchrist, Vanderbilt University;; Suzanne Pratt, Columbia University

Today in higher education, service-learning is seen as a viable tool to enhance stu-dent learning. As faculty incorporate design components of service-learning into their courses, they should be thinking about the role that small groups play in this pro-cess. This presentation will model the nature of layering service-learning and small group dynamics. Participants will be divided into small groups and asked to partici-

In each section of the presentation, there will be an interplay between instructional and interactive components.

Topic: Professional Development (Improving Teaching)Audience: Faculty (conference attendees who are faculty and also part-time develop-ers)

Social Capital and Your Campus Community: Gateways to New AnalysisChristopher Price, State University New York at Brockport;; Andrew Carpenter, Ellis University;; Linda Coughlin, St. Mary’s College of Maryland;; Susanne Morgan, Inde-pendent Consultant

The concept of social capital is a valuable lens though which to view faculty and or-ganizational development. This lens brings into focus: the level of civic engagement in the campus community;; existing norms and levels of trust;; the dynamics associat-ed with instances of effective collective action;; and the degree to which social capital is rooted in strong bonds of like individuals and/or bridges between those from a va-riety of backgrounds. Session participants will learn about how they can use the lens of social capital to assess and promote development efforts at their own institution.

Topics: Research and Innovation (Organizational Development);; Professional Devel-opment (Faculty Developers)Audience: Open to all POD members






Identifying Opportunities and Challenges in Community Engagement Projects Chas Brua and Neill Johnson, Penn State

Service-learning or public scholarship projects that engage students with communi-

one frequent approach, faculty members design courses in which students volunteer for community organizations. At Penn State, we conducted interviews with represen-tatives of these organizations, faculty, and students to explore learning gains and

-lar studies. Participants will explore factors that enhance or impede the success of community-engagement projects and will identify goals for supporting such projects at their own institutions.

Topics: Professional Development (Improving Teaching);; Research and Innovation (Assessment)Audience: Open to all POD members

The Role of Teaching Centers in Improvement of Engineering EducationTerri Tarr and Pratibha Varma-Nelson, Indiana University-Purdue University Indianapolis

This session will report recommendations coming from a National Science Founda-tion-funded project titled The Role of Centers for Teaching and Learning in Improve-ment of Undergraduate Engineering Education and will seek participant responses to the recommendations. The two-day Center for Teaching and Learning/Engineering Education workshop brought together teaching center directors, engineering fac-ulty, and engineering school administrators. The workshop agenda was to outline strategies for partnerships between teaching centers and schools of engineering to improve undergraduate engineering education. This session will share insights and strategies gained from the workshop and seek input from attendees about imple-menting the recommendations and applying them to other contexts.


Encouraging Adaption: A Continuum of Team-based Learning Samantha Bates Prins, Andreas Broscheid, Krisztina Varga, James Madison University

This session focuses on the extent to which elements of Team-based Learning (TBL) can be adapted to courses with a diverse student population and courses of various sizes and disciplines and also how a team of instructors can work across disciplines to remodel their courses. The presenters will engage session participants in a TBL-style activity that examines to what extent TBL activities addressed the goals the presenters had for their courses, how they most likely changed student behaviors, and under which circumstances TBL-based activities were or were not appropriate for different course units.


Learning to Think Small in Faculty DevelopmentStacy Grooters, Stonehill College;; Dakin Burdick, Endicott College;; Cassandra Volpe Horii, Curry College

Although most faculty in the U.S. are trained in large research institutions, many go on to teach in smaller colleges. Smaller colleges also offer opportunities for faculty to move into faculty development roles, or for full-time faculty developers to move into leadership roles. This roundtable, led by three faculty developers who have recently made the shift from research university to small teaching college, seeks to

developers face when their “new direction” is a smaller college. Join us for a lively conversation about learning to “think small” in faculty development.

Topics: Professional Development (Faculty Developers;; Supporting Faculty Develop-ment and Professional Growth)Audience: Small colleges

Overcoming the “Sticky Wicket” of Assessing Faculty Development EventsPrudence Merton, Dartmouth College

that built on participant feedback, and also led to research designs that could as-sess our program effectiveness. Kirkpatrick & Kirkpatrick’s (2006) four-level model of evaluating learning was used to frame our workshop assessment. These levels—participant reaction, participant learning, application of learning, and the ultimate result—can all be addressed by building on data gathered from the workshop evalu-ation forms. This session will present results of assessing the impact on faculty of attending a syllabus construction workshop and offer processes for designing other assessments.

Topic: Organizational and Institutional Development (Maintaining and Growing Es-tablished Centers)Audience: Open to all POD members

Social Gatherings: New Frontiers for Faculty and Organizational DevelopmentAllyn Shaw and Cindi Young, Michigan State University

This roundtable will explore the role that faculty and organizational development programs can play in promoting campus collegiality and community through support-ing social gatherings for faculty. This new dimension of practice can be productive but is not without challenges. This session will discuss the use of social gatherings at a large public research university to augment ongoing faculty and leadership devel-

and will engage participants in discussion of evaluating the appropriateness of social programming and the adaptability of this model.

