Leading through Compassion, Connection, and Hope

The last three years have presented extraordinarily complex challenges in higher education, as we navigated pivots and experienced ongoing disruptions in our teaching and learning spaces, environments, and communities. We became more aware of the systemic inequities that exist across our organizations. We’ve questioned and leaned into the opportunities and challenges our organizational infrastructure presents (e.g., our technologies, spaces, governance, decision-making, and planning). We’ve also worked to navigate challenges with our individual and collective well-being, anxiety, burnout and exhaustion. Throughout the pandemic, I heard strong leaders described by words such as: systems-level thinkers, networked, self-aware, mindful, equitable, inclusive, empathetic, compassionate, courageous, hopeful, and relational.

Perhaps we’ve experienced some foundational shifts in leadership practices, which will continue to carry us forward in higher education? I’ve conceptualized these shifts as three foundational leadership practices: 1) a leadership of compassion; 2) a leadership of connection; and 3) a leadership of hope.

A leadership of compassion

Throughout the pandemic we experienced challenges that were difficult to comprehend. We felt the anxiety, isolation, and overwhelming complexities of uncertainty. Building upon Worline and Dutton (2017), Waddington (2021) describes compassion as noticing and making meaning of suffering, feeling empathy for those experiencing suffering, and taking action to alleviate suffering. Throughout the pandemic, leaders across higher education demonstrated compassion by reaching out to their teams, checking in with their colleagues to see how they were doing, demonstrating empathy and vulnerability in the face of ongoing uncertainty, providing reassurance, embracing dialogue, listening deeply to those around them, and demonstrating support through relational action (e.g., Lawton-Misra and Pretorius, 2021). They asked about other’s feelings and well-being, and took action to alleviate barriers and reduce suffering where they could have influence. They suffered themselves. They made mistakes and experienced failure. They learned and unlearned. Their emotions fluctuated, and often, were relentlessly raw and challenging. It became harder to respond, rather than react in the face of ongoing challenge and uncertainty. They demonstrated resilience and vulnerability by sharing their experiences, connecting with peers, normalizing help-seeking, and cultivating a deeper sense of self-awareness, self-compassion, and mindfulness.

What does a leadership of compassion look like moving forward?

Hougaard et al. (2021) share practical strategies for demonstrating wise compassion through self-compassion, intention, transparency, and mindfulness. The Conscious Leadership Group’s Above the Line/Below the Line Framework is a fantastic tool for fostering ongoing self-awareness and reflection. Dr. Kristin Neff’s work on developing self-compassion through self-kindness, a recognition of common humanity and mindfulness is transformative.

A leadership of connection

There were no simple answers to the challenges we faced during the pandemic. Decision-making was forced by situations beyond our control and the need for action was accelerated at relentlessly unsustainable rates. There were no right answers. The disruptions were constant. The impacts of the pandemic were complex and disproportionately affected equity-deserving groups (Abdrasheva et al., 2022; Bassa, 2022; Jehi et al., 2021). Throughout the pandemic, many leaders embraced the power of shared leadership, relationships, and collaborative decision-making. They brought together informal and formal networks to surface and grapple with challenges, and to share knowledge across once-siloed institutional, faculty, departmental and unit-level boundaries. They identified and connected core networks of problem-solvers, instilled confidence, fostered trust, built relationships, facilitated consensus, listened deeply, and leveraged the strengths of local-level leaders, influencers, and change-catalysts (Bleich and Bowles, 2021; Bassa, 2022; Mehrotra, 2021). They looked across multiple organizational levels to influence systems-level awareness and change. They created peer, cross-institutional, national, and international networks of knowledge and resource sharing, breaking through past barriers of competition and scarcity. They leaned into the realities of the systemic and structural inequities that became increasingly visible across our university structures.

The work of fostering connection and developing relationships takes time and intentional effort. Research suggests that one of the most important factors associated with student confidence in their learning during the pandemic was their sense of connection with their peers and their professors (Guppy et al., 2022). This finding speaks volumes to the importance of developing and sustaining meaningful relationships bounded by belonging and connection across higher education.

How can we continue to foster connection moving forward?

We can continue to bring networks together to grapple with important teaching and learning issues. A few topics that continue to surface: student assessment, academic integrity, artificial intelligence, experiential and work-integrated learning, learning spaces and technologies, equity, diversity, inclusion, and accessibility, truth, reconciliation and Indigenous engagement, the scholarship of teaching and learning (SoTL), mental health and well-being, student learning skills, engagement and metacognition, sustainability and climate change, blended and online learning, learning pathways, stackable and personalized learning, and micro-credentialing. We can listen deeply to one another – with an intention to understand and heal, rather than to respond, judge, debate, criticize, or problem solve. We can trust and provide resources and support to pedagogical catalysts, influencers and local educational leaders who care deeply about teaching and make an effort to develop local teaching and learning networks and communities (Myllykoski-Laine et al., 2022). We can create accessible spaces, events, and initiatives for open knowledge sharing about teaching and learning, within our academic units, institutions, nationally and globally. A fantastic exemplar is Dr. Maha Bali’s and colleagues’ work on Equity Unbound – an open, and freely available resource that is filled with strategies to inspire online community-building, through the principles of equity and care.

A leadership of hope

It was easy to feel overwhelmed and consumed during the pandemic. The challenges we faced felt enormous, and it was often difficult to see where and how we could have influence. We learned the importance of establishing a leadership of hope. It was a hope that acknowledged that what we were living through was challenging and hard. We were experiencing a world that had become increasingly uncertain, volatile, and unpredictable.

Despite the challenges and inequities which surround us, critical hope requires us to come together in community to connect in meaningful ways, to envision a better and more inclusive future, and to take incremental action to create positive change (Riddell, 2020). Critical hope is a “…hope that is neither naïve nor idealistic;” it is both critical and emotional, and it works to dismantle injustice and despair in our systems and structures (Grain & Lund, 2016, p.51). It accepts that through connection and collective action, we can help to reduce suffering and move towards healing.

During the pandemic, leaders sustained a sense of critical hope by naming and leaning into the systemic inequities that continued to emerge, by acknowledging the ongoing uncertainty and suffering that occurred, by creating a sense of purpose and meaning in the face of uncertainty, by demonstrating a continuous perseverance to take action, by maintaining honest communication, by accepting and moving beyond mistakes, by establishing open feedback channels, and by creating an organizational culture of continuous learning and growth (Beilstein et al., 2021; Bassa, 2022). Leaning into uncertainty, systemic inequities, failure and ongoing learning took courage. It was an intensely vulnerable time for leaders – many of whom drew focussed attention to the power of emotion and humanity to help us through it all.

How do we continue to move forward through a leadership of hope?

McGowan and Felten (2021) highlight that deep inequities persist in higher education. They present a wonderful equation for continued reflection that I believe provides a foundation for leading through hope (p. 474):

Agency

 ‘I can change in meaningful ways despite the systems and structures constraining me’

+

Pathways

 ‘I see specific and purposeful steps I can take’

 =

Hope

When feeling overwhelmed, this framework provides me pause to stop and ask:

1) What is one meaningful change that I can contribute to despite the systems and structures that constrain me?

2) What are some specific and purposeful steps I can take to move towards that change?

3) Who/what are the support networks I can draw upon for support and accountability?

There is always something I can do to help move towards the positive changes we most aspire to in higher education.

I am curious how these three shifts in leadership (i.e., a leadership of compassion; a leadership of connection; a leadership of hope) resonate with you? What would you change or add? What shifts have you observed? What can we learn moving forward?

References

Abdrasheva, D. Escribens, M., Sazalieva, E., do Nascimento, D. V., & Yerovi, C. (2022). Resuming or reforming? Tracking the global impact of the COVID-19 pandemic on higher education after two years of disruption. UNESCO. https://www.iesalc.unesco.org/wp-content/uploads/2022/05/IESALC_COVID-19_Report_ENG.pdf  

Beilstein et al. (2021) Leadership in a time of crisis: Lessons learned from a pandemic. Best Practice & Research Clinical Anaesthesiology 35 (2021) 405e414

Bassa, B. (2022). Leading Into a New Higher Education as It Emerges in the Present Moment. In International Perspectives on Leadership in Higher Education (Vol. 15, pp. 271-290). Emerald Publishing Limited.

Bleich, M. R., & Bowles, J. (2021). A model for holistic leadership in post-pandemic recovery. Nurse Leader, 19(5), 479-482.

Guppy, N., Matzat, U., Agapito, J., Archibald, A., De Jaeger, A., Heap, T., … & Bartolic, S. (2023). Student confidence in learning during the COVID-19 pandemic: what helped and what hindered?. Higher Education Research & Development, 42(4), 845-859.

Grain, K. M., & Lund, D. E. (2017). The social justice turn: Cultivating’critical hope’in an age of despair. Michigan Journal of Community Service Learning, 23(1).

Jehi, T., Khan, R., Dos Santos, H., & Majzoub, N. (2022). Effect of COVID-19 outbreak on anxiety among students of higher education; A review of literature. Current Psychology, 1-15.

Lawton-Misra, N., & Pretorius, T. (2021). Leading with heart: academic leadership during the COVID-19 crisis. South African Journal of Psychology, 51(2), 205-214.

