EDC Institute

 

What is the EDC Institute? 

The EDC Institute is an intenseextendeddevelopment opportunity for newer and experienced Educational Developers to develop skills to help facilitate the development of teaching and learning skills in others; in particular teaching assistants and faculty members. It is intended to facilitate an in-depth development of skills and to provide opportunities to develop and share knowledge and values. More information about the institute. 

Call for proposals to offer the 2018 Educational Developers Institute

The Educational Developers Caucus invites proposals to offer the next Educational Developers Institute.  Deadline: Monday October 30, 2017

Purpose of the EDC Institute

The EDC Institute is an immersive, extended development opportunity for both newer and experienced developers. It is intended to facilitate an in-depth development of skills and to provide opportunities to develop and share knowledge and values. Centres and institutions who undertake the organization of the Institute can benefit from international exposure and opportunities to connect with other centres and colleagues from Canada and around the world. The Institute is also an opportunity to engage in and develop additional experience developing and delivering interdisciplinary, cross-institutional events.

Characteristics

  •      Immersive, extended, interactive experience
  •      Informed by the literature in educational development and related literature
  •      Inexpensive venue location, with minimal charges for room rentals and other if any
  •      Inexpensive accommodation, where possible, if the institute runs longer than one full day
  •      Draws on and creates reusable professional development materials including slides, templates, outlines, and other resources.

Format

The institute typically serves both newer developers with up to 3-5 years of experience, as well as more experienced developers. These two groups have, in the past, engaged in independent sessions as well as intersected activities for networking and conversation.

Local needs as well as a needs assessment survey of the current cohort before the event can assist in the host to refine the institute for the participants in the current group.

Possible Topics

Possible topics or themes for the Institute should reflect the EDC Living Plan. Some possible areas of focus to consider are:

  • Evaluating the impact of our efforts
  • Running a program (e.g. new instructors, TA development, mid-career instructors, experiential learning initiative)
  • Advocating for teaching and learning quality
  • Developing and sustaining reflective practice
  • Working with and within academic units
  • Developing relationships and building alliances
  • Initiating, managing, and advocating for change
  • Developing skills in specific techniques or tools for educational development
  • International/inter-cultural education (cross-cultural competencies)

Who can run an EDC institute?

Any EDC member, or retired member with a history of involvement and experience in Educational Development can run an institute. Involving institutions or departments as well as colleagues nearby to assist in parts of the institute, participate in panel discussions, or facilitate part of the day can further strengthen the event.

Timeframe

We encourage proposals to select a time that balances the February EDC conference and the June STLHE conference, such as fall, spring (after classes finish), July or early August. Previous institutes have been held in April and in October. We have also seen some success with an Institute that ran immediately following the June STLHE conference.

Budget

This is not intended be commercial or revenue generating; this initiative is to be offered on a cost-recovery basis. The aim is to keep expenses low to encourage participation. Any revenue or losses will be divided equally between the host institution and the EDC. Any revenue would be rolled into the EDC institute budget for the following year.

 

The EDC provides some funding for bursaries that is intended to help make it possible for Educational Developers to attend the Institute. The fund is dependent upon the availability of EDC surplus funds, and may not be available or granted every year. The bursary can only be used towards the cost of Institute registration of any attendee receiving a bursary.

Registration and payment system of the STLHE may be available.

Drawing on & contributing to ongoing resources

Previous institute materials are available on the EDC website for hosts, as well as current educational developers including novices. Further contributions benefit the community. Please review material to ensure they are in alignment with copyright, and that any original materials properly credit the authors and that permissions are secured for any images or other copyrighted materials as required.

How to apply

Complete and submit the proposal form by the Deadline: Monday October 30, 2017 to Lisa Endersby, Coordinator, EDC Institute at lmendersby@gmail.com.

Past EDC Institutes

Year & Location Facilitators & Theme Resources

EDC Institute 2017 (online & f2f), Halifax, Nova Scotia

Dr. Judy Chan, University of British Columbia
Dr. Debra Dawson, Western University
Dr. Isabeau Iqbal, University of British Columbia
Dr. Jeanette McDonald, Wilfrid Laurier University

Website

EDC Institute 2016 (2-day, fall), Sheridan, Humber & University of Toronto, Mississauga.