Topics: Organizational and Institutional Development (Maintaining and Growing Es-tablished Centers;; New Teaching and Learning Centers)Audience: Seasoned faculty developers

Mills 21:30-2:45 PM

Roundtable Session

Mills 31:30-2:45 PM

Mills 41:30-2:45 PM

Roundtable Session


Universities with Moral or Religious Missions: Faculty Development ImplicationsA. Jane Birch, Brigham Young University

Many institutions of higher education support the development of character, morality, and even faith alongside traditional academic objectives. If these goals are integral to the university, they inevitably lead to important implications for faculty work and faculty development, but faculty developers may not be well-prepared to meet this challenge. For both faculty and faculty developers alike, rethinking faculty work in a moral/religious context can be a challenge. This roundtable will address this issue and provide a forum for identifying and discussing ways faculty developers can rise to the challenges faced in these unique situations.


Identifying Good Practice in Crisis ManagementAmanda McKendree, University of Notre Dame

Crisis is a part of everyday academic life. Whether called to assist a faculty member dealing with a student in crisis, consult with a faculty member in crisis over evalua-tions of teaching, or serve on a university-wide committee charged with responding to a particular crisis, teaching center personnel must be equipped with a working knowledge of the crisis literature. The goals for this session are for participants to explore models of crisis management, apply models to crisis scenarios appropriate to their own college/university setting, and generate best practices and/or models for working with faculty in preparing for and managing crises.

Topics: Professional Development (Faculty Developers;; Supporting Faculty Develop-ment and Professional Growth)Audience: Open to all POD members

Connecting Communities of Practice through Interdisciplinary Faculty Development Marie Kendall Brown and Patty Payette, University of Louisville

This session will help participants foster interdisciplinary faculty development efforts. This is an approach to professional development in which communities of practice on a single campus are connected through programs, services, scholarship, and stra-

interdisciplinary faculty development work, pinpoint potential partnerships on their own campus, and strategize next steps for sharing resources and bringing new col-leagues to the table. Using organizational change literature and interdisciplinary scholarship, the session leaders will guide participants through a process of discuss-ing, sharing, and planning, or deepening their own interdisciplinary faculty develop-ment efforts.

Topics: Organizational and Institutional Development (Maintaining and Growing Es-tablished Centers;; Sustainability)Audience: Large colleges and universities

Mills 51:30-2:45 PM

Roundtable Session



Interactive, Video-enhanced Workshops: Gateway to the “Faculty Voice”Carol Hurney and George Johnson, James Madison University

Pedagogical workshops are the programming “bread and butter” of many faculty centers. During workshops, participants gain background on effective pedagogies and ideas for implementing new strategies into their courses. Motivation for partici-pants to implement new strategies is often enhanced when instructors who use a particular pedagogy discuss their experiences at workshops. Rather than compiling a faculty panel to bring the voice of experience to workshops, this session explores how to develop interactive, video-enhanced workshops. Short video clips from class-rooms and faculty interviews stimulate lively, interactive conversations that help par-ticipants see what teaching pedagogies “look like” in real classes.

Topics: Professional Development (Faculty Developers;; Improving Teaching)Audience: Seasoned faculty developers

Discovering Solutions to Online Learning Barriers: Survey of EU Health-EducatorsDieter Schönwetter, University of Manitoba;; Patricia Reynolds, Kings College London

A recent international sense of urgency proclaims that online learning is the future of health professional training supporting the next generation of students and compen-sating for the depleting professional health educators worldwide. Although the online

adopting and sustaining online learning. This presentation highlights a recent study conducted with educators involved in advancing online learning in the health profes-sions in the European Union. Participants will explore current barriers and investi-gate potential solutions in assisting educators with the adoption and sustenance of online learning at their institutions.


Uncovering the Heart in Higher EducationVirginia Lee, Virginia S. Lee & Associates;; Lee Altier, California State University at Chico;; Dorothe Bach, University of Virginia;; Bart Everson, Xavier University of Louisiana;; Rick Muthiah, George Fox University;; Matt Ouellett, University of Mas-sachusetts at Amherst;; Jo Schwader, Northwest Arkansas Community College;; Njoki Wane, University of Toronto

feel an emptiness and absence of purpose. Surveys of faculty in the Spirituality in

This session extends a conversation ongoing at the conference since a symposium cosponsored by POD, the California Institute of Integral Studies and the Fetzer In-stitute in October 2008. Participants will experience aspects of the new academy we imagine including silence, mind-body practices and sharing personal worldviews. The session will also provide opportunity for exchange of promising faculty “heart” devel-opment practices on campuses.

Topics: Research and Innovation (Organizational Development);; Professional Devel-opment (Improving Teaching)Audience: Seasoned faculty developers






Understanding Faculty Practice and Perspective for a Learning-centered Campus: Findings from a National StudyAshley Finley, American Association of Colleges & Universities

Increasingly attention has been given to the role of high-impact pedagogies in high-er education and the placement of these practices within the agenda of institutional change. Yet, a familiar campus dilemma is how to increase the breadth and depth of these practices on campuses amidst faculty concerns that these pedagogies take ad-ditional (already scarce) time, are either not valued or not valued enough for tenure and promotion, and do little to advance the expectations for scholarship. To provide greater empirical understanding of these issues, this session will explore data from a national survey of faculty from 20 colleges and universities regarding faculty practice and perspectives on pedagogical innovation, institutional and disciplinary cultures of teaching and learning, and the intersection of high impact pedagogies with regard to promotion and tenure processes. Additionally the study addresses the relation-ship between institutional reward structures and cultures of support with dimen-sions of job satisfaction, commitment, and mental well-being. The study is funded by the Bringing Theory to Practice Project (an independently funded national project through the Charles Engelhard Foundation, and working in partnership with AAC&U).