McGowan, S., & Felten, P. (2021). On the necessity of hope in academic development. International Journal for Academic Development, 26(4), 473-476.

Mehrotra, G. R. (2021). Centering a pedagogy of care in the pandemic. Qualitative Social Work, 20(1-2), 537-543.

Myllykoski-Laine, S., Postareff, L., Murtonen, M., & Vilppu, H. (2022). Building a framework of a supportive pedagogical culture for teaching and pedagogical development in higher education. Higher Education, 1-19.

Riddell, J. (2020) Combatting toxic positivity with critical hope. University Affairs. https://www.universityaffairs.ca/opinion/adventures-in-academe/combatting-toxic-positivity-with-critical-hope/

Worline, M. C. & Dutton, J. E. (2017). Awakening compassion at work: The quiet power that elevates people and organizations. Oakland, CA: Berrett-Koehler

Waddington, K. (2021). Introduction: Why compassion? why now?. In Towards the Compassionate University (pp. 5-22). Routledge.

Five practical strategies for fostering learning and wellbeing in student assessment

Recently, we’ve heard that students and course instructors are reporting feeling overwhelmed. Assessment is often at the centre of these conversations. Jones et al. (2021) acknowledge that assessment practices impact both educator’s and student’s perceptions of their wellbeing. They highlight some common tensions related to challenge, format, weighting, flexibility, and group work. I anticipate more research to surface on assessment practices for wellbeing in higher education, as we continue to learn and heal from our experiences during the global pandemic.

Over the past year, I’ve noticed a handful of strategies that continue to surface as potential ways to promote wellbeing in student assessment. Many of these strategies align with and build upon research from Ross (2021) on assessment practices using a lens of ethics-of-care. I’ve summarized five approaches to promote wellbeing in student assessment below:

  1. Wherever possible, focus on implementing practices that align with principles for Universal Design for Learning into student assessment practices (CAST, n.d.). UDL principles support multiple means of engagement, multiple means of action and expression, and multiple means of representation (Coffman & Draper; 2022; La et al., 2018). Strategies may include intentionally connecting assessments with student interests, supporting self-assessment/reflection, and providing flexibility, choice and a variety of forms of assessment throughout the semester (CAST, n.d.; La et al., 2018).
  2. Provide some flexibility to adjust submission timelines throughout the semester. One example is to provide late banks where students have a set amount of time (e.g., 48-72 hours) to use and distribute without penalty when they are struggling to meet assignment deadlines throughout the semester (Schroeder et al., 2019).
  3. Let students bring a page of self-generated notes or a flashcard into an exam. This strategy may help reduce stress and anxiety, and promote metacognition as students strategically consider what they already know and where their growing edges are in terms of the course material (Settlage & Wollscheid, 2019).
  4. Wherever possible, streamline and make transparent grading processes. For example, work with students as partners to co-develop the assignment grading criteria (Meer and Chapman, 2014), and have them submit a self-assessment of their work based on these criteria (Yan & Carless, 2022). What are they most proud of? What came most easily to them in completing this assignment? Where did they struggle most? What would they most like to improve upon? What 1-2 areas do they most want to receive feedback on? Use this self-assessment to help streamline where and how you provide feedback when grading.
  5. For in-class presentations, have students present to small groups, rather than to the entire class. Many students experience fear when presenting publicly – practice, preparation and support can help to alleviate some of this fear (Grieve et al., 2021). Providing opportunities for students to practice and present their work to small groups of peers may help reduce anxiety, streamline the use of class time, and foster peer learning and development. For these presentations, consider focussing the grading process on student’s reflections of the growth and development of their presentation skills, and on communication skills such as active listening, and providing/responding to peer feedback. You may even consider doing this multiple times throughout the semester so that students have more than one opportunity to practice their presentation, communication, and feedback skills.

By no means is this an exhaustive list. There are many creative ways to implement assessment practices that further foster wellbeing for students and educators. I’d love to hear your ideas, as I predict this will be a growing topic of discussion in higher education over the coming years.

References

CAST (n.d.) UDL ON CAMPUS · Universal Design for Learning in Higher Education: UDL and Assessment. http://udloncampus.cast.org/page/assessment_udl

Coffman, S., & Draper, C. (2022). Universal design for learning in higher education: A concept analysis. Teaching and Learning in Nursing, 17(1), 36-41.

Daniel M. Settlage & Jim R. Wollscheid (2019). An analysis of the effect of student prepared notecards on exam performance. College Teaching, 67:1, 15-22, DOI: 10.1080/87567555.2018.1514485

Grieve, R., Woodley, J., Hunt, S. E., & McKay, A. (2021). Student fears of oral presentations and public speaking in higher education: a qualitative survey. Journal of Further and Higher Education, 45(9), 1281-1293.

Jones, E., Priestley, M., Brewster, L., Wilbraham, S. J., Hughes, G., & Spanner, L. (2021). Student wellbeing and assessment in higher education: the balancing act. Assessment & Evaluation in Higher Education, 46(3), 438-450.

La, H., Dyjur, P., & Bair, H. (2018). Universal design for learning in higher education. Taylor Institute for Teaching and Learning. Calgary: University of Calgary. https://taylorinstitute.ucalgary.ca/resources/universal-design-learning-higher-education

Meer, N., & Chapman, A. (2015). Co-creation of marking criteria: students as partners in the assessment process. Business and management education in HE, 1-15. https://www.tandfonline.com/doi/pdf/10.11120/bmhe.2014.00008

Settlage, D. M., & Wollscheid, J. R. (2019). An analysis of the effect of student prepared notecards on exam performance. College Teaching, 67(1), 15-22. https://doi.org/10.1080/87567555.2018.1514485

Schroeder, M., Makarenko, E., & Warren, K. (2019). Introducing a late bank in online graduate courses: the response of students. The Canadian Journal for the Scholarship of Teaching and Learning, 10(2). https://doi.org/10.5206/cjsotl-rcacea.2019.2.8200

Ross, R. (2021) Reflecting on Well-Being and Assessment Practices Using an Ethics-of-Care Lens. Summer Wellness Series Workshop, University of Calgary. https://taylorinstitute.ucalgary.ca/series/summer-wellness

Yan Z. & Carless, D. (2022) Self-assessment is about more than self: the enabling role of feedback literacy. Assessment & Evaluation in Higher Education, 47(7), 1116-1128, DOI: 10.1080/02602938.2021.2001431

Guiding Principles for Student Assessment in Higher Education

As institutions rapidly transformed the delivery of student learning, the pandemic drew attention to the importance of student assessment in higher education.  Postsecondary institutions continue to grapple with the opportunities and challenges that assessment practices present across multiple organizational levels, whether in individual courses, across academic programs, or as it relates to institutional structures, policies, and processes.

Gibbs (2006) affirmed that assessment is key to student learning, often driving what, when and how students learn. Boud (2000) challenged us to rethink all components of assessment to create more sustainable and meaningful assessment practices to support student learning. More recently, authors such as Jones et al. (2021) have highlighted that wellbeing must be a key consideration for assessment practices in higher education. Technological developments such as artificial intelligence (AI) have become more prevalent in supporting practices related to assessment design and delivery, e-proctoring, grading and feedback, and learning analytics – while also presenting numerous ethical dilemmas and risks (Zawacki-Richter, et al., 2019; Eaton and Turner, 2020). Attention has also been focussed on how assessment practices can further support (or hinder) equity, diversity, inclusion, accessibility, and social justice in higher education (Tai et al., 2023).

There is no doubt that student assessment in higher education is complex and important.  When addressing complexity, I tend towards using principles as a guide. Building upon the excellent work of Boud (2000), Gibbs and Simpson (2005), Gibbs (2006), Jones et al. (2021), Lindstrom et al. (2017) and recent work done at McGill University (2022), I’ve curated the following principles as a starting point for conversation and decision-making related to student assessment in higher education:

  1. Meaningful assessment practices shift the focus of assessment from evaluating, ranking, or judging student performance to ensuring assessment is an integral and intentional component of student learning experiences.
  2. Assessment practices should foster on-going learning and growth. Assessment tasks should be structured and scaffolded progressively, to ensure the development of expertise and confidence overtime, with appropriate challenge, feedback, and practice. Assessment should recognize and validate multiple disciplinary, scholarly, and culturally-relevant approaches and ways of knowing.
  3. Assessment practices should be equitable, fair, accessible, and inclusive. A variety of assessment methods should be utilized and provide some level of flexibility and choice to maximize student engagement, foster accessibility, and encourage student involvement in the assessment process. Assessment practices should draw upon the principles and practices of universal design for learning.  Grading practices should be based on transparent standards and criteria, rather than norms, ranks, or distributions.
  4. Assessment practices should be developmental and provide opportunities for feedback, self-regulated learning, and metacognition. There should be a balance between summative and formative assessment processes, with multiple opportunities for students to reflect on, receive, respond to, and use feedback on their learning.  Feedback opportunities should be encouraged from multiple perspectives (e.g., self-reflection, peers, course instructors, and/or teaching assistants).
  5. Assessment practices should foster academic integrity. Assessment design should uphold the values of integrity and be relevant to learning goals. Expectations related to assessments, and the policies and procedures related to academic integrity should be clearly communicated.
  6. Assessment should be recognized as a core element in the planning and design of course and program learning experiences. Assessment practices should be transparent, providing students with clear expectations on their assessments, and how they align with the teaching and learning goals, and approaches for the course/program/discipline. Institutional and unit-level supports should be available to ensure course instructors and teaching assistants have opportunities to develop expertise in developing and supporting scholarly, relevant, and meaningful assessment practices.
  7. Assessment practices should be sustainable and align with a commitment to supporting well-being for students, faculty, and staff. Expectations related to assessment practices should be transparent and clearly communicated to students. The design and scheduling of assessment tasks should consider a reasonable time to complete the assessment, be appropriate to the credit-weighting, recognize the cumulative distribution of assessment tasks throughout the semester, and support sustainable workloads for students, course instructors and teaching assistants.

