Wednesday, June 25
3:45pm - 4:45pm EDT
2:45pm - 3:45pm CDT
1:45pm - 2:45pm MDT
12:45pm - 1:45pm PDT/MST
2:45pm - 3:45pm CDT
1:45pm - 2:45pm MDT
12:45pm - 1:45pm PDT/MST
These concurrent sessions will take place in different Zoom rooms.
Session Description
This proposal is a guided workshop and active working session where participants are encouraged to choose a specific program/service/thing from their CTL for which they will develop a solid and realistic evaluation plan. Participants will brainstorm or revise the goals, evidence, and activities of their chosen CTL program/service/thing using provided handouts and quiet reflection time. The facilitators will offer a case study of their own CTL program and how it ties to different elements of the evaluation plan to model an example for participants.
Session Agenda
Presenters will share a framework to support evaluation planning that participants will engage with during the session. The presentation will specifically emphasize backward design/alignment of GOALS - EVIDENCE - ACTIVITIES. Presenters will share case studies of evaluating their own faculty development programs, starting with the GOALS.
Participants will have time to develop their own GOALS for faculty engagement, experiences, and learning via their chosen program/service/thing. Presenters will highlight how their CTL’s mission/values appear in the case studies, and then invite folks to reflect on where the core mission (or values) of their CTL is captured in their goals.
Presenters will provide examples of EVIDENCE aligned to goals from their case studies, and explain if and how they connect to engagement, experiences, or learning. Participants will use the provided evidence bank handout to brainstorm what EVIDENCE would look like for their chosen program/service/thing based on their identified goals.
Participants will have individual working time and resources to consider which evidence best demonstrates the impact of their program/service/thing. This topic will make up the bulk of the workshop time.
Time permitting, the presenters will briefly share how they planned ACTIVITIES to accomplish the goals of the case study faculty development programs. Participants will reflect on how to (re)design their chosen program/service/thing to accomplish their newly identified or revised goals.
Key Takeaways
Reflect on your goals for faculty engagement, experiences, and learning in your educational development work Identify or revisit evidence of achieving these specific goals/outcomes
Build an evaluation plan by mapping goals and evidence to your activities and practices in educational development
Interrogate where and how you can advance your mission and values within these evaluation practices, if possible
Session Description
After a short contemplative warm up activity, we will introduce two models that are helpful for defining and categorizing contemplative practices. We'll guide participants through activities in deep listening and blind contour drawing and have a discussion about how these activities could be adapted in their own work setting. We'll use breakout rooms or another small-group discussion format for participants to share about practices they may have encountered or those they are interested in experimenting with further. We'll share resources and organizations for anyone who wishes to learn more.
Key Takeaways
Participants will be introduced to two models of contemplative practices to refine their understanding of this responsive pedagogy.
Participants will engage with guided contemplative practices that can be adapted to a variety of educational contexts.
Participants will identify benefits of contemplative practices as they apply to themselves and those they work with.
Session Description
We will spend our time exploring the writing process and welcome participants to work on a writing project of their choosing during the session. After the introduction, we will begin with play writing and pre-writing to get into the writing mood. Then, writers/participants will spend around 30 minutes free writing with multiple breakout room options for engagement and interactions from silence to music to conversation. Following, writers/participants will engage in feedback based on Liz Lerman’s Critical Response Process. Finally, writers/participants will be invited to stay connected with the Engaged Learning Collective for continued support and a publication venue.
Key Takeaways
Describe several strategies for prewriting and continuing to write.
Develop the writing project they started in the session.
Write with community and publishing support from the Engaged Learning Collective.