Monday, June 23
12:15pm - 1:30pm EDT
11:15am - 12:30pm CDT
10:15am - 11:30am MDT
9:15am - 10:30am PDT/MST
11:15am - 12:30pm CDT
10:15am - 11:30am MDT
9:15am - 10:30am PDT/MST
These concurrent sessions will take place in different Zoom rooms.
Session Description
In this unconference style session, we'll start the session with reflections about what the term "networking" means to us, and identify via Chat or discussion or in self-reflection particular challenges, including intersectional biases, that we've faced when working to build professional connections in the world of educational development. Then, using a shared Google doc and discussion (in breakout rooms for a large group), we will share to whatever extent we wish with the group what's worked for us, creating a list/toolbox that participants can continue to reference after the session. Finally, I'll ask everyone to set for themselves at least one specific goal for their future "networking," taking into account their positionality, employment status, and other aspects of their unique and individual professional context.
Key Takeaways
Participants will share and gain from each other:
Concrete examples of the wide variety of ways that educational developers with diverse interpersonal / social interaction skills and styles and embodied identities create productive professional connections.
A tool box of crowdsourced strategies for engaging our authentic selves and unique abilities in building a professional network.
Participants will also takeaway at least one specific goal for future "networking" that make sense in our professional context, including navigating intersectional biases and stereotypes.
Session Description
We will begin with a check-in to gauge the types of challenges participants have been experiencing in their classes related to teaching sensitive issues, shifting from reactive to proactive classroom management. We will introduce a reflection on human dignity as a grounding value for creating dialogic classrooms, prioritizing human dignity in educational design. An interactive learning activity will invite participants to develop adaptive, responsive pedagogical approaches by exploring strategies for designing dialogic classroom spaces, where they will be asked to identify an upcoming course topic that might provoke tension, develop specific classroom agreements to address potential challenges, and thoughtfully transform debate-oriented questions into dialogue-inviting ones. We will provide a comprehensive toolkit for addressing potential challenges, introducing participants to several de-escalation techniques for navigating tense situations, and offering practical strategies to maintain classroom composure, productive dialogue, and emotional well-being. The session will conclude with a final reflection on moving forward with centering human dignity as a grounding value for dialogic classrooms.
Key Takeaways
By the end of this workshop, participants will be able to:
Articulate how human dignity serves as a foundational value for educational development work in polarized contexts.
Design course components with dialogue (rather than debate) as an intentional structure.
Implement interactive approaches that model dignity-centered dialogue from the first day of class.
Develop the capability to effectively assess, de-escalate, and constructively respond to challenging interpersonal situations by integrating self-awareness, emotional regulation, and strategic communication techniques.
Session Description
We’ll begin the workshop by sharing brief stories about moments when faculty struggled with or embraced inclusive design. Participants will then have time to reflect individually before joining small breakout rooms to share experiences and co-create practical strategies for building trust and encouraging faculty ownership of inclusive, accessible design. We’ll reconvene to share key ideas and finish a collective “toolkit” (a shared document) of inclusive faculty development practices. The session will close with a short time for reflection and the identification and consideration of patterns across contexts.
Key Takeaways
Identify common barriers faculty encounter when working on inclusive and accessible course design and explore strategies for fostering growth mindset and positive relationships.
Identify ways to create inclusive and accessible faculty development about inclusive course design as a model and a method to a) make all faculty feel welcome and supported and b) create trust and buy-in, and eventually ownership.
Co-create practical strategies for supporting faculty in inclusive course design that are built on collective knowledge across diverse institutional contexts and personal experiences.
Leave with a crowdsourced toolkit of ideas to experiment with in your own work.