What’s missing from these principles ?  What would you change or add? How could you imagine using and building upon these principles within your own local context?

References

Boud, D. (2000). Sustainable assessment: rethinking assessment for the learning society. Studies in Continuing Education, 22, 2, 151-167

Eaton, S. E., & Turner, K. L. (2020). Exploring academic integrity and mental health during COVID-19: Rapid review. Journal of Contemporary Education Theory & Research (JCETR), 4(2), 35-41.

Gibbs, G., & Simpson, C. (2005). Conditions under which assessment supports students’ learning. Learning and teaching in higher education, (1), 3-31.

Gibbs, G. (2006). How assessment frames student learning. In Innovative assessment in higher education (pp. 43-56). Routledge.

Jones, E., Priestley, M., Brewster, L., Wilbraham, S. J., Hughes, G., & Spanner, L. (2021). Student wellbeing and assessment in higher education: the balancing act. Assessment & Evaluation in Higher Education, 46(3), 438-450.

Lindstrom, G., Taylor, L., Weleschuk, A. (2017) Guiding Principles for Assessment of Student Learning. Taylor Institute for Teaching and Learning Guide Series. Calgary, AB: Taylor Institute for Teaching and Learning at the University of Calgary, June 2017. https://taylorinstitute.ucalgary.ca/sites/default/files/Guiding_Principles_for_Assessment_of_Student_Learning_FINAL.pdf

McGill University (Office of the Provost and Vice-Principal Academic)  (2022) Policy on Assessment of Student Learning (pp. 3-11) in 512th REPORT OF THE ACADEMIC POLICY COMMITTEE TO SENATE on the APC meetings held on April 14th and May 2nd, 2022 McGill University. https://www.mcgill.ca/senate/files/senate/03_d21-58_512th_apc_report_0.pdf

Tai, J., Ajjawi, R., Boud, D., Jorre de St. Jorre, T. (2023) Promoting equity and social justice through assessment for inclusion. In pp 9-18. Ajjawi et al. (Eds). Assessment for Inclusion in Higher Eduation: Promoting Equity and Social Justice in Assessment. Routledge, Taylor & Francis Group. https://www.taylorfrancis.com/books/oa-edit/10.4324/9781003293101/assessment-inclusion-higher-education-rola-ajjawi-joanna-tai-david-boud-trina-jorre-de-st-jorre

Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education–where are the educators?. International Journal of Educational Technology in Higher Education, 16(1), 1-27.

Supporting wellbeing for students and educators

By: Natasha Kenny (Senior Director, Taylor Institute for Teaching and Learning)

and

Patti Dyjur (Educational Development Consultant, Taylor Institute for Teaching and Learning)

It’s been a tough couple of years for students and educators (Brazeau et al., 2020; Morgan and Simmons, 2021).  Over the past few weeks, we’ve increasingly heard from our academic community that students and educators are struggling.  There is an acknowledgement that we have not taken the time to intentionally reflect upon and heal from what we have experienced from the global pandemic.  Our individual and collective wellbeing has and continues to suffer and students are experiencing a “skills gap” in their approaches to time management, organization, independence and commitment, and communication (Napierala et al., 2022). Without a doubt, we need more conversation and shared leadership to address our experiences moving forward (Abdrasheva et al., 2022; Garcia-Morales et al., 2021).

We’ve been thinking a lot about how to address some of the challenges students and educators are currently facing in their courses.  Acknowledging that this work is complex and will have to be addressed across multiple organizational levels, we were drawn back to some of our earlier work on how the PERMA flourishing framework (Seligman, 2012) might be used to help? For example, Morgan and Simmons (2021) have used this framework to develop a wellbeing program in universities in the UK.

In a previous post we shared how the PERMA framework could be used to support student and educator wellbeing in the classroom. We share an adaptation of that post here:

Seligman’s (2012) PERMA model: Positive Emotions, Engagement, Relationships, Meaning, Accomplishment

Positive Emotions: feeling joy, hope and contentment; reducing stressors; promoting positive coping and resilience

For instructors: schedule daily, weekly and monthly time to replenish and recharge; get up from the keyboard and take a microbreak; implement gratitude practices; ask for help from a trusted colleague or ask if you can help them; practice self-compassion; keep a ‘happy day’ email folder to store and revisit thank you messages and notes of appreciation from colleagues and students. 

For students: Implement incremental learning tasks; create low-stakes assignments; incorporate student voice in and flexibility in setting deadlines (we love the concept of late banks); incorporate class time to check-in with students; incorporate mindfulness/contemplative pedagogies; promote a positive learning environment for all by establishing community and presence and cultivating equity, diversity and inclusion; connect with students through strategies such as learning their names and checking in with them to see how things are going.

Engagement: feeling attached, involved and an ability to concentrate on activities; creating meaningful opportunities to draw upon strengths and interests

For instructors: talk to your colleagues/department head about your strengths and interests; bring your strengths and interests into the classroom; engage in your workspace where students and colleagues can see and connect with you (e.g., studio, office, lab); leverage zoom or other virtual spaces to connect one-one with students, colleagues, and small groups; rest, recharge and detach from work during vacation time (we know this one is tough!). 

For students: provide choice in course activities and assignments; help students identify their strengths and interests through self-assessment activities and classroom discussion; encourage learning activities that relate to and encourage students to share their interests (e.g., discovering and sharing relevant readings and resources); bring relevant connections and “real-world” examples into the course to help students make meaning; incorporate collaborative activities in online courses such as jigsaws or world cafes; include online discussions to promote engagement; incorporate principles of Universal Design for Learning; incorporate variety in teaching and learning activities.

Relationships: feeling connected, supported, and cared about; promoting opportunities for collaboration and interaction within and amongst teams  

For instructors: connect with a community of practice or learning community related to something that interests you; invite people for coffee; recognize your colleagues (e.g., write a letter of support or send a brief email of acknowledgement); ask for feedback from a trusted colleague; seek and/or offer peer mentorship; invite students to lead class discussions; intentionally connect with a colleague or community off-campus for fresh ideas and connections.

For students: Facilitate peer and active learning, problem-solving and discussion activities; encourage students to get up and move – change seats and connect with a “new neighbour”; encourage learners to talk to elbow partners (students next to them); encourage study groups and/or collaborative note-taking; set up informal study groups; foster an inclusive learning environment; build in supports to facilitate positive team dynamics if assigning group work.

Meaning: feeling valued and connected to something greater than self; connecting to purpose; promoting reflection

For instructors: seek opportunities to mentor and provide positive feedback to colleagues; participate in a teaching square/triangle; prepare and/or revise a philosophy statement that speaks to your core values and purpose as a teacher – share this with students and/or a colleague; reflect on your teaching goals and impact (where are you making a difference? where would you like to further make a difference?)

For students: Model reflection (sharing what you learned from your mistakes); promote co-op programs and experiential learning opportunities; provide context around how student learning in the course is connected to students’ academic, personal and professional development; have students set their own goals for learning; collect and respond to mid-semester student feedback  – stop, start, continue; encourage metacognitive activities (e.g. exam wrappers); relate course concepts and topics to current events; have students create their own materials such as graphic organizers/ notes, concept maps, and summary notes. 

Accomplishment: progressing towards goals; feeling capable and a sense of accomplishment; providing autonomy; celebrate success

For instructors: Keep notes of your successes (e.g. after class, at end of the week); celebrate small wins and achievements along the way (e.g. have coffee with a colleague; keep a stack of sticky notes to document what’s working on the corner of your desk; acknowledge that accomplishments come in many shapes and forms; share goals with a mentor/supportive colleague; connect with colleagues you trust to help each other with accountability and perspective; provide space to share key teaching successes and learnings at department meetings.

For students: Share positive and balanced feedback; encourage students to recognize their successes in a final course reflection; allow students to select from a series of questions to respond to in their assignments; design open-ended projects to give students choice in a topic that interests them; allow students to demonstrate their learning and reflect on it with online portfolios.  


We continue to wonder:

How could these approaches and this framework be used to further support educator and student wellbeing as we continue to learn and heal from our teaching and learning experiences during the pandemic?

Overall, how might we design courses to promote a sense of wellness, for both students and instructors? 

How might we more broadly foster well being through our assessment practices across higher education?

