SHAPING FACULTY ROLES IN A TIME OF CHANGE:
Leadership for Student Learning
Pre-Conference Workshops*
Thursday, April 2, 2009, 2:00 – 5:00 p.m.
*(Separate registration and fee required: $100 members, $125 non-members)
WORKSHOP 1: Crafting Faculty Work Lives that Address Both Faculty and Institutional Needs
Faculty members and administrators are connected by their commitment to advancing learning, yet the national narrative regarding faculty work and rewards positions faculty interests and institutional interests in opposition to each other. As the landscape of education changes, faculty and administrative leaders need to create shared agreements that promote faculty and student growth. Participants will discuss new research findings; consider strategies to reform appointment, renewal and tenure systems; and map the road ahead at their own institutions.
PowerPoint Slides (pptx)
PowerPoint Slides (pdf)
KerryAnn O’Meara, Associate Professor of Higher Education, University of Maryland, and David Rosen, Senior Vice President for Academic Affairs, Woodbury University
WORKSHOP 2: New, More Powerful Pedagogies and Getting Faculty to Use Them
Facilitators will discuss how to develop interest and motivation on the part of faculty to use new, more effective teaching strategies. Specifically, participants will learn about: (a) seven new pedagogies in higher education, (b) organizational practices that support or hinder faculty in learning about new ways of teaching, and (c) programs that have been successful in engaging faculty to effectively use new pedagogies that drive more powerful student learning.
L. Dee Fink, Senior Associate, Dee Fink and Associates, and Stewart Ross, Director, Center for Excellence in Teaching and Learning, Minnesota State University Mankato
WORKSHOP 3: Exploring the Alignment of Institutional Rewards with Faculty Work in Community-Engaged Scholarship
A central question that emerges in discussions of the engaged campus is how institutional policies and cultures can create supportive conditions for community engagement across faculty roles. Facilitators will highlight findings from three studies exploring faculty work in the scholarship of engagement and its place within institutional reward systems. Participants will examine the implications of engaged scholarship for teaching, research, and service and receive examples of promotion and tenure guidelines that encourage faculty work in the scholarship of engagement.
John Saltmarsh, Director, New England Resource Center for Higher Education, University of Massachusetts Boston, and Lorilee R. Sandmann, Associate Professor of Adult Education, University of Georgia
WORKSHOP 4: Emotional Labor in Diversity Work: Faculty Retention, Mentoring, and Inclusive Practices
This workshop will provide a theoretical and conceptual framework for emotional labor as it relates to social identity and institutional norms that contribute to exclusionary climates. Participants will analyze cases studies based on research and scholarship on emotional labor in the lives of women of color faculty with a focus on racialized and gendered dimensions of evaluation. Individuals will participate in a facilitated dialogue on policies and best practices for inclusion utilizing current research from intercultural communication and social psychology on intellectual and affective empathy.
Kathleen Wong (Lau), Assistant Professor of Communications—Western Michigan University
WORKSHOP 5: Making Learning Visible: Representing the Intellectual Work in Teaching
This workshop will examine the “teaching as scholarship” metaphor in the development, representation, and evaluation of teaching. Participants will generate a brief analysis of an existing course based on the framework outlined by The Carnegie Foundation for the Advancement of Teaching in Scholarship Assessed (1997). They will examine course portfolios that document inquiry into successful learning and discuss the quality of the teaching and learning; the value of the inquiry; and the effectiveness of the representations. Participants should bring writing supplies or a laptop. Background links to help prepare for this workshop:
University of Kansas Gallery
Visible Knowledge Project
Carnegie Foundation Gallery
Dan Bernstein, Director of Center for Teaching Excellence, University of Kansas
WORKSHOP 6:Changing Responsibilities: Learning and Faculty Roles
The current focus on assessment of learning, research findings in the neurosciences, and the transition of the academy’s purpose from cultivating a life of the mind to nurturing competence in specific skills challenge beliefs about learning. Participants will examine an environmental scan of these challenges and explore changes in the roles and responsibilities of faculty necessitated by them.
Beth Barnett, Provost and Vice President for Academic Affairs, Ramapo College of New Jersey; Ellen Whitford, Vice President and Dean of Faculty, Armstrong Atlantic State University, and Ernest Rose, Senior Vice President and Chief Academic Officer—Loyola Marymount University
Sponsored by the American Conference of Academic Deans
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