AAC&U is the leading national association concerned with the quality, vitality, and public standing of undergraduate liberal education. Its members are committed to extending the advantages of a liberal education to all students, regardless of aca-demic specialization or intended career. Founded in 1915, AAC&U now comprises 1200 member institutions--including accredited public and private colleges and uni-versities of every type and size.

AAC&U functions as a catalyst and facilitator, forging links among presidents, ad-ministrators, and faculty members who are engaged in institutional and curricular planning. Its mission is to reinforce the collective commitment to liberal education at both the national and local levels and to help individual institutions keep the quality of student learning at the core of their work as they evolve to meet new economic and social challenges.

Information about AAC&U membership, programs, and publications can be found here: www.aacu.org.

the PathwaysSally Kuhlenschmidt, Western Kentucky University

Expectations of accountability often rest on the presumption that there is some meaningful standard against which the performance of a unit can be compared. Cur-rently, faculty development units do not know what constitutes an objective compari-son group. No standard means research on the nature of centers is hard to conduct and hinders comparison of results across studies. In this session options for classify-ing faculty development units will be examined. Participants will begin the process of identifying meaningful criteria for grouping units for purposes of research and ac-countability.

2:45-3:00 PM




Beverage Break

75-minute Interactive & Roundtable Sessions, 3:00 - 4:15 PM

Topics: Research and Innovation (Scholarship of Teaching and Learning);; Profes-sional Development (Faculty Developers)Audience: Open to all POD members

UDL@UVM: A Collaborative Consultation Model for Faculty Development and Course DesignCharles Rathbone and Holly Parker, University of Vermont

UDL@UVM is a collaborative consultation team approach for addressing the needs of -

nity to learn in every university classroom. Universal Design for Learning (UDL) con-nects research on how the brain learns to UDL design strategies in order to inform course design and instruction. We will present our faculty development model and focus on three UDL principles: representation, expression, and engagement. Partici-pants will engage with several of our consultation protocols. Participants will review course documents, apply the principles of representation, expression, and engage-

been learned in our session.

Topics: Professional Development (Improving Teaching);; Organizational and Institu-tional Development (Diversity and Retention)Audience: Faculty (conference attendees who are faculty and also part-time develop-ers)

Elizabeth Roderick, University of Alaska Anchorage

mission, few faculty are equipped to do so. Two Ford Foundation grants allowed Alaskan universities to introduce faculty to a range of approaches for effectively

introduce several of these strategies;; (b) distribute a handbook of best practices;; (c)

at their institutions.

Topics: Professional Development (Improving Teaching);; Research and Innovation (Scholarship of Teaching and Learning)Audience: Open to all POD members

New Directions through Curriculum RedesignDebra Fowler, Jeff Froyd, and Jean Layne, Texas A&M University

Curricular redesign of undergraduate curriculum is a complex process that can be made easier through the use of learning outcome templates and curricular maps. Foundational knowledge of program learning outcomes, the change process, and facilitation skills are essential. This session is designed to share learning outcome templates, curricular maps, and consulting processes that have been used with mul-tiple departments at a large institution (>20,000 students) on redesigning curricula. The learning outcome template is based on Blooms Revised Taxonomy (Anderson & Krathwohl, 2001). Curricular maps use research on intellectual development (e.g., Perry, 1970).





Topic: Research and Innovation (Organizational Development)Audience: Large colleges and universities

Different Gateways for Microteaching: Minus Film, but Much Feedback Laura Ellis-Lai and Barbara Millis, University of Texas at San Antonio

This interactive session will actively involve participants in a mini-simulation of an

feedback. The model breaks from traditional microteaching by placing more empha-

for mandatory teaching assistant (TA) training at two research institutions where

10-minute mini-lesson followed by 10 minutes of one-on-one feedback with a men-tor TA while the audience TAs—in two separate groups with rotating roles—prepare

Topic: Professional Development (Graduate Student Professional Development)Audience: Open to all POD members

Developing Assessment Instruments as Gateways to Enhanced Educational Development PracticeDavid Sacks, University of Kentucky

How can you demonstrate to the administration at your institution that programs you develop make a difference with faculty instructional practices? Presenters will work with you to develop an assessment instrument to help determine if the goals for your center are being met. An instrument created for the University of Kentucky will be shared along with data collected from the 2009-10 academic year. Assess-ment tools provide data that can inform our practice and create gateways to new directions for our centers. Both new and seasoned faculty developers are encouraged to participate and develop an instrument that works for their institution.

Topics: Organizational and Institutional Development (Maintaining and Growing Es-tablished Centers;; New Teaching and Learning Centers)Audience: New/recent faculty developers (5 years or less)

Managing the Changing Learning Space: Understanding Faculty in TransitionDanilo Baylen and Mary Hancock, University of West Georgia

This presentation focuses on the impact of a change in the use of a learning man-agement system (LMS) at one university. Survey data captured faculty members'

their dispositions toward technology and change, preparation and prior experiences, need for support, and access to available resources. The inquiry focuses on potential activities and infrastructures that can be established to support the faculty when a new system is introduced. Finally, it explores knowledge, skills, and dispositions that

work.