References:

Abdrasheva, D., Escribens, M., Sabzalieva, E., Vieira do Nascimento, D., & Yerovi, C. (2022). Resuming or reforming? Tracking the global impact of the COVID-19 pandemic on higher education after two years of disruption. Instituto Internacional de la UNESCO para la Educación Superior en América Latina y el Caribe. https://unesdoc.unesco.org/ark:/48223/pf0000381749

Brazeau, G. A., Frenzel, J. E., & Prescott, W. A. (2020). Facilitating wellbeing in a turbulent time. American journal of pharmaceutical education, 84(6). https://www.ajpe.org/content/84/6/ajpe8154.short

García-Morales, V. J., Garrido-Moreno, A., & Martín-Rojas, R. (2021). The transformation of higher education after the COVID disruption: Emerging challenges in an online learning scenario. Frontiers in Psychology, 12, 616059. https://www.frontiersin.org/articles/10.3389/fpsyg.2021.616059/full

Morgan, B., & Simmons, L. (2021, May). A ‘PERMA’response to the pandemic: an online positive education programme to promote wellbeing in university students. In Frontiers in Education (Vol. 6, p. 642632). Frontiers Media SA. https://www.frontiersin.org/articles/10.3389/feduc.2021.642632/full

Napierala, J., Pilla, N., Pichette, J., & Colyar, J. (2022) Ontario Learning During the COVID-19 Pandemic: Experiences of Ontario First-year Postsecondary Students in 2020–21. Toronto: Higher Education Quality Council of Ontario. https://heqco.ca/pub/ontario-learning-during-the-covid-19-pandemic-experiences-of-ontario-first-year-postsecondary-students-in-2020-21/

Seligman, M. (2012). Flourish: A visionary new understanding of happiness and well-being. Atria books.

Five approaches to guide the planning, design, and use of active learning classroom spaces

Image Credit: Taylor Institute for Teaching and Learning, University of Calgary
Source: https://taylorinstitute.ucalgary.ca/about/the-building

By Natasha Kenny and Gavan Watson

Post 2 of 2

In our first post, we explored what active learning classrooms were, concluding that they are fundamental to supporting student-centred approaches to learning, provide a visible artifact of an institution’s philosophy of learning, and must be seen as a critical component of our teaching and learning community.  So how do we move forward with supporting the intentional planning, design and use of active learning spaces in the context of our academic communities?  How might our experiences during the global pandemic further influence how we incorporate these spaces into our academic communities? 

Expanding upon the principles proposed by Finkelstein et al. (2016) and Finkelstein and Winer (2020), research related to the impact and influence of active learning classroom, and our own lived experience, we propose five approaches for guide guiding the planning, design, and use of learning spaces in postsecondary education: 1) Collaboration 2) Community 3) Flexibility 4) Transparency 5) Access.

1. Collaboration

One of the most often cited impacts of active learning classrooms spaces is that they fundamentally shift the social context in which teaching and learning occurs (Baepler and Walker, 2014). ALCs can create a sense of psychological and emotional intimacy, where learners and instructors are further encouraged to actively contribute, ask questions, share opinions and collaborate with each other to co-create knowledge in a learning community (Holec and Marynowski, 2020; Baepler and Walker, 2014; Kariippanon et al., 2018). Features of these spaces that best support collaboration and engagement, and foster the development of relationships include features such as: 

  • flat floors to support movement and collaboration and reduce power dynamics in order to create a shared space of learning between students and instructors; 
  • the inclusion of multiple whiteboards and writable surfaces; 
  • tables for group seating or, in larger spaces tiered seating on wheels which allows for collaboration and small group activities between rows; and, 
  • multiple screens to ensure sight lines are maintained around the room (Kenny and Chick, 2016; Finkelstein and Winer, 2020), and (if applicable) for remote learners to see and be seen by all participants in the learning community.

In technology-enhanced spaces, this may also include hardware and software capabilities to create and share knowledge within and amongst a broader community of instructors and learners (Baepler, Walker and Driessen, 2014).  These technology enhanced capabilities have become even more important as we strive to increase access to students and instructors who may be required to engage remotely in course teaching and learning activities (either temporarily or for a sustained period of time). ALCs  help strengthen relationships between all members of the classroom learning community (Kenny and Chick, 2016). They can be seen as providing critical opportunities for instructors to engage themselves in meaning-making and sustained reflection on their positionality (and power) in learning processes (Ignelzi, 2000; Savin-Baden, McFarland, and Savin-Baden, 2008) where – in ALCs – instructors are seen as collaborators and co-creators in the learning process, rather than passive knowledge transmitters.

2. Community 

Building upon Shulman’s (1993) call to see teaching as community property, this principle speaks to the importance of ensuring that the processes we use to govern, inform and communicate the planning, design, use, and impact of ALCs engage diverse members of the academic community. Community engagement is critical to establishing a shared sense of belonging, helping the academic community and individuals within that community fulfill its needs/goals, and to creating a sense of connection based on shared history and experiences (McMillan and Chavis, 1986). Fundamentally, these community processes must include collaborative conversations, decisions, work and research from all groups connected to active learning classrooms including: students, instructors, teaching assistants, architects, space planners, facilities management and maintenance staff, educational developers, learning and information technology specialists, the Registrar’s Office, student services staff, external community members and stakeholders, and senior administrators. A community-based approach to the planning, design and use of ALCs is also advocated by Jamieson (2003) who states that educational developers and teaching and learning centres can play a key role in facilitating dialogue across multiple groups in order to ensure that educational visions and goals inform the design of learning spaces. These conversations can also help to strengthen teaching and learning cultures as individuals from across academic and non-academic units come together to engage in meaningful conversations and strategic decision-making about teaching and learning (Roxå, Mårtensson & Alveteg, 2011; Finkelstein et al., 2016).

A community-based approach to pedagogical support for instructors that use active learning classrooms is also seen as critical to their success, as instructors need support in shifting their approaches to teaching and learning in these spaces (Hyun, Ediger and Lee, 2017). This support often includes intentionally designed and facilitated professional learning programs for instructors teaching in these spaces, in the form of consultations, workshops and/or communities of practice (Finkelstein and Winer, 2020). It may also include bringing together and connecting instructors who teach in these spaces, so that they can engage in informal, but significant conversations about their learnings within and across disciplines (Roxå & Mårtensson, 2009).  Finally, it should also include developing working groups with representation from across the academic community to inform policy development and processes for the continued planning, design and use of active learning classrooms.

3. Flexibility

Flexibility can be seen as the ability of ALCs to adapt to the ongoing needs of the academic community across five areas: fluidity, versatility, convertibility, scalability and modifiability (Monahan, 2002). Flexibility may include ensuring that furniture within the active learning classroom is usable and mobile, most often including mobile and height-adjustable podiums, and large work surfaces (i.e., tables) to accommodate multiple teaching and learning devices and group work of various sizes, as well as tables and chairs with wheels in order to accommodate various classroom configurations for learning across disciplines (e.g., small group work, individual seating during assessments, learning in a circle). ALCs designed with fixed furniture, often intended to support the installation of conduit to hard-wire technology and power-drops are now limited in terms of their versatility, convertibility and modifiability (Monahan, 2002). Wireless technology and screen sharing/projection has allowed for learners and instructors to share and co-create information using almost any wireless device and application. This has become more important now more than ever, as the global pandemic has encouraged us to consider how we can create spaces of shared learning and creation for in-class and remote learners and educators. From an institutional-perspective, flexibility can also be seen as critically important in terms of the versatility, convertibility, scalability and modifiability of ALCs. For example, ALCs may be designed with retractable walls and seating to convert to various sizes and uses. Simple is often best when it comes to thinking about flexibility in ALCs.

“The most useful flexible (and cost-effective) technologies in active learning classrooms continue to be movable tables and chairs, and shared whiteboards/writable surfaces that are close at hand (Baepler, Walker and Driessen, 2014; Finkelstein and Winer, 2020). “

4. Transparency

Transparency as a principle asks us to make teaching and learning processes more explicit and visible across our academic communities, and to put an end to the isolation and solitude many instructors feel when approaching their teaching practice (Winkelmes, 2019; Shulman 1993). This principle advocates for a more explicit, collaborative and open approach to the planning, design and use of active learning classrooms. From a physical design perspective this could mean incorporating glass walls in active learning classrooms to ensure the teaching and learning activities within are made visible to members of the academic community across disciplines. From a planning perspective, the principle of transparency involves making strategic conversations and decision-making processes related to planning, design, use and allocation of active learning classrooms more visible. For example, Finkelstien et al. (2016) reflect on the importance of including principles for the design of learning spaces in institutional strategic documentation, and how that has more broadly communicated the institution’s educational goals as it relates to the design and redesign of learning spaces. This could also mean managing the booking of  active learning spaces centrally to ensure that instructors and students across all academic disciplines have access to these spaces. This principle is also intricately linked to the principle of community as we more intentionally make the teaching and learning practices we use in active learning classrooms more visible, and promote knowledge sharing across disciplines. As previously mentioned, this may include bringing instructors that use active learning classrooms together to formally and informally engage in professional learning related to their use of these spaces, and ensuring these instructors are appropriately rewarded and recognized for their commitment to supporting student learning. This may also include engaging in systematic research, scholarship and dissemination related to the impact and influence of active learning spaces in postsecondary education so that we are learning from and sharing with each other across various academic contexts and networks.

