IFD

Thanks to Instagram, these 3x3 square custom cards have gained popularity. Printed on durable heavy gloss or matte card stocks.

This article explores how one higher education faculty learning community engaged in reflective practices in pursuit of their commitment to the inclusion of anti-racist content and pedagogy across their multidisciplinary curriculums. As a key initial step in engaging in this collaborative, cross-disciplinary work, they set out to consider collective definitions of key terms that are deemed critical to anti-racist pedagogy. This group engaged in a collaborative exploratory process to explore definitions and understanding of the following terms: whiteness, racism, race, racial equity, racial injustice/inequity, white supremacy, and anti-racism and document the reflective process by which the determination took place. Themes among the definitions and dynamics within the group process are identified and analyzed. The discussion focuses on the challenges and learning within the reflective process and the implications for faculty learning communities and for the anti-racist preparation of professionals in education and mental health contexts.

Centers for teaching and learning (CTLs) exist in dynamic contexts and need to be agile, with skilled, adaptable teams to prepare for and respond to changes. In this article, we provide CTL leaders with relevant and eminently practical strategies from the human resources (HR) literature, offering guidance in the four areas of organizational structure, direction-setting, capacity-building, and accountability. For each area, we address pivotal challenges with practical approaches grounded in existing research and theory to provide options for CTL leaders in their quest to have well-functioning, agile units. Examples focus on helping existing centers to adapt and refocus, as needed, in response to evolving contexts and priorities.

Formal faculty mentorship programs are a practical and effective pathway to enable faculty success in teaching, scholarship, and service and to enhance faculty satisfaction. Although informal mentoring relationships benefit some faculty, formal faculty mentorship programs ensure equitable access to mentorship for female faculty and faculty from diverse, under-represented backgrounds. Formal faculty mentorship programs can utilize a variety of structures, each with their benefits and drawbacks. This article recommends a multimodal mentoring network model to harness the benefits of traditional dyadic mentoring, multiple-mentor mentorship, peer and near-peer mentorship, and topic- and affinity-based group mentorship and to confer the flexibility, adaptability, and support needed to best cater to the career and psychosocial needs of a diverse faculty. In addition to identifying a suitable program structure, creating a successful university-wide faculty mentorship program requires consultation with faculty of all levels, collaboration with multiple campus departments and stakeholders, and highly visible support from senior administrators. Successful implementation and maintenance of a multimodal university-wide faculty mentorship program also requires appropriate resources and incentives to build and sustain a culture of faculty participation. This article provides practical, evidence-based recommendations for the successful design and implementation of a multimodal university-wide faculty mentorship program.

Once upon a time there was a girl who got pink-eye and went to the Met. Author and podcaster Gretchen Rubin (The Happiness Project, Happier with Gretchen Rubin) joins Kelly to talk about how a visit to her eye doctor inspired her to start engaging with her five senses like never before. Gretchen’s intriguing new book Life in Five Senses: How Exploring the Senses Got Me out of my Head and Into the World is available 4/18/23. Special thanks to Dean Kattari for the wonderful new show open/theme music debuting in today’s episode.

h/t Jessica Woolworth during Provost Leadership book club In actor-network theory (ANT), translation is the process that allows a network to be represented by a single entity, which can in itself be an individual or another network. It encompasses all negotiations, intrigues, calculations, and acts of persuasion, thanks to which an actor (or actant) takes authority to speak or act on behalf of other actors.[1] According to ANT, an actor is an actant, something made to act, therefore it includes both human and non-human entities. Non-humans can have interests, they can enroll others, in exactly the same way as humans do.

Want to use a HomePod as a speaker for your Windows PC? We've got you covered.

“Music so readily transports us from the present to the past, or from what is actual to what is possible.”

Tired of cringe-inducing icebreakers? We asked professional facilitators to share the virtual icebreakers they actually use to kick off their remote workshops.

h/t David Rhoads (webinar he attended

Version 2 of the One Button Studio+Plus control panel gives you the ability to have unlimited backgrounds and watermarks, and requires a slightly different method of replacing the stock backgrounds and watermarks.   Version 1 of the One Button Studio+Plus comes with three default backgrounds and two logo bug graphics. You will likely want to […]

Humility and curiosity can encourage students to be passionate about learning and open to others’ perspectives.

The U.S. Air Force Academy is an unparalleled academic and military institution that provides young men and women with rewarding opportunities to transform into the leaders of tomorrow. As a public university and a military service academy, we are leading the way into an increasingly complex future, driving advancement and innovation in air, space and cyberspace. The mission of the United States Air Force Academy is to educate, train, and inspire men and women to become officers of character motivated to lead the United States Air Force and United States Space Force in service to our nation.

Visit a Classroom is a structured, but relaxed, way to talk with other faculty about teaching and reflect on new ideas you can try in your own class. Based on ...

For those of you that work in CTLs. In search of newsletter tips. Do you create them? How often? We post PDFs of them on our website after they have been sent out campus-wide, but the information there is not searchable and not nearly as accessible as it should be.— Dr. Erin Whitteck (@EWhitteck) September 15, 2022

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DMS Optional Summer PD Choice Board: All the resources listed below are completely optional and are meant for teachers to have flexibility in how they choose to “get” the information on the topics they are interested in learning more about. These topics were picked by administrators as focuses...

In Episode #4 of the Agency Toolbox podcast, Gray shows you how to really customize your Acuity Scheduling design with custom CSS. In addition to teaching you exactly how to customize your design to match your brand, Gray is giving away a CSS template that you can implement in under 60 seconds to make your scheduling page stand out from the crowd. For the CSS template download and more details, head over to doinbound.com/toolbox and don't forget to subscribe to this channel for more tutorials like this one. Coming up next: in Episode #5, you can learn how to integrate Acuity Scheduling and HubSpot (plus get access to a pre-built HubSpot page template that you can use to embed your calendar scheduling events into your HubSpot site pages. More resources: https://www.zenpilot.com/topics/tools

In Episode #4 of the Agency Toolbox podcast, Gray shows you how to really customize your Acuity Scheduling design with custom CSS.In addition to teaching you...

Baylor's Academy for Teaching and Learning supports a community of learning and promotes scholarship and service in a Christian environment.

Often working in multiple roles and operating at multiple scales, educational developers deal with layered tensions and a complex context that can be difficult for an individual or team to reconcile. In May 2020, the authors participated in a cross-institutional scholarly project, the Pandemic Educational Development Research Collaborative (PEDRC), designed to explore the impact of multiple crises (e.g., the COVID-19 pandemic and our collective civil and political unrest) and associated large-scale instructional changes on educational developers and their work. The Contexts for Agency framework reflects the project’s emergent theme that the circumstances in which we act have considerable influence on our decision-making. Specifically, the framework identifies identity, institution, and impact as critical contexts for the decisions educational developers make. The authors highlight multiple benefits to analyzing what we know—and what we don’t know—about our respective contexts and offer suggestions for applying the framework using a guide for structured reflection.

(2022). Credibility in educational development: trustworthiness, expertise, and identification. Higher Education Research & Development: Vol. 41, No. 3, pp. 804-819.