Wednesday, June 25
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.
Lightning talks will be held consecutively in the same Zoom room.
Key Takeaways
Introduce FLCs as a Strategic Professional Development Tool for Resistance and Transformation
Discuss the Evolution of the Learning Community Model and its impact on faculty development and institutions across the US
Session Description
How can faculty mentoring programs be designed to scale while staying responsive to the emotional and relational dimensions of peer support? This session offers a concise look at a faculty mentor training program developed during a major institutional transition. Rather than attempting a one-size-fits-all model, the program emphasized adaptability, community-building, and mentor identity development. Participants will leave with a snapshot of the program’s design, strategies for integrating relational and affective mentoring practices into faculty development initiatives to promote community and reduce burnout, and transferable insights for developing peer-led professional learning initiatives that center human connection.
Key Takeaways
Share key design principles behind a scalable faculty mentor training program, with attention to structure, facilitation, and adaptability during institutional transitions.
Highlight how mentor identity and motivation were intentionally supported to cultivate faculty buy-in and sustained engagement beyond the training period.
Demonstrate strategies for integrating relational and affective mentoring practices into faculty development initiatives to promote community and reduce burnout.
Describe methods used to document mentor learning and program impact, offering models for evaluating developmental programs in real time.
Provide transferable insights for faculty developers building peer-led professional development models that center mentorship, institutional agency, and pedagogical leadership.
Session Description
The PEOPLE framework was created to serve as the structure of the SoTL Community of Care to emphasize the collaborative nature of the six elements that contribute to a sustainable community model centered on care, empathy, collaboration, and support. More than ever, communities that prioritize practitioner well-being and peer support are in great demand, as we continue to voice our concerns during challenging times. I would like to introduce the framework, highlight ways in which this framework has been successfully implemented in our institution, and invite participants to consider applying the PEOPLE framework for the creation/development of SoTL communities in their institutional context.
Key Takeaways
Describe ways in which key components of a community of care framework in SoTL can benefit the scholarly community, especially during challenging times.
Identify ways to apply this framework in their own institutional context.
Develop ways to build a supportive and collaborative scholarly community in SoTL that keeps grounded both the professional and personal identity.
Explore connections that enable the continuation of their SoTL work and interdisciplinary partnership.
Key Takeaways
Sharing the principles behind purposefully political and subversive faculty writing programs.
Discussing strategies for working with faculty in flawed systems to prioritize their (and my!) wellbeing.
Promoting a healthier academic ecosystem.
Session Description
There’s no single path into educational development—and that’s part of what makes this work so meaningful. In this panel, we come together to share how our personal and professional journeys led us here, and how those paths continue to shape the way we do the work. Rather than seeing these varied paths as detours, we frame them as essential to the richness and complexity of educational development. Through conversation, we’ll reflect on how our identities and experiences inform our day-to-day practice—and how we center values like joy, vulnerability, resistance, and care as part of that practice.
The panel will discuss questions such as:
What brought you into educational development?
Was there a moment when you realized this was work for you?
How have your personal values aligned with (or conflicted with) institutional values?
How do you navigate conflicts in values?
How have your values evolved throughout your career journey?
What roles do community and resistance play in your career (ineffective modes of teaching, poor course design, blaming students, etc)?
How do you find joy and community in your day-to-day work?
What does it mean to do educational development work in 2025?
Q&A (via Mentimeter)
We've shared our journeys in educational development, but each person in this space has their own unique story of becoming. Now, it's your turn! We invite you to reflect on your own journeys—not as résumés or job titles, but as evolving stories of becoming. Together, we’ll consider how we can sustain this work, how we can stay grounded in what matters, and how we can hold space for multiple ways of doing and being in this field.
Key Takeaways
Diverse journeys as strengths.
Values as professional anchors.
The power of community and reflection.
Session Description
This is a slam modeled on the poetry slam idea. Participants will bring their best online engagement moves and take turns facilitating.
Key Takeaways
The goal is a collaborative, fast-paced session in which participants bring a favorite facilitation technique to share. So we are not sure yet what the exact take-aways will be, but the more global takeaways are:
Modeling the facilitation of participant-driven spaces.
Creating a culture of fun.
Hopefully a lot of great techniques!