5. Access

This last principle represents a call to consider how and who is accessing (or not accessing) the planning, design and use of active learning spaces and why? Higher education continues to be dominated by Western epistemologies and processes which contribute to exclusion and marginalization (Louie et al., 2017; Tamik and Guenter, 2019), and our teaching and learning spaces are no exception.  This principle asks us to ensure our active learning classrooms demonstrate, recognize and value difference, and support the ability to participate equitably (Tamtik and Guenter, 2019) in their planning, design and use. It also asks us to consider how we are aligning the planning, design and use of our active learning spaces with other institutional priorities and commitments such as Indigenous Engagement, Sustainability, Internationalization, Equity, Diversity and Inclusion, and Mental Health and Well-Being. For example, how are equity-deserving groups represented in the planning, design, strategic decision-making and governance related to active learning classrooms?  How do we support access and engagement of learners who do not have access to technology, such as laptops? What physical, procedural, and institutional barriers must be removed to ensure that all instructors and students, from across disciplines have access to teach and learn in these spaces? How can these spaces be designed to validate Indigenous perspectives, methodologies, epistemologies, protocols, approaches and pedagogies (Louie et al, 2017)? How can these spaces further reflect and communicate our commitments to truth, reconciliation, decolonization and transformation? Conversations related to access have become more prevalent as interest in technology-enabled ALCs has expanded over the course of the global pandemic, with more educators seeking flexibility in the way they engage learners in their courses. Our thoughts related to this principle are emerging. We acknowledge openly that more needs to be done to expand upon, contribute to and meaningfully explore this principle. 

Summary

We recognize that it is not realistic for all spaces to be designed as an intensive, technology-enabled active learning classroom. Like Finkelstein and Winer (2020), we advocate for conceptualizing a continuum of formal learning spaces from intensively designed, technology-enabled active learning classrooms, through to flexible and collaboratively designed laboratories and seminar rooms, as well as lecture theatres that enhance opportunities for active learning. In their broadest sense, we believe that these principles can be used as a guide to inform discussions related to any learning space on postsecondary campuses.

How might you further consider, adapt and build upon these approaches to think more intentionally about ALCs based on your institutional context?

References

Baepler, P., Walker, J. D., & Driessen, M. (2014). It’s not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78, 227-236.

Baepler, P., & Walker, J. D. (2014). Active Learning Classrooms and Educational Alliances: Changing Relationships to Improve Learning. New Directions for Teaching and Learning, 137, 27–40. https://doi.org/10.1002/tl.20083

Holec, V., & Marynowski, R. (2020). Does it Matter Where You Teach? Insights from a Quasi-Experimental Study on Student Engagement in an Active Learning Classroom. Teaching & Learning Inquiry, 8(2), 140–164. https://doi.org/10.20343/teachlearninqu.8.2.10

Kenny, N.A. and Chick, N. 2017.  Learning spaces, connections and community.  TI Connections Blog. http://connections.ucalgaryblogs.ca/2017/02/03/learning-spaces-connection-and-community/

Finkelstein, A., Ferris, J., Weston, C., & Winer, L. (2016). Informed principles for (re) designing teaching and learning spaces. Journal of Learning Spaces, 5(1).

Finkelstein, A., & Winer, L. (2020). Active learning anywhere: A principled-based approach to designing learning spaces. In S. Hoidn & M. Klemenčič (Eds.), The Routledge International Handbook of Student-Centered Learning and Teaching in Higher Education (pp. 327–344). https://doi.org/10.4324/9780429259371-24

Hyun, J., Ediger, R., & Lee, D. (2017). Students’ Satisfaction on Their Learning Process in Active Learning and Traditional Classrooms. International Journal of Teaching and Learning in Higher Education, 29(1), 108–118.

Ignelzi, M. (2000). Meaning‐Making in the Learning and Teaching Process. New Directions for Teaching and Learning, 2000(82), 5–14. https://doi.org/10.1002/tl.8201

Kariippanon, K. E., Cliff, D. P., Lancaster, S. L., Okely, A. D., & Parrish, A. M. (2018). Perceived interplay between flexible learning spaces and teaching, learning and student wellbeing. Learning Environments Research, 21(3), 301-320.

Louie, D. W., Poitras-Pratt, Y., Hanson, A. J., & Ottmann, J. (2017). Applying Indigenizing principles of decolonizing methodologies in university classrooms. Canadian Journal of Higher Education/Revue canadienne d’enseignement supérieur, 47(3), 16-33.

Monahan, T. (2002). Flexible Space & Built Pedagogy: Emerging IT Embodiments. Inventio, 4(1), 1–19.

Roxå, T., & Mårtensson, K. (2009). Significant conversations and significant networks–exploring the backstage of the teaching arena. Studies in Higher Education, 34(5), 547-559.

Roxå, T., Mårtensson, K., & Alveteg, M. (2011). Understanding and influencing teaching and learning cultures at university: A network approach. Higher Education, 62(1), 99-111.

Savin-Baden, M., McFarland, L., & Savin-Baden, J. (2008). Learning spaces, agency and notions of improvement: what influences thinking and practices about teaching and learning in higher education? An interpretive meta-ethnography. London Review of Education, 6(3), 211–227. https://doi.org/10.1080/14748460802489355

Shulman, L.S. (1993). Teaching as community property: putting an end to pedagogical solitude. Change, 25(6). 6-7.

Tamtik, M., & Gunter, M. (2019). Policy analysis of equity, diversity and inclusion strategies in Canadian universities-how far have we come? Canadian Journal of Higher Education, 49(3), 41-56

Winkelmes, M. A. (2019). Introduction: The Story of TILT and Its Emerging Uses in Higher Education. Transparent Design in Higher Education Teaching and Leadership, 1-14.

Decision-Making through the Lens of Conscious Leadership

“Blow Your Mind” by kozumel is licensed under CC BY-ND 2.0

One of my favourite grounding statements is “We are human beings not human doings.” A quick search on the internet reveals that this statement has been attributed to many, including the Dalai Lama. For me, this statement speaks to the importance of our inherent humanness, including the fact that we feel and experience thoughts and emotions in the workplace, which give rise to actions and responses that are deeply connected to and have impact on ourselves and those around us. Each action and response creates ripples across our organizations.

This year has brought rise to constant change and challenge in our workplaces. We have adapted to situations that most of us could not have imagined. Technology has both connected and distanced us. The global pandemic has impacted people and organizations differently. For many, it has drastically shifted workplace and personal practices. It has increased feelings of uncertainty, emotional exhaustion, isolation and stress. We have witnessed disproportional impacts of the pandemic on vulnerable populations and equity-deserving groups, and many of us have struggled from poorer mental health and well-being (Aristovnik et al, 2020; Brazeau et al., 2020; Giorgi et al., 2020).

As a leader, the global pandemic has challenged my decision-making abilities, with the sheer load of required resources, responses and actions often exceeding my cognitive capacity. I have found some relief in grounding my practice through a lens of conscious leadership.

What is conscious leadership?

Being conscious or mindful is about, “observing and attending to the changing field of thoughts, feelings and sensations from moment to moment” through self-regulated attention, and non-judgmental acceptance of experience (Bishop et al., 2004, p.232). It is often described as a being in the present moment, or “present-moment awareness” (Goldstein, 2013, p. 13).  Mindfulness helps us intentionally respond (as opposed to habitually react) to our thoughts, emotions, and surroundings as we reflect upon and broadened our perspective on experience (Bishop et al., 2004; Goldstein, 2013).  

Conscious leadership can be understood through three key processes: 1) awareness, 2) transformation, and 3) intentionality (Hofman, 2008; Jones, 2015).  Conscious leaders are aware of these processes across multiple levels.  First and foremost, from the perspective of oneself, then of others through to their organizations and community.  Conscious leaders are aware that everything across an organization is connected and impermanent (in constant flux), and that these interconnections influence continuous change. They act from a space of acceptance, curiosity, and reciprocity, recognizing that every organization is bound by human relationships and emotions (Bishop et. al, 2004; Hoffman, 2008; Jones, 2015).  They act through a lens of empathy, compassion, and shared leadership, and are oriented towards observation, openness, acceptance, reflection and ongoing learning.

Essential questions to guide a conscious approach to decision making

Awareness

  • What is my understanding of the challenge (or opportunity)?
  • Who is involved or connected to this challenge?
  • How does this understanding change if I view it from the perspective of those around me, and/or the organization as a whole?
  • What is happening for me, others and the organization right now?
  • What interconnections, emotions and/or patterns are associated with this issue for me, others and/or the organization?

Transformation

  • What possibilities for change exist for myself, others and/or the organization?
  • How could I involve others in exploring these possibilities?
  • What actions could result in change and transformation for myself, others and the organization?
  • What influence might these actions have on myself, others and the organization?

Intentionality

  • What is most important right now for myself, others and the organization?
  • What is the most appropriate response? How should others be involved in responding?
  • What emotions and reactions may be associated with this response for myself, others and the organization?
  • What actions could I take to demonstrate empathy and compassion to myself, others and the organization in light of these emotions and reactions?

Like all leaders (and humans), the joy, happiness and success I experience in the workplace is balanced by challenge, defeat, failure and pain. Never has that been more apparent than over this past year. The above questions have brought mindful grounding to these peaks and valleys. I’d love to hear how/if this approach resonates for you!

References:

Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). Impacts of the COVID-19 pandemic on life of higher education students: A global perspective. Sustainability, 12(20), 8438.