Various facilitators. 

Website

EDC Institute 2015 (3-day, spring), York University.

Celia Popovic. Various facilitators. 

Website
Spring 2015 Resources

EDC Institute 2013 (3-day, fall)

Alice Cassidy & Ruth Rodgers
Theme: Facilitation Skills

Fall 2013 Report
Fall 2013 Resources

EDC Institute 2013 (1-day, spring)
Wilfrid Laurier, Waterloo

Nicola Simmons
Ruth Rodgers
Theme: Perspectives, Values & Ethics for Educational Development

Spring 2013 Resources

EDC Institute 2012 (1-day, spring)
Dalhousie & St. Mary’s, Nova Scotia

Alice Cassidy (Novice developers)
Ruth Rogers

Spring 2012 Resources 

 

Developing an Educational Developer’s Portfolio: A Hands-on Experience

EDC Institute 2017 | Reflections on Writing a Philosophy Statement

Lisa Endersby, Educational Developer, York University

Institutemwideman | STLHE | SAPES

EDC Insitute 2017

The Educational Developer’s Caucus (EDC) Institute challenged participants to delve deeply into our why of educational development. What inspires us in this work? How do we connect best with faculty? How might we measure success? As the Institute focused on the development of our portfolios, these questions helped guide some of our foundational work in creating philosophy statements and selecting artifacts for our portfolios that mirror or augment these key tenants of our personal practice.

These guiding questions were particularly meaningful for me to consider as a new Educational Developer; I am approaching my first year anniversary as an Educational Developer and attended the Institute as an opportunity to both reflect on and further solidify my why as a Developer. In particular, I was excited to learn from and in the Educational Development community to consider our foundational philosophies and how they inspire best practices in the field.

The bulk of the Institute was spent on developing and reviewing our Educational Developer philosophy statements. As part of a wider discussion of building our professional portfolios, many of our discussions and exercises centered on creating what could be considered the cornerstone of these portfolios. The philosophy statement was developed over the span of the Institute, growing from brainstorming activities and writing to question prompts online through to a peer review of a first draft as part of our early in person experience.

There is something particularly inspiring yet equally frightening about setting out to write a philosophy statement. Our academic training often prepares us well to read, write, and review at a critical distance, privileging the examination of others’ well-worked theories and ideas. This year, the EDC Institute challenged us as participants to turn that critical lens on ourselves.

What struck me, however, was the implicit reframing of what ‘critical’ came to mean in this unique context. Most of us who work in Educational Development seem to come into the field with an emergent, if not already well defined, ability to find and cultivate community no matter where we are. The magic of the Institute, however, was that despite (or perhaps because of) already beginning to build community online, our time together in person was initially and immediately transformative. The critical was compassionate; I was reminded of Sanford’s (1966) Challenge and Support theory in immersive action. As a group, we would have made Tuckman (1965) proud by barreling through forming, norming, storming toward performing with a well-balanced mix of reassurance in the tougher moments and a positive, persuasive push in times of growth.

I learned so much as an Institute participant, but only some of those outcomes can be measured on a Likert scale or described by Bloom’s Dichotomy (1956). I left the Institute with a well-formed working draft of my philosophy and, through the process of getting to this point, an inspired and expanded perspective of my work, the field, and all that we can continue to do in pursuit of innovation in higher education.

The EDC Institute was held over two and a half intensive and inspiring days as the concluding bookend of the Society for Teaching and Learning in Higher Education (STLHE) conference in Halifax, Nova Scotia, Canada. Fresh (at least somewhat) from the conference (and some of us fresh from other interesting travel adventures), 12 colleagues from a diverse array of institutions, roles, and experiences gathered at St. Mary’s University (also located in Halifax) to build on two preparatory webinars with in person work, discussion, and reflection. The Institute was also guided by the Educational Development Guide 1: The Educational Developer’s Portfolio (https://www.stlhe.ca/affiliated-groups/educational-developers-caucus/guides/)

 

References

 

Bloom, B. S., Krathwohl, D. R., & Masia, B. B. (1956). Taxonomy of educational objectives: The classification of educational goals. New York, NY: D. McKay.

 

Sanford, N. (1966). Self and society. New York: Atherton Press.

Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological bulletin63(6), 384.