Topics: Research and Innovation (Technology);; Professional Development (Support-ing Faculty Development and Professional Growth)Audience: Open to all POD members


Mills 23:00-4:15 PM

Roundtable Session

Mills 43:00-4:15 PM

Roundtable Session

Serving Our Veterans With Disabilities: Faculty Development and Best PracticesBruce Kelley, The University of South Dakota

This roundtable discussion will provide an opportunity for faculty developers to dis-cuss the unique challenges veterans with disabilities face in our educational systems, and to discuss best practices in serving these veterans, both in and out of the class-room. In addition, participants will be invited to collaborate in a large federally-fund-ed grant project received by The University of South Dakota's Center for Teaching and Learning.

Topics: Professional Development (Improving Teaching);; Organizational and Institu-tional Development (Diversity and Retention)Audience: Open to all POD members

Practicing What We Preach: Transforming Workshop Design and AssessmentLisa Kurz, Indiana University

How can we design workshops and other faculty development events to ensure that they have a transformative effect on the participants’ teaching practice? And how can we document or assess the transformations that those events have helped to create? This session will explore these questions as participants analyze the transformative principles of workshops they have facilitated or experienced, and brainstorm more authentic ways of assessing their impact on instructors’ teaching practice. Participants will also engage in a redesign activity in which they apply the principles discussed in the session to their own faculty development events.

Topics: Professional Development (Improving Teaching);; Research and Innovation (Organizational Development)Audience: Seasoned faculty developers, Faculty

Gail Rathbun, Indiana University-Purdue University Fort Wayne

Moving beyond the settled territory of “Level 1” (Kirkpatrick, 1994) evaluation activi-ties requires creativity, determination, and persistence. Through the examination of previous POD presentations and publications about program assessment techniques, and based on the presenter's description of her practical experience in implementing

when presented with unique scenarios and contexts.

Topics: Organizational and Institutional Development (Maintaining and Growing Es-tablished Centers;; New Teaching and Learning Centers)Audience: Administrators

Mills 53:00-4:15 PM

Roundtable Session




St. Louis Arch Illusion at Work: When Thinking Misleads Students Todd Zakrajsek, University of North Carolina - Chapel Hill

The St. Louis Arch is one of the most famous real-life illusions. The height and width of the arch is the same, even though it looks much taller than it is wide. Actually, our brains lead us astray more than most people realize. In this session we will in-vestigate common misconceptions and wrongly followed intuitions. The overall goal is to better understand why students do what they do and methods for faculty to assist students through gateways of better patterns of thinking. Topics include the myth of multitasking, why cramming increases performance, and how tests may teach better than studying.


CTL Leaders: An Evolving Faculty Network and Leadership Development ProgramLynda Milne, Minnesota State Colleges & Universities

The Minnesota state system’s center for teaching and learning has for twelve years supported a strong faculty development network through its "CTL Leaders" program. The program has evolved through several crisis points by continually honing objec-tives and strategies in response to shrinking resources and the changing needs of

-comings of differing approaches to developing networks of faculty developers. She will also discuss how these approaches can be applied to foster strong teams and networks across multiple departments, schools and colleges in a single institution.

Topics: Professional Development (Faculty Developers);; Organizational and Institu-tional Development (Development Programs and Budgeting)Audience: Seasoned faculty developers

Speed Networking and Speedstorming: Speed Dating Adaptations for Small CollegesSal Meyers, Simpson College

People from small colleges attend POD with two broad goals: (a) to meet and net-work with others facing similar challenges, and (b) to identify new faculty develop-ment ideas to implement at their own institutions. This session provides a gateway for meeting both goals. In a process similar to speed dating, session attendees will meet others and explore possibilities for collaborating and sharing resources. Par-ticipants will learn how variations of speed dating have been or could be used to enhance new faculty orientation and teaching and learning. A list of tips for success-fully using variations of speed dating will be provided.

Topics: Professional Development (Supporting Faculty Development and Professional Growth;; Improving Teaching)Audience: Small colleges




4:15-4:30 PM Break

Kent Crookston, Brigham Young University

colleagues” as the issue with which they most desired help;; it was the number one issue out of 34. Problem colleagues included bullies, rude people, passive aggressive types, poor performers, and stalled citizens. In this interactive session, the present-

academic literature about how to deal with this challenge. He will then focus on one

Topics: Professional Development (Supporting Faculty Development and Professional Growth;; Faculty Developers)Audience: Administrators

Launching into Educational Technology from a Base of Established Teaching StrategiesBridget Arend, University of Denver

College teachers are under many pressures including producing critical thinking, problem solving, and skill development outcomes in their students and using the latest technology to do so. This session will explore seven college teaching strate-gies grounded in a century of research in the learning sciences, and how they can be used effectively with the latest educational technologies. Participants will learn techniques for effectively using these technologies and will experience some of these

Topics: Research and Innovation (Technology);; Professional Development (Improving Teaching)Audience: Open to all POD members

Helping Faculty Motivate and Engage Students through a Faculty Development WorkshopSusanna Calkins and Denise Drane, Northwestern University

“Why do my students seem bored/disinterested/unmotivated?” Every faculty mem-ber has probably asked this question at some point, but even the best teachers may be at a loss at how to get their students moving in the right direction. In this interac-tive session, participants will engage in a workshop designed to help faculty engage and motivate students, representing a gateway to learning. Participants will evaluate

student motivation, complete case study activities used in the workshop, and iden-tify teaching methods and assessments that their own faculty can use to engage and motivate students.