Brazeau, G. A., Frenzel, J. E., & Prescott, W. A. (2020). Facilitating wellbeing in a turbulent time. American Journal of Pharmaceutical Education, 84(6).

Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., … & Devins, G. (2004). Mindfulness: A proposed operational definition. Clinical psychology: Science and practice, 11(3), 230-241.

Hofman, R. E. (2008). A conscious‐authentic leadership approach in the workplace: Leading from within. Journal of Leadership Studies, 2(1), 18-31.

Goldstein, J. (2013). Mindfulness: A practical guide to awakening. Sounds True.

Giorgi, G., Lecca, L. I., Alessio, F., Finstad, G. L., Bondanini, G., Lulli, L. G., … & Mucci, N. (2020). COVID-19-related mental health effects in the workplace: a narrative review. International journal of environmental research and public health, 17(21), 7857.

Jones, V., & Brazdau, O. (2015). Conscious leadership, a reciprocal connected practice. A qualitative study on postsecondary education. Procedia-Social and Behavioral Sciences, 203, 251-256.

Xiong, J., Lipsitz, O., Nasri, F., Lui, L. M., Gill, H., Phan, L., … & McIntyre, R. S. (2020). Impact of COVID-19 pandemic on mental health in the general population: A systematic review. Journal of affective disorders.

Department Chairs and Leadership During the Global Pandemic

The global pandemic has been difficult for many in higher education.  

“The COVID-19 pandemic has shaken the key assumptions and beliefs that serve as the foundation of higher education” (Brazeau, 2020, p.688).

Recognizing that the pandemic has impacted people very differently, Dr. Klodiana Kolomitro and I highlighted a few of the challenges the pandemic has created at a session earlier this year with the educational development community in Canada (Kolomitro and Kenny, 2021). We summarized that the pandemic has:

1) increased workload for students, administrators, educators and teaching and learning centres;

2) disproportionately impacted equity-deserving groups including Indigenous and racialized peoples, women, persons with disabilities and 2SLGBTQI+ communities;

3) increased feelings of uncertainty and emotional exhaustion;

4) caused physical, social and self-isolation and loneliness; and,

5) resulted in overall poorer mental health, wellbeing and quality of life (Aristonvnik et al., 2020; Brazeau et al., 2020; Naffi et al., 2020; Xiong et al., 2020).

Although hopeful for healing as we approach the 2021/22 academic year, the uncertainty of the fall semester continues to exacerbate many of these same issues.

The Department Chair and the Pandemic

In a recent article published in Innovative Higher Education, Gigliotti (2021) explored the impact of the pandemic on department chairs. This article highlights the critical role that department chairs hold at institutions, described as, “…agents of influence in leading the reinvention of policies, practices and patterns of behavior at the departmental level and throughout their academic discipline” (p. 430). Christensen-Hughes and Mighty (2010) further emphasized the role that these local leaders can play in either helping or hindering the decisions, cultures, behaviors, norms and practices we most aspire to see.

It won’t come as any surprise that Gigliotti (2021) found that the COVID19 global pandemic intensified leadership challenges, added complexity, and contributed to continuous emerging issues for department chairs. 

“The findings of this study underscore the important work of academic leadership, particularly the role of department chairs, in triaging immediate concerns, advocating on behalf of one’s colleagues and students, providing frequent and timely updates to facilitate an institution’s crisis response, ensuring the safety and well-being of others, and helping to restore hope when others experience a breakdown in collective sensemaking” (p.442).

Throughout this study, chairs acknowledged challenges related to pivoting to remote teaching, navigating remote meetings, and exploring methods to ensure some degree of research continuity throughout their department. They struggled with maintaining consistent and clear communication channels with senior administration, maintaining meaningful relationships and connections with colleagues, acknowledging and coping with emerging mental health issues experienced by themselves and departmental colleagues, balancing personal and professional commitments, ensuring the health and safety of students and staff, planning under constant uncertainty, ongoing budget constraints, and concerns related to ongoing pressures for renewal and reinvention.

The authors highlight the crucial role of relationships, connection and communication as departments negotiated and responded to the COVID19 pandemic:

“What we learn from the insights of the responding department chairs is a desire to connect with others— connections that are made more challenging in light of the global pandemic—and to care for others in navigating the uncertainty of the current moment. By shaping and interpreting how others react and respond to a crisis of widespread magnitude, leadership is made possible; and by recognizing both the personal and professional worries, fears, and goals of one’s faculty, staff, and student colleagues, department chairs can provide bridges of trust and goodwill.” (p. 442)

Leadership Approaches for Healing and Rebuilding Teaching and Learning

In their article, Gigliotti (2021) called explicitly for more opportunities to support departmental chairs, including providing additional support for their development as academic leaders. As we embark on healing and rebuilding our teaching and learning practices into the future, the following leadership approaches adapted from Gibbs and Knapper (2008) may provide a helpful guide and starting point for reflection for academic chairs:

  1. Establish credibility and trust: foster open communication; listen carefully and solicit ideas actively from the departmental community, especially from individuals and groups that have historically been marginalized; identify, seek and advocate for additional institutional support and resources for change; establish a network of mentors and colleagues to support on-going reflection, growth and development.
  2. Identify and address departmental strengths and challenges: actively identify departmental strengths and challenges; represent the department honestly; leverage strengths; lean into and address challenges; speak up to actions and behaviours that are harmful; focus on building and moving forward through incremental change.
  3. Articulate a clear vision and rationale for change: learn about what others internal and external to the institution are doing; seek guidance from evidence-based and culturally relevant practices; collaboratively identify and articulate a clear narrative for the future; gather evidence and feedback on change initiatives; admit mistakes, apologize and change direction as necessary.
  4. Distribute leadership: build and support a collaborative team of departmental leaders; create leadership pathways for those in formal and informal roles; surround yourself by a team that helps you address your leadership blind spots and areas for growth; ask for help; thank and give credit to others for their influence and impact.
  5. Build communities of dialogue and practice: foster debate, discussion and reflection around issues that matter; use multiple forms of engagement to involve the entire departmental community; actively create opportunities to make teaching and learning practices public.
  6. Visibly reward and recognize teaching and learning: provide leadership pathways for strong and committed educators; evaluate contributions to teaching and learning using multiple methods, lenses, and perspectives; actively identify and support individuals to be recognized for their contributions to teaching beyond the department.
  7. Involve students as partners in change: actively seek student input; involve students meaningfully in initiatives, innovations, and decision-making processes; intentionally provide space for and amplify student voices; create leadership pathways for students.

There are likely other leadership approaches you would recommend for departmental chairs as we embark on an ever-evolving and somewhat uncertain pathway for teaching and learning in higher education.

What do you think are key considerations, challenges, and recommended leadership approaches for department chairs as we begin to approach teaching and learning during the 2021/22 academic year?

References:

Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). Impacts of the COVID-19 pandemic on life of higher education students: A global perspective. Sustainability, 12(20), 8438.

Brazeau, G. A., Frenzel, J. E., & Prescott, W. A. (2020). Facilitating wellbeing in a turbulent time. American Journal of Pharmaceutical Education, 84(6).

Christensen Hughes, J., & Mighty, J. (2010). A call to action: Barriers to pedagogical innovation and how to overcome them. In J. Christensen Hughes & J. Mighty (Eds).Taking stock: Research on Teaching and Learning in Higher Education (pp. 261-277). Queens School of Policy Studies.

Gibbs, G., Knapper, C., & Piccinin, S. (2008). Disciplinary and contextually appropriate approaches to leadership of teaching in research‐intensive academic departments in higher education. Higher Education Quarterly, 62(4), 416-436.

Gigliotti, R. A. (2021). The impact of COVID-19 on academic department chairs: Heightened complexity, accentuated liminality, and competing perceptions of reinvention. Innovative Higher Education, 1-16.

Kolomitro, K. and Kenny, N. (2021). Caring for our community: when will well-being be a priority.  Keynote Presentation.  Educational Developers Caucus of Canada Online Conference. https://edc.stlhe.ca/conference-2021/keynote/

Naffi et al. (2020) Disruption in and by Centres for Teaching and Learning During the COVID-19 Pandemic: Leading the Future of Higher Ed. White Paper ISBN: 978-2-9818996-5-1

Xiong, J., Lipsitz, O., Nasri, F., Lui, L. M., Gill, H., Phan, L., … & McIntyre, R. S. (2020). Impact of COVID-19 pandemic on mental health in the general population: A systematic review. Journal of affective disorders.

A framework for influencing change in teaching and learning cultures, communities, and practices.

As a leader of a teaching and learning institute at a large-research intensive institution, I reflect a lot on how change and learning happens in organizations.  

How do teaching and learning centres work to influence teaching and learning cultures, communities and practices?

A couple of years ago, I presented at the Educational Developers of Caucus of Canada Conference, and tried, in one slide to communicate all that I have learned about the complex work of teaching and learning centres.  Below is a version of that slide.  

This framework builds upon the work of others (see for example: Brew & Ginns, 2008; Finkelstein, et al., 2016; Fields et al., 2019; Hannah & Lester, 2009; Jarvis, 2010; Mårtensson & Roxå, 2016; Roxå & Mårtensson, 2009;  Simmons, 2016; Trigwell, 2013; Webster-Wright, 2009; Wright et al., 2018).  I also highlight it in a forthcoming paper with Dr. Sarah Eaton (Kenny & Eaton, in press). 

