Tracie Addy, Ph.D.’s Post

What are we learning about #EdDev in an age of change? We’ll share our research-in-progress findings during a pre-conference workshop at the American Association of Colleges and Universities (AAC&U) annual meeting. Please join us! Mary Wright Jaclyn Rivard #HigherEd

This book is an important contribution to our field. Glad to be a chapter author. Congrats to the co-editors! #EdDev

A warm, happy #WorldTeachersDay to all instructors in #HigherEd and #K12 settings who teach students formally in course settings or mentor them in other learning environments! So glad to be able to work with so many of you as an educational developer and coworker.

Within the PAITE Community, we engage in discussions around cultivating positive learning environments across multiple levels (theory --> practice --> observation and reflection on practice). In my most recent Substack newsletter linked in the comments, I share an infographic developed as a resource for instructors after our last session on teaching during times of division, a hard but important topic! Read the newsletter to learn more about the infographic's development and practical applications, as well as to download it. #HigherEd #Teaching

I am sharing the following job opportunity on behalf of a colleague. The link to the full position description is in the comments. Please share! #EdDev ************ Director, Center for Inclusive Excellence in Teaching The Office of the Provost at the College of the Holy Cross invites applications for the inaugural Director of the new Center for Inclusive Excellence in Teaching, with the term to begin on July 1, 2025. The vision of the Center, which launches in the 2025-2026 academic year, is to empower faculty to provide transformational learning experiences for all students through innovative and inclusive teaching practices. The Director will play a pivotal role in enhancing the College’s visibility as an academic center of excellence and lead the development of a clearly articulated strategic vision for the Center as a driver of change while adapting to the changing needs of faculty and the institution as a whole. The Center will serve as a convening site for discussions about teaching, encourage and support faculty-initiated pedagogical inquiry, develop and evaluate teaching-related projects, and support student-centered pedagogical approaches that are grounded in the scholarship of inclusive teaching and learning. The Director will thus oversee the development and execution of faculty programs, initiatives, and support systems that advance the College’s commitment to inclusive excellence broadly and antiracism specifically. The Director will contribute to ongoing assessment of the Center’s operations and collaborate with faculty and administrators to respond to evolving needs and conditions of teaching. The Center will not set institutional policy related to pedagogy or course content or be involved in the formal evaluation of faculty teaching for the purposes of teaching, tenure, promotion, or renewal. As part of their own ongoing professional practice, the Director will teach one course annually and engage in scholarship on teaching. The Director will also engage with, and pursue leadership in, national and regional organizations for teaching in higher education.

According to Undergraduate Admissions, 29% of the incoming class at Rutgers University–New Brunswick identify as first-generation college students. There are also many students later in their academic journeys, including graduate and professional students who identify as #FirstGen. What should we know about the experiences of #FirstGen students and how we can support their learning and thriving at our university? Join us in November for an #Equity Applied Workshop during #FirstGen College Celebration, "an annual opportunity to raise awareness of the first-generation college student identity by advancing an asset-based, national narrative of these students’ experiences and outcomes." See registration link in the comments. Rutgers University Diversity

The opportunity to partner with colleagues passionate about student success related to #teaching in #HigherEd is very rewarding. This semester I am thrilled to facilitate reading pods with several such instructors on our second book. Pictured below is a colleague picking up her copy of the book. We are having good conversations and it’s a joyful group. After the first session a participant expressed gratitude for such a positive start to the week. I can’t wait to hear what participants learn by listening to student voices and to learn from them! Here are a few tips for those considering facilitating book groups on Enhancing Inclusive Instruction—we’ve made it easy for both individual readers and those coordinating community reads. 1. Split the book up into its natural sections: Foreword, Preface, Intro; Part I: Students’ Perspectives; Part II: Assessing Our Practices (Chapters 5, 6,7); Part III: Critical and Emerging Topics in Higher Education (Chapters 8, 9, 10, 11) & Next Steps 2. Freely use or adapt the chapter questions to reflect on your teaching and/or lead discussions. 3. Consider offering participants the opportunity to be observed using the observation protocol described in the book, PAITE, which aligns with the student voice findings. Observations can be done in small groups or by educational developers or student partners. You can even spend community read sessions learning how to use the protocol with the materials on the Inclusive Teaching Visualization Project website. This is a fabulous opportunity to bring the book to a full circle! 4. Ask participants to share their reflections at the end of the reading on what they’ve learned and their next steps. Happy reading! Sheila Tabanli, Ph.D. Khadijah A. Mitchell, PhD, MS Derek Dube