Topics: Professional Development (Faculty Developers;; Supporting Faculty Develop-ment and Professional Growth)Audience: New/recent faculty developers (5 years or less)






Using SoTL Faculty Retreats to Increase Research Productivity Harriette Richard and Linette Fox, Johnson C. Smith University;; Phyllis Dawkins, Dillard University

The purpose of the session is to share the results of three years of SoTL research retreat activities at Johnson C. Smith University. The retreats resulted in an increase in successful submission and publication of research articles. This session will offer

campus. This is an interactive workshop that allows you to design your own SoTL Retreat to meet the needs of your faculty.

Topics: Research and Innovation (Scholarship of Teaching and Learning);; Profession-al Development (Supporting Faculty Development and Professional Growth)Audience: Seasoned and new faculty developers, Small Teaching Institutions, His-torically Black Colleges and Universities, all Faculty

Student and Faculty Perceptions of Academic Misconduct in Higher EducationAllison BrckaLorenz and Tony Ribera, Indiana University

Academic misconduct is a serious problem that continues to plague colleges and universities. However, much of the research in this area has been limited to a single institution. This interactive session will examine perceptions of academic misconduct in higher education from a national sample of faculty and students at 55 baccalaure-ate degree granting institutions. It is imperative that faculty proactively discourage such behavior and uphold the academic integrity of their institution. Unfortunately, research has shown that faculty do very little to address academic misconduct. Par-ticipants will explore challenges and best practices in combating academic miscon-duct.

Topic: Professional Development (Improving Teaching)Audience: Seasoned faculty developers

The Lively Discussion: Discussion Protocols for F2F and Online ClassesDakin Burdick, Endicott College

Getting students to talk can be one of the most frustrating things an instructor can encounter, even a well-intentioned instructor who supports active learning. This session will discuss how one gets students to prepare for and engage in discussion. Participants will receive handouts with sixteen different discussion protocols and a description of how to adapt them for use with online classes. Participants will prac-

Topics: Professional Development (Improving Teaching);; Research and Innovation (Technology)Audience: New/recent faculty developers (5 years or less)




Beyond Skill Building: Humanistic and Transpersonal Dimensions of Faculty DevelopmentBret Simon, University of Texas Health Science Center at San Antonio;; Michele Simms, University of St. Thomas

Addressing “the farther reaches of human nature,” as Maslow described it, is consid-ered by many to be an essential aspect of faculty development. As resources be-come scarce, however, can faculty developers legitimately—and feasibly—engage in this kind of activity, particularly when teaching skill development is generally viewed as our primary mission? What arguments can be made to support such activity? Participants will share their experiences, positive and negative, with building inter-est and commitment to humanistic and transpersonal values in faculty development programs. Strategies for addressing impediments will be discussed, as will examples of successful implementation.

Topics: Professional Development (Faculty Developers;; Supporting Faculty Develop-ment and Professional Growth)Audience: Open to all POD members

Starting and Sustaining Faculty Development at Small Colleges (Part 2)Michael Reder, Connecticut College

starting or building a small college faculty development program or center, we exam-ine the challenges—and advantages—of supporting teaching and learning at a small college. During the second session, we will share further ideas for programming, fur-

“next immediate steps” plan when participants return to their campuses. Handouts -

grams.

Topics: Professional Development (Faculty Developers);; Organizational and Institu-tional Development (New Teaching and Learning Centers)Audience: Open to all POD members

Technology, Technology Coordinator, and Faculty Development: Chutes and LaddersCharles Snare, Chadron State College;; Susan Hines, Saint Mary's University of Minnesota

Sorcinelli et al. (2006:35) in Creating the Future of Faculty Development indicates -

tors. Technology not only plays a role in the classroom and online (fully or blended) but will be important in the emerging area of technology assisted learning. Huber and Hutchings (2005: 23) in The Advancement of Learning view technology as providing the potential to be a ladder to the teaching tent. While such a ladder may transpire, technology may result in a chute that becomes a major setback. Attendees will consider some of the technological chutes and ladders for the next decade.

Topics: Professional Development (Supporting Faculty Development and Professional Growth);; Research and Innovation (Organizational Development)Audience: Open to all POD members

Mills 24:30-5:45 PM

Roundtable Session

Mills 34:30-5:45 PM

PODSponsoredSession

Mills 44:30-5:45 PM

Roundtable Session


Overcoming Inertia: Campus-Wide Change Strategies for Improving TeachingAnton Tolman and Ursula Sorensen, Utah Valley University

Faculty development centers frequently have an impact on improving the teaching of individual faculty but struggle to foster larger-scale utilization of effective teach-ing methods. Malcolm Gladwell described a set of principles that contribute to the propagation of social epidemics. These principles, adapted to higher education, may increase the probability that more faculty will adopt effective teaching strategies. This workshop describes current attempts to adapt some of Gladwell's principles for use by faculty development centers as well as other methods that might be effective in creating a campus-wide change. Participants will be asked to apply these ideas to their own institutions.