Most people would point to teaching and learning centres for the workshops and courses they offer individual educators.  These formal, planned events are a visible part of the work of educational developers.  But, as one of my favorite colleagues, mentors and leaders Dr. Leslie Reid shares,

“Change happens one conversation at a time.”  

The seminal work of Roxå & Mårtensson (2009) and Roxå et al. (2011) suggests that teaching and learning cultures, communities and practices are strongly influenced by the small, but significant conversations we have and networks we create with colleagues we trust.  A recognition that teaching and learning in higher education is influenced by FORMAL processes (i.e., policies, programs, structures, resources and committees) and INFORMAL activities (i.e., significant networks, relationships, conversations, and communities) is fundamental to the work of teaching and learning centres, and this framework.

Take a moment to reflect on where and how these formal processes and informal activities occur across your institution. How and where is your teaching and learning centre influencing these formal processes and informal networks, conversations and communities?

The centre of the framework highlights four key components to influencing teaching and learning cultures: 1) High-impact professional learning for individuals and groups, 2) Local-level leadership and microcultures, 3) Scholarship, research and inquiry, 4) Learning spaces, pedagogies and technologies.

High-impact professional learning activities can be informal or formal, but are intentionally designed to be contextual, embedded in practice, and to facilitate on-going reflection and action (Webster-Wright, 2009).

How is your centre providing initiatives to support meaningful and sustained professional learning and growth for educators across higher education?

The influence of local-leadership and microcultures are often overlooked in higher education (Mårtensson & Roxå, 2016; Kenny et al., 2016). Formal leaders (who hold roles such as Dean, Department Head/Chair, Associate Dean) and informal leaders (who may not hold a formal title) are catalysts for action and change.  They have an incredible influence on the development of microcultures (behaviours, norms, values, actions) that either support or hinder the development of the teaching and learning cultures, communities and practices we most aspire to see (Christensen Hughes & Mighty, 2010).  We need only to look at the complexities, sheer exhaustion and pressures that Department Heads/Chairs faced related to teaching and learning during the global pandemic – Gigliotti (2021) calls for more training, support and development for those who hold these roles.

What does your teaching and learning centre do to support informal and formal teaching and learning leaders?

Scholarship, research and inquiry provide a means for investigating, sharing and disseminating knowledge about teaching and learning in postsecondary education.  This work includes inquiry in individual classrooms, as well as how teaching and learning are more broadly supported across multiple organizational levels within higher education. Knowledge sharing and dissemination about teaching and learning are important, and we are also coming to understand that the very process of intentionally engaging in scholarship and inquiry related to teaching and learning, helps us become better educators, as we focus on the student learning experience and develop stronger abilities as critically reflective practitioners (Brew and Ginns, 2009; Trigwell, 2013).

How does your teaching and learning centre encourage and support engagement in scholarship, research and inquiry in teaching and learning?  

I have also been thinking a lot lately about how these supports are (or aren’t) inclusive of multiple ways of knowing, being and understanding?

Learning spaces, pedagogies and technologies have an incredible impact on teaching and learning communities, cultures and practices in higher education.  Learning spaces can be designed intentionally to foster engagement, collaboration and to create a shared learning community between students and instructors (Finkelstein and Winer, 2020).  Never has the power of learning technologies become more prevalent as during the COVID19 pandemic when millions of learners across the globe accessed their higher education from remote locations. When thoughtfully integrated, learning technologies can strengthen connection, collaboration, flexibility and innovation. Pedagogical approaches that are intentionally structured, promote active engagement, encourage meta-cognition and self-regulation, foster deep learning, and establish relevance improve student learning outcomes (Freeman et al., 2014, Deslauriers et al., 2011; Kember, Ho & Hong, 2008; Pintrich, 2002).

How does your teaching and learning centre support learning spaces, pedagogies and technologies that improve student success and promote deep learning?

How are we ensuring our learning spaces, pedagogies and technologies support our commitments to equity, diversity and inclusion, and Indigenous Ways of Knowing?

The framework is grounded by the recognition that these four core elements (i.e., high impact professional learning, local-level leadership and microcultures, scholarship, research and inquiry, and learning spaces, pedagogies and technologies) are influenced across multiple organizational levels (Hannah & Lester, 2009; Kenny et al., 2016; Simmons, 2016; Roxå & Mårtensson, 2009).  At the institutional (macro-level) senior leaders, policies, and committees can establish a clear vision, resources, governance processes and structures for teaching and learning.  At the faculty and departmental level (meso-level) integrated networks of knowledge sharing can be established, and local leaders can be provided with appropriate support to help influence change and decision-making related to teaching and learning.  And finally, at the individual level (micro-level) individuals must be supported, recognized and rewarded for their work to advance teaching and learning.

How is your teaching and learning centre influencing change in teaching and learning cultures, communities and practices across the micro, meso and macro levels?

As always, I’d love to hear how this framework resonates for you.  It’s difficult to articulate what I have come to understand about the work of educational development and teaching and learning centres in one slide, and I am certain my thoughts will continue to evolve over time!


References

Brew, A., & Ginns, P. (2008). The relationship between engagement in the scholarship of teaching and learning and students’ course experiences. Assessment & Evaluation in Higher Education, 33(5), 535-545.

Christensen Hughes, J., & Mighty, J. (2010). A call to action: Barriers to pedagogical innovation and how to overcome them. In J. Christensen Hughes & J. Mighty (Eds).Taking stock: Research on teaching and learning in higher education (pp. 261-277). Queens School of Policy Studies.

Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class. Science, 332(6031), 862-864.

Finkelstein, A., & Winer, L. (2020). Active learning anywhere: A principled-based approach to designing learning spaces. In S. Hoidn & M. Klemenčič (Eds.), The Routledge International Handbook of Student-Centered Learning and Teaching in Higher Education (pp. 327–344). 

Fields, J., Kenny, N. A., & Mueller, R. A. (2019). Conceptualizing educational leadership in an academic development program. International Journal for Academic Development, 24(3), 218-231.

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.

Gigliotti, R. A. (2021). The impact of COVID-19 on academic department chairs: Heightened complexity, accentuated liminality, and competing perceptions of reinvention. Innovative Higher Education, 1-16.

Hannah, S. T., & Lester, P. B. (2009). A multilevel approach to building and leading learning organizations. The Leadership Quarterly, 20(1), 34-48.

Jarvis, Peter. (2010). Adult Education and Lifelong Learning. Fourth Edition. Routledge, NY. pp.338.

Kember, D., Ho, A., & Hong, C. (2008). The importance of establishing relevance in motivating student learning. Active learning in higher education, 9(3), 249-263.

Kenny, N., Watson, G. P. L., & Desmarais, S. (2016). Building sustained action: Supporting an institutional practice of SoTL at the University of Guelph. New Directions for Teaching and Learning, 2016(146), 87-94. doi:10.1002/tl.20191

Kenny, N., & Eaton, S. E. (2021, in press) Academic integrity through a SoTL lens and 4M framework: An institutional self-study. In S. E. Eaton & J. Christensen Hughes (Eds.), Academic integrity in Canada: An enduring and essential challenge: Springer.

Mårtensson, K., & Roxå, T. (2016). Leadership at a local level–Enhancing educational development. Educational Management Administration & Leadership, 44(2), 247-262.

Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into practice, 41(4), 219-225.

Roxå, T., & Mårtensson, K. (2009). Significant conversations and significant networks–exploring the backstage of the teaching arena. Studies in Higher Education, 34(5), 547-559.

Roxå, T., Mårtensson, K., & Alveteg, M. (2011). Understanding and influencing teaching and learning cultures at university: A network approach. Higher Education, 62(1), 99-111. DOI 10.1007/s10734-010-9368-9

Simmons, N. (2016). Synthesizing SoTL institutional initiatives toward national impact. New Directions for Teaching and Learning, 2016(146), 95-102. https://doi.org/10.1002/tl.20192

Trigwell, K. (2013). Evidence of the impact of scholarship of teaching and learning purposes. Teaching and Learning Inquiry, 1(1), 95-105.

Webster-Wright, A. (2009). Reframing professional development through understanding authentic professional learning. Review of educational research, 79(2), 702-739.

Wright, M., Horii, C. V., Felten, P., Sorcinelli, M. D., & Kaplan, M. (2018). Faculty development improves teaching and learning. POD Speaks, 2, 1-5.

Fostering Meaningful Postdoctoral Scholar Professional Learning and Development Opportunities in Higher Ed

Postdoctoral Professional Learning and Development Framework (Source: Nowell et al. 2021)

With leadership from University of Calgary’s Dr. Lorelli Nowell (https://twitter.com/lorelli_nowell), I recently collaborated with a fabulous group of scholars to publish a framework for postdoctoral scholar professional learning and development. The framework presents a holistic view of how we can better support postdoctoral scholars as they move forward in their academic and professional careers – recognizing that the vast majority of postdoctoral scholars do not enter permanent academic positions. With ever changing job markets and demands, higher education must better prepare postdocs for a range of careers, whether that be in higher ed, government, not-for-profit or private sectors (see Ålund et al., 2020).

