Goals of the POD Leadership Development Institute
Administrators are increasingly asking faculty developers to expand their services and provide leadership development for their colleagues. Even experienced faculty developers can find themselves facing new challenges when they think about providing leadership training for department chairs, deans, and other key leaders. To address these challenges, every two years the POD Network sponsors the POD Leadership Development Institute.
We are currently accepting proposals from experienced POD members interested in hosting the 2016 Institute.
The Institute is designed to address the needs of faculty developers who have been asked to provide leadership training for faculty and academic administrators on their own campuses. The Institute provides resources to get participants started in planning, developing, and managing programs that will be effective in strengthening academic leadership at their institutions. It also provides an opportunity for networking with experienced and new colleagues.
The target participants are typically those in or allied with the field of professional development for faculty. Participants who would benefit from the Institute include: teaching center directors; faculty developers and those charged with the task of establishing a professional development center; individuals responsible for organizing, directing or chairing committees for leadership development activities; department chairs, deans, and others whose roles involve leadership with faculty; and instructional designers who are new to the field or aspiring to positions of leadership.
Responsibilities of Institute Hosts
Institute hosts should be experienced POD members with rich, significant experience in leadership development in higher education. Institute hosts will:
Approaches to Leadership Development
The Institute has a successful history of differing approaches to leadership development. In the past, institutes have focused on the processes, tools, and resources available to faculty developers interested in constructing leadership development initiatives on their campuses. Other institutes have used topical issues in leadership development (i.e., inclusive leadership) to relate leadership development practices to timely issues that participant campuses might face.
The selection committee acknowledges the variety of topics, theories, and practices that might best comprise a leadership development institute. Therefore emphasis is placed on proposals that adequately demonstrate how the program will offer grounding in leadership development theory and practice. Likewise, successful programs will demonstrate the relevancy of leadership development in the context of contemporary issues for which such leadership is needed.
A successful Institute will include:
The Professional and Organizational Development Network in Higher Education (POD) fosters human development in higher education through faculty, instructional, and organizational development. POD comprises nearly 1,800 members faculty and graduate student developers, faculty members, administrators, consultants, and others who perform roles that value teaching and learning in higher education. While POD members come primarily from the U.S. and Canada, the membership also represents many other countries.
The Professional and Organizational Development Network in Higher Education encourages the advocacy of the ongoing enhancement of teaching and learning through faculty and organizational development. To this end, it supports the work of educational developers and champions their importance within academic institutions. For the full mission statement, see http://podnetwork.org/about-us/.
it can be used as a guide for other submission types.
We cordially invite you to participate in the POD Network’s 41st Annual Conference to be held in Louisville, Kentucky at the Galt House Hotel on November 9 – 13, 2016.
Our conference theme is Transformative Relationships: Fostering Cultures of Deep Learning. We hope that this theme will inspire us to consider the ways that our work impacts change on a broader level through the relationships that we forge within our communities of teaching and learning. After critical reflection during the POD Network’s 40th anniversary where we looked inward about our own practices, we now turn to look outward to consider the types of relationships that would help us to expand our impact and engage in Paolo Freire’s vision of dialogic leadership:
“…to fail to think with the people is a sure way to cease being revolutionary leaders.”
—Paulo Freire, Pedagogy of the Oppressed
Inspired by Freire’s charge, we hope to invite educational developers to explore how to build deeper connections within our institutions and larger societies. How can these personal connections be seen as gateways to transforming our own professional practices and values, encouraging deep learning for our students and strengthening educational and organizational development missions on micro, meso, and macro-levels? Intentional focus on transformative relationships challenges us to take a direct look at the importance of person-to-person interactions. It calls for a shift from focusing only on outcomes and results to emphasizing genuine connections and shared growth. It calls us to go beyond the status quo and to dream of new opportunities to improve the quality of higher education – together. How do you and the people you work with relate to each other? How might learning be deepened by strengthening relationships? This year’s keynote speaker, Dr. bell hooks, has written about the potential for deep, transformative education that comes from learning that happens through community between teachers, students and the broader society. hooks encourages us to realize that:
“When everyone in the classroom, teacher and students, recognizes that they are responsible for creating a learning community together, learning is at its most meaningful and useful.”
― bell hooks, Teaching Critical Thinking: Practical Wisdom
We need to work together with our students, colleagues, partners, allies, mentors, and kindred spirits within and outside the institutions where we work in order to cultivate this type of community-engaged learning in the classroom and beyond. Through these relationships we can work towards fostering cultures of deep learning on a broader level. These collaborations may allow us to think beyond the status quo and challenge us to take action towards our shared vision of higher education.
In order to work more intentionally with our communities towards fostering cultures of deep learning, we offer up the following questions for consideration:
Thinking about deep learning at a cultural level also helps us consider how we need bigger structures to support and enable those practices.
Thinking about collaborations in academic contexts might also lead us to think about the way we structure the production of knowledge in our institutions.
Thinking about the potential for technology to enhance and provide new opportunities for learning might lead us to consider the ways that we can utilize and develop tools to expand collaboration and access to education.
Finally, thinking about the ways we express the value of deep learning may open up space to reimagine traditional approaches to assessment of student learning, curricula, programs, and institutions as well as our own work as educational developers.
Just as the fabric of any culture is comprised of the connections between its threads, so too must a culture of deep learning bring all of these partners and their perspectives together in order to achieve a transformative impact.
We invite you to form transformative relationships with us. Please plan to join us as we celebrate this important benchmark in our organization’s ongoing progress.