Topics: Organizational and Institutional Development (Maintaining and Growing Es-tablished Centers);; Professional Development (Improving Teaching)Audience: Seasoned faculty developers

Building Learning Teams to Promote Active Learning in Large ClassesJames Sibley, University of British Columbia

An unwelcome change faced by many faculty is that universities attempt to reduce costs by increasing class sizes to the point that faculty feel forced into a lecture mode even thought they know that doing so will be a less satisfying and productive experience for them and their students. The purpose of this session is to demon-

Process that also builds teams, enables students to experience the value of diverse input in any discipline and has proven to be effective in classes of up to several hun-dred students.

Topic: Professional Development (Improving Teaching)Audience: Large colleges and universities

Thinking Critically, Creatively and Deeply About Interactive LecturesJim Eison, University of South Florida

more when actively engaged then when listening passively to traditional lectures. Consequently, faculty members are increasingly willing to employ alternatives to lecture-driven instruction;; across campuses and disciplines, “think-pair-share,” “con-ceptests,” and “personal response systems or clickers” are no longer instructional novelties. Such techniques, however, are only three of many ways to transform classroom presentations into instructionally powerful interactive lectures. This lively session will practice and model precisely what it teaches. WARNING: Participants will be expected to think critically, creatively, and deeply about interactive lectures.

Topics: Professional Development (Improving Teaching;; Faculty Developers)Audience: Faculty (conference attendees who are faculty and also part-time develop-ers)




Dinner On Your Own




Hotel Lobby6:00 PM

Assessing Visual Representations of Learning: State of the ProcessDonna Bailey, University of North Carolina

Teaching visual literacy through the use of visual organizers has been hampered by issues with the assessment of visual tool activities. Increased understanding and use of these tools has lead to more effective and less subjective assessment strategies. This session will provide the opportunity for participants to explore current develop-ments and develop visual tool templates that can be used to assess common visual tools in the classroom.

Topics: Professional Development (Improving Teaching);; Research and Innovation (Assessment)Audience: New/recent faculty developers (5 years or less), Faculty

E6: St. Louis Symphony OrchestraMeet by the Valet Parking Stand at the hotel’s main entrance.

E7: The Repertory Theatre of St. LouisMeet by the Valet Parking Stand at the hotel’s main entrance.

E8: ElderPOD Dinner/Reunion (Kemoll's Restaurant)Meet by the Valet Parking Stand at the hotel’s main entrance.

Educational Expeditions, 7:00-10:30 PM

8786 Sunday, November 7



Beyond Our Gates: Preparing for Emerging Trends in Higher EducationPeggy Cohen, University of Missouri at St. Louis;; Therese Huston, University of Seattle;; Wayne Jacobson, University of Iowa;; Deandra Little, University of Virginia;; Bonnie Mullinix, Teaching, Learning and Technology Group

caught unaware when colleagues return from conferences energized by models and concepts they expect you to know or want you to launch? Join POD's Professional Development Committee for an overview of emerging initiatives, including LEAP, High Impact Practices, Access to Success, VSA, Bologna, NSSE, ADP, eportfolios, and

emerging trends by examining productive and nonproductive patterns of practice so that developers ask strategic questions early, align new initiatives with institutional priorities, and garner instrumental faculty support.

As educational developers, we want to understand and be prepared for the surge of new ideas that our administrators, provosts and faculty colleagues hear at other higher education meetings. The decision of campus leaders to embrace a new idea might create a variety of opportunities and challenges for educational developers, whether they expect us to be knowledgeable partners or plan to move ahead with-out our participation. In either case, it is to our advantage to be well-informed about national trends and understand their potential implications for our work in advancing teaching and learning on our campuses. This session is designed to exchange infor-mation on a number of emerging national trends, and to help developers consider strategic ways of bringing these trends to their local audiences.

THANK YOU FOR ATTENDING THE 2010 POD CONFERENCE!We look forward to seeing you in Atlanta for the 2011 joint POD/HBCU Faculty Development Network Conference, October 26-30, at the Hilton Atlanta.

Gateway East(18th Floor)6:00-7:00 AM

Grand BallroomsD & E 07:00-8:15 AM

Grand BallroomsA, B & C8:30-10:00 AM


Conference Events, 7:00-8:15 AM

Sunday Anchor Session

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 following individuals for their valuable contributions to this year’s conference.

Peter Felten, POD President Hoag Holmgren, Executive Director Elon University POD Network

Conference Co-Chairs: Shaun Longstreet, The University of Texas at Dallas Suzanne Tapp, Texas Tech University

Program Co-Chairs: Michael Palmer, University of Virginia

Martin Springborg, Minnesota State College and Universities

Pre-Conference Sessions: Valerie Grabove, Niagara College, Canada Jeanette McDonald, Wilfred Laurier University Barb Smith, Niagara College, Canada

Concurrent Sessions: Natasha Haugnes, Academy of Art University Cassandra Horii, Curry College

Roundtable Sessions: Laurette Foster, Prairie View A&M University Henry Findlay, Tuskegee University

Topical Interest Groups (TIGs): Billie Bennett Franchini, SUNY at Albany Derek Bruff, Vanderbilt University

Poster Session: Elizabeth Kurz, Indiana University Katie Kearns, Indiana University Paul Quick, University of Georgia

Resource Fair: Victoria Bhavasar, Cal State Pomona Job Fair: Angela Linse, Pennsylvania State

Educational Expeditions: Sandy Gambill, St. Louis University Registration Desk: Ann Mendelstamm

Conference Evaluation: Debra Fowler, Texas A&M University Conference Newsletter: Karen Thoms, St. Cloud State University