Moving beyond academe’s traditional focus on research skill development, the Professional Learning and Development (PLD) framework consists of four major domains:

  1. Professional Socialization (mentorship, community engagement, inclusivity & diversity, networking)
  2. Professional Skills (leadership skills, interpersonal skills, communication skills, careering planning)
  3. Academic Development (academic writing, academic service, critical thinking, teaching & learning)
  4. Personal Effectiveness (time management, work-life balance, health & wellness, project management)

The framework builds upon results from our previous research, which included literature reviews, document analysis, surveys, interviews, and consultations with key stakeholders (see Nowell et al., 2018, 2019; 2020). Through this research, postdoctoral scholars consistently communicated the need for professional learning and development that extended beyond research skill development. For example, areas of particular interest included teaching and learning, mentorship, academic service and well-being. I will note that COVID-19 has escalated the stress-related challenges that postdocs face, including burnout, work-life conflict, and social isolation.

Our research certainly has practical implications, including serving as a framework for institutions as they create, design and implement robust supports and a learning culture for postdoctoral scholars. We imagine postdoctoral supervisors and postdocs using the framework as a guide for mentorship conversations, developing learning plans, and fostering critical reflection and career growth. Teaching and learning centres, academic units, and postdoc offices could use it as a reference to develop robust professional learning programs. More broadly regional, national and international postdoc organizations can use this framework to amplify discussions to strengthen how we conceptualize and design meaningful postdoctoral scholar communities, cultures and practices in higher ed.

We’d love to hear how you imagine using this framework in your particular context, and successful examples of initiatives to meaningfully integrate postdoctoral scholars in the academic community, and to strengthen professional learning and development for postdocs across a variety of career contexts!

References:

Ålund, M., Emery, N., Jarrett, B.J.M. et al. Academic ecosystems must evolve to support a sustainable postdoc workforce. Nat Ecol Evol 4, 777–781 (2020). https://doi.org/10.1038/s41559-020-1178-6

Nowell, L., Ovie, G., Berenson, C., Kenny, N. and Hayden, K.A. (2018), “Professional learning and development of postdoctoral scholars: a systematic review of the literature”, Education Research International, Vol. 2018, p. 5950739.

Nowell, L., Ovie, G., Kenny, N., Hayden, K.A. and Jacobsen, M. (2019), “Professional learning and development initiatives for postdoctoral scholars”, Studies in Graduate and Postdoctoral Education, Vol. 11 No. 1, pp. 35-55.

Nowell, L., Ovie, G., Kenny, N. and Jacobsen, M. (2020), “Postdoctoral scholar’s perspectives about professional learning and development: a concurrent mixed-methods study”, Palgrave Communications, Vol. 6 No. 1.

Nowell, L., Dhingra, S., Kenny, N., Jacobsen, M. and Pexman, P. (2021), “Professional learning and development framework for postdoctoral scholars”, Studies in Graduate and Postdoctoral Education, ahead-of-print. https://doi.org/10.1108/SGPE-10-2020-0067

Essential questions to inspire engagement during curriculum review

I am currently planning for an upcoming session at the University of Guelph’s annual Teaching and Learning Innovations Conference (TLI). Described by Associate Vice-President Academic, Dr. Serge Desmarais, as our annual “group hug”, this conference provides the academic community with an incredible opportunity to celebrate our collective commitment to teaching and learning.   This year’s conference will focus on celebrating the University of Guelph’s progress related to implementing and assessing learning outcomes.

This year’s theme had me reflecting on the many opportunities and successes I have witnessed in supporting the dozens of curriculum review initiatives across various departments over the last few years. The educational development unit provides consultative expertise and facilitative leadership to many departments on campus as they work to continually enhance the programs that they offer. Our curriculum development practice is fundamentally guided by the following principles, which recommend that successful curriculum review processes should be:

  • Instructor-driven;
  • Evidence-based;
  • Student-centred;
  • Continuous;
  • Collaborative; and
  • Solution-focused.

Like Banta and Blaich (2011), I have come to learn that although data is important, successful curriculum initiatives are less about collecting the perfect data set, and more about the department’s ability to use the data to inform meaningful, collaborative discussion and a clear action plan for moving forward. In short, data does not directly inform decision, rather data informs discussion, which then leads to meaningful and collaborative decision-making.  After attending this year’s Educational Developer’s Caucus Conference at the University of Calgary, a statement from Joan McArthur-Blair’s Appreciative Inquiry workshop continues to resonate and ground my daily curriculum development approaches:

Don’t do anything about me, without me.

Through my curriculum development experiences, I have also come to learn that it is really easy to get wrapped up in deficit thinking when it comes to curriculum review. That is, to focus on, and to become all-consumed by what isn’t working in the program. I have come to a fundamental realization that it is much more productive to take a solution-focused view, and to place emphasis on what is working, building on and leveraging the program’s many strengths and successes.

As a curriculum developer one of the most important areas of expertise that I can bring is not only my knowledge of best practices in curriculum design, but also an ability to ask effective, forward-thinking questions that inspire meaningful dialogue, collaboration and action.   It is not surprising, that my curriculum development practice has been deeply grounded in the principles and practice of Appreciative Inquiry (Cockell & McArthur-Blair, 2012).

Through my own process of self-reflection, my upcoming conference session will focus on some of the essential questions that we have used to help guide curriculum committees through a cycle of program review. I have presented some of these questions below.

Developing a curriculum review and assessment plan

  • What questions would like to answer during this curriculum review process?
  • What data will best help you answer those questions?
  • Whom will you involve?
  • What resources will be required?
  • What are your timelines?
  • What assessment methods are most appropriate?

Developing a Program Purpose

  • Why should students choose this program?
  • How will it be of benefit to them?
  • What is the purpose of the program?
  • What unique areas of focus or strengths does the program offer?
  • What learning experiences are core to the program?
  • Imagine three years from now, that the Globe and Mail has written an article about this program being the best in North America. What does the article highlight? What are students, faculty, alumni and employers highlighting about the program?

Developing Program Learning Outcomes

  • If you were asked to provide a reference for a graduate of this program, what would you like to be able to say about that graduate?
  • What strengths should students who complete this program possess?
  • What should successful students know, value and be able to do by the end of their learning experiences in this program?

Reviewing Program Learning Outcomes

  • Do the learning outcomes align with those defined by the institution and/or other related programs?
  • Could multiple audiences (e.g. students, instructors, employers, administrators, across institutions) understand the learning outcomes? If not, how could the clarity of the learning outcome be improved?
  • Would the discipline be clear if the statement were read in isolation? If not, what additional detail could be added to provide additional disciplinary context?
  • Could you appropriately assess each outcome? If not, how should they be revised? What additional detail/context is required?

Solution-focused Questions to Guide a Student Focus Group

  • Why did you choose the program?
  • What were you expecting of the program?
  • How did you hope it would prepare you for your future?
  • What is one thing you like about the program?
  • What is a key strength of the program?
  • What current strengths should the program build upon?
  • What key improvement could be made to the program?
  • Why do you feel that this is an area that requires improvement? What two key changes would you suggest if you were to redesign the program?
  • What is the most important thing you would like to tell the curriculum committee as they work to enhance the program?

Conducting a Program SOAR Analysis (adapted from: Stavros, Cooperrider, & Kelley (2003); Stavros & Hinrichs, 2011)

  • Strengths: What are we doing well? What are we known for? What are our areas of expertise?
  • Opportunities: What are our best future opportunities? What are our areas of untapped potential? How can we distinguish ourselves?
  • Aspirations: What are we passionate about? What difference do we hope to make? What does our preferred future look like?
  • Results: What results do we want to see? What 3-5 goals do we want to accomplish?

Evaluating Curriculum Data

Based on the curriculum data gathered:

  • What questions do we have about our curriculum and the data presented?
  • What trends do we see?
  • What 3-5 key areas would we like to discuss further with our colleagues?
  • What data supports these areas for discussion?
  • How should we communicate these data and areas for discussion to our colleagues?

Developing an Action Plan

  • What can we do to strengthen this program? What three key improvements will we implement?
  • What are the key milestones?  When will they be accomplished?
  • Who will help support these improvements? What additional resources are required?
  • How will we know we have been successful? How will we monitor our progress?
  • How will we celebrate and disseminate our success?

Reviewing the Curriculum Review Process

  • What happened?
  • What did we learn?
  • What went well?
  • What could have been better?
  • What will we do differently next time?

Curriculum development is inherently complex.  It is a relief to most curriculum committees to realize that it is more important to ask questions to inspire further inquiry, reflection and dialogue, than it is to have all of the answers.

References:

 

Banta, Trudy W, & Blaich, Charles. (2011). Closing the assessment loop. Change: The Magazine of Higher Learning, 43(1), 22-27.

Cockell, Jeanie, & McArthur-Blair, Joan. (2012). Appreciative Inquiry in higher education: A transformative force: John Wiley & Sons.

Stavros, Jacqueline M, Cooperrider, D L, & Kelley, D Lynn. (2003). Strategic inquiry appreciative intent: inspiration to SOAR, a new framework for strategic planning. AI Practitioner. November, 10-17.

Stavros, Jacqueline M, & Hinrichs, Gina. (2011). The Thin Book Of SOAR: Building Strengths-Based Strategy. Bend, OR: Thin Book Publishing.