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. 

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.