Roommate Assistance Coordinator: Allison Boye, Texas Tech University Conference Logo & Flyer Designs: Jake Jacobson, Minnesota State College and Universities

Volunteer Coordination: Teresa Johnson, Ohio State University Suzanna Klaf, Fairfield University

Sponsorship Coordinator: Rhonda Blackburn, University of Texas at Dallas Innovation Award Reviewers: Todd Zakrajsek, University of North Carolina, Chapel Hill, Chair

Allison Boye, Texas Tech University Cynthia Desrochers, California State University, Northridge Michele DiPietro, Kennesaw State University Barbara Millis, University of Texas San Antonio

Menges Award Reviewers: Mary-Ann Winkelmes, University of Illinois, Chair Karron Lewis, University of Texas at Austin Bonnie Mullinix, TLT Group Mike Theall, Youngstown State University Todd Zakrajsek, University of North Carolina at Chapel Hill

Acknowledgements

88 89

Karen Adsit, University of Tennessee at Chattanooga Bridget Arend, University of Denver Antonis Asprakis, Drexel University Dorothe Bach, University of Virginia Donna Bailey, University of North Carolina Pamela Barnett, Temple University Kevin Barry, University of Notre Dame Gabriele Bauer, University of Delaware Linda Beane-Katner, St. Norbert College Jennifer Beasley, Indiana University-Purdue University

Indianapolis Victoria Bhavsar, Cal State Pamona Nancy Biggio, Samford University Andrea Bilics, Worcester State College A. Jane Birch, Brigham Young University Kristine Blair, Bowling Green State University Phyllis Blumberg, University of the Sciences in Philadelphia Cheelan Bo-Linn, University of Illinois at Urbana-Champaign Jim Borgford-Parnell, University of Washington Allison Boye, Texas Tech Derek Bruff, Vanderbilt University Dakin Burdick, Endicott College David Caso, Empire State College Elizabeth Chandler, University of Chicago Jeannie Cheng, San Francisco State University Deborah Clark, Quinnipiac University Jon Clauss, Augustana College John Collins, University of British Columbia Eli Collins-Brown, Methodist College of Nursing Mark Connolly, University of Wisconsin at Madison Tuesday Cooper, TLC Consulting Unlimited Jodi Cressman, Dominican University Michael Dabney, Hawaii Pacific University Amber Dailey-Hebert, Park University Bonnie Daniel, University of Tennessee at Martin Paul Decker, Woodbury University Cynthia Desrochers, California State University Stephen Dilks, University of Missouri at Kansas City Michele DiPietro, Kennesaw State University Terry Doyle, Ferris University Eron Drake, Michigan State University Sally Ebest, University of Missouri at St. Louis Kimberly Eby, George Mason University Jim Eison, University of South Florida Donna Ellis, University of Waterloo Peter Felten, Elon University Matt Fisher, St. Vincent University Beth Fisher, Washington University at St. Louis Debra Fowler, Texas A&M University Jennifer Frederick, Yale University Catherine Frerichs, Grand Valley State University Susan Gano-Phillips, University of Michigan at Flint Freda Giblin, Wayne State University Francine Glazer, New York Institute of Technology Caroline Golab, Thomas Jefferson University Sonia Gonsalves, Stockton University Zachary Goodell, Virginia Commonwealth University Rae Jean Goodman, U.S. Naval Academy Andy Goodman, Boise State David Green, Seattle University Adalet Gunersel, Temple University Rosalinda Haddon, Northern Arizona University Edmund Hansen, Northeastern Illinois University Nancy Hartung, University of St. Thomas Nira Hativa, Tel-Aviv University

Don Haviland, California State University at Long Beach Jason Hendryx, University of Washington Jennifer Herman, Niagara University Susan Hines, Saint Mary University Emily Hixon, Purdue University at Calumet Katherine Hoffman, Roanoke College Cassandra Horii, Curry College Carol Hurney, James Madison University Jake Jacobson, Minneapolis College Wayne Jacobson, University of Iowa Teresa Johnson, The Ohio State University Kevin Johnston, Michigan State University Sheila Jones, Bloomsburg University Bruce Kelley, The University of South Dakota Anne Kelsch, University of North Dakota Murali Krishnamurthi, Northern Illinois University Eric Kristensen, University of British Columbia Joseph La Lopa, Purdue University Emily Lardner, Washington Center for Improving Undergrad

Education Bruce Larson, University of North Carolina at Asheville Marion Larson, Bethel University Jean Layne, Texas A&M University Virginia Lee, Virginia Lee & Associates Ernest Linsay, Wilmington University Angela Linse, Penn State University Deandra Little, University of Virginia India McHale, Penn State University Wilbert McKeachie, University of Michigan Amanda McKendree, University of Notre Dame Deborah Meizlish, University of Michigan Prudence Merton, Dartmouth College Sal Meyers, Simpson University Joan Middendorf, University of Indiana Cheryl Miller, Potsdam University Barbara Millis, University of Texas San Antonio Pamela Milloy, Grand View University Lynda Milne, Minnesota State Colleges and Universities Susanne Morgan, Ithaca College Joy Morrison, University of Alaska Bonnie Mullinix, TLT Group Linda Nilson, Clemson University Edward Nuhfer, California State University at Channel Islands Mathew Ouellett, University of Massachusetts Amherst Carolyn Oxenford, Marymount University Megan Palmer, Indiana University-Purdue University

