Six Ontario colleges have been working collaboratively to renew a major, multi-year faculty development program. Through this process of program improvement, the six participating schools are experiencing powerful, institution-wide shifts in the discourse around teaching, learning and student engagement. We invite participants of this session to explore the ways in which the authors are leveraging a faculty development program to reinvigorate conversations about teaching and learning within their colleges, to build high-quality open educational faculty development resources, and to conduct meaningful SOTL research. Participants will discuss how lessons learned through the College Educator Development Program (CEDP) renewal process might be adapted for implementation at their home institutions.
Through large and small group discussion, participants will analyze Taylor’s (2005) framework for Academic Leadership and relate the framework to CEDP as a case study. They will identify effective practices that have enabled the CEDP faculty development initiative to influence institution-wide teaching and learning practices. Participants will then be invited to reflect on their own faculty development initiatives to evaluate the ways in which their approaches currently align with the Taylor and Schonwetter model and what opportunities might exist for enhancement or adaptation.
Following an overview of the CEDP program, participants will:
- Analyze the impact of the renewed CEDP on the culture of teaching at the six participating Colleges.
- Discuss how these practices might inform initiatives at their home institutions.
- Apply Taylor’s (2005) framework for Academic Leadership to identify effective practices that have enabled CEDP to be a vehicle for institution-wide educational change.
Taylor, K. L. (2005). Academic development as institutional leadership: An interplay of person, role, strategy, and institution. In International Journal for Academic Development, Vol. 10, No. 1, May 2005, (pp. 31–46).