Indianapolis Sunay Palsole, University of Texas at El Paso Patricia Payette, University of Louisville L Zoe Payne, Northland Pioneer College Mildred Pearson, Eastern Illinois University Nan Peck, Northern Virginia Community College Kristina Petrocco-Napuli, New York Chiropractic College Kathryn Plank, The Ohio State University Susan Pliner, Hobart and William Smith Colleges Susan Polich, Virginia Commonwealth University Christopher Price, State University of New York at Brockport Betsy Price, University of Texas at Brownsville Paul Quick, University of Georgia Carrie Rathsack, Bowling Green State University Christine Rener, Grand Valley State University Ruth Reynard, Career Education Company Judith Ridgway, The Ohio State University Jennifer Russell, Academy of Art University Lisa Rycroft, Army Management Staff College

Conference Proposal Reviewers Conference Proposal Reviewers

Derina Samuel, Cornell University Beez Schell, State University of New York at Fredonia Dieter Schönwetter, University of Manitoba Connie Schroeder, University of Wisconsin at Milwaukee Sandra Sgoutas-Emch, University of San Diego Yvonne Shafer, Minnesota State Colleges and Universities Marian Shaffner, Academy of Art University Allyn Shaw, Michigan State University Peter Shaw, Monterey Institute of International Studies Mei-Yau Shih, University of Massachusetts Amherst Jennifer Shinaberger, Brigham Young University Mary Sorcinelli, University of Massachusetts at Amherst D. Lynn Sorenson, Brigham Young University Karen St. Clair, Emerson College Claudia Stanny, University of West Florida Jim Stenerson, Pace University Ellen Stevens, University of Colorado Denver Marilla Svinicki, University of Texas at Austin Terri Tarr, Indiana University-Purdue University Indianapolis Ronald Thomas, Embry-Riddle Aeronautical University Karen Thoms, St. Cloud State Tammy Tobin-Janzen, Susquehanna University Pamela Vaughn, San Francisco State University Kristi Verbeke, Wayne State University Shrinika Weerakoon, University of Colombo Diane Williams, University of South Florida Laurel Willingham-McLain, Duquesne University Eva Wong, Hong Kong Baptist University Thomas Wortman, Minnesota State Colleges and Universities Michael Wray, Metro State College of Denver Mary Wright, University of Michigan Hsiu-Ping Yueh, National Taiwan University Todd Zakrajsek, University of North Carolina at Chapel Hill Donna Ziegenfuss, University of Utah

90 91POD Previous Presidents and Conference Sites

POD Previous Presidents and Conference Sites

Mike Theall, Youngstown State University 2009-10 Houston, TX

Virginia S. Lee, Virginia S. Lee & Associates 2008-09 Reno, NV

Mathew L. Ouellett, University 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, University 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 1990-91 Tahoe City, CA and Delivee Wright, University of Nebraska at Lincoln 1989-90 Jekyll Island, GA

Marilla Svinicki, University of Texas at Austin 1988-89 Keystone, CO

1987-88 Kerrville, TX

Bette L. Erickson, University of Rhode Island 1986-87 Somerset, PA

1985-86 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 Montebello, Québec

1981-82 Cincinnati, OH

Lance Buh, Projects for Educational Development 1980-81 Berkeley, CA

Glenn Erickson, University of Rhode Island 1979-80 Fairfield Glade, TN

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

Organizational Development InstituteLeading from the Middle: Faculty Development

and Organizational ChangeAAC&U is pleased to offer the third POD Network Institute held in conjunction with AAC&U’s Annual Meet-ing, to be held in San Francisco. The POD Network will also sponsor a Pre-Meeting Workshop and a session on Thursday.

Tuesday, January 25, 2011, 8:00 a.m. – 4:00 p.m.Wednesday, January 26, 2011, 8:00 a.m. – 12:00 p.m

The focus of programs and services of most centers for teaching and learning is traditional faculty devel-opment activities such as workshops, brown bag lunches, consultations, new faculty and graduate teach-ing assistant orientations, classroom observations and videotaping. These activities provide valuable assistance to individual faculty members and graduate students in the courses they teach. These activities do not address, however, the systemic factors that affect the dynamics of the college classroom, includ-ing the degree to which faculty understand and support the institution’s mission, the structure and use of their time, the dynamics of academic departments, and the incentive structure for faculty. And, yet, not addressing these factors ultimately undermines the effectiveness of more traditional faculty development activities, particularly over the long term. Part of the reason that undergraduate curriculum reform has not become more widespread is a failure of faculty development to address critical organizational development issues.

The workshop will present an ecological model of faculty development, useful as a way to consider the systemic nature of teaching and learning and the variety of forces that affect faculty members’ behavior. Participants will identify one faculty development issue within their institution, analyze it using the model, and identify skills and strategies needed to carry out interventions. Participants will leave with a plan to

Facilitators:Catherine Frerichs, Professor of Writing, Grand Valley State University

Virginia S. Lee, Principal and Senior Consultant, Virginia S. Lee & Associates

REGISTRATION OPENS NOVEMBER 8. For additional information and to register for the Institute, please go to www.podnetwork.org/conferences

2011 POD / AACU Institute

92 932011 STLHE

POD 2010 Final Program

Education

Transcript of POD 2010 Final Program