You are invited to attend:
The 5th Annual POD/AACU Organizational Development Institute
January 22, 2013, 8:00 a.m. - 4:00 p.m.
January 23, 2013, 8:00 a.m. - 12:00 p.m.
Atlanta, Georgia | Hyatt Regency Hotel
Register HERE for the 2013 POD/AACU OD Institute.
Teaching is clearly embedded in our institutions, but change processes and structures to implement change, and specifically change that focuses on teaching and learning, are not. Compared with research structures and supports, we do not have a parallel infrastructure for changing the enterprise of teaching and learning. Our institutional structures for teaching and learning are set up for isolation, autonomy, and sustaining -- not changing. Yet, significant change is called for. So many institutional challenges and initiatives intersect with the curriculum, departments, faculty, and Centers of Teaching and Learning. Department chairs increasingly are overwhelmed with an array of demands related to teaching and learning.
Whose job is it to be involved in institutional change and improvement? What is the role of Centers of Teaching and Learning in broader organizational change and development? Is "mission creep" a signal for change in our own role? What models are working? What is your center’s role?
On Day One, participants will:
The end of Day One and through Day Two, participants will:
- Re-imagine organizational development in the context of institutional change
- Discern between "mission creep" and involvement of developers as change agents
- Examine models from Coming in from the Margins: Faculty Development’s Emerging Organizational Development Role in Institutional Change (2011) that signal Center missions are shifting beyond instructional development exclusively
- Analyze factors and strategies to position their Center in institutional initiatives
- Use data collected to assess their Center missions, staff configurations, Advisory Boards, position descriptions, and professional development
By the end of this Institute, participants will have closely examined the landscape of higher education, assessed how their centers are positioned for involvement in broad level institutional change and assessed their skills and knowledge, and examined models of partnerships and collaboration in institutional change. The Institute will culminate with each participant designing and sharing a preliminary map of their plan. Participants will be ready to initiate conversations with center staff and supervisors, assess their center mission, and initiate involvement in organizational development and institutional change.
- Identify the intersection between Centers of Teaching and Learning, department change, and faculty change agents
- Examine strategies for orientating institutional academic leaders of the multi-dimensional role of Centers
- Work in like-institutional teams to develop a plan for their Center involvement in institutional change
- Utilize tools, frameworks, and worksheets to develop their plan for Center involvement in institutional change
Dr. Connie M. Schroeder is the Associate Director for Programming and Instruction at the Center for Instructional Development at the University of Wisconsin-Milwaukee and has been involved in higher education and teaching since 1984 at both research universities and liberal arts colleges. Dr. Schroeder’s recent book, Coming in from the Margins: Faculty Development’s Emerging Organizational Development Role in Institutional Change (2010) highlights an investigation of Centers of Teaching and Learning in the U.S. and Canada. Her results highlight the role of centers of teaching and learning in institutional initiatives and how to reposition centers as institutional change agents.
Dr. Schroeder´s research centers on change in higher education at institutional and department levels. Her recent international and national presentations focus on clarifying and defining the organizational development role of centers of teaching and learning. Past investigation has identified the role of departments in cultivating faculty leadership and involvement in departmental change. She has published on the impact of SoTL on individual and institutional level change. As an Associate Dean at Beloit College for nearly a decade, Dr. Schroeder worked closely with Student Affairs, developing a first-year seminar program and partnerships with Academic Affairs.
Dr. Schroeder has served on committees and the governing board for the Professional and Organizational Development Network (POD), and received several research grants from the POD organization. In 2002 and 2007 Dr. Schroeder was awarded the Robert J. Menges Research and Presentation Award.
Dr. Schroeder has a PhD in Educational Leadership-Higher Education and a minor focused on organizational behavior from the University of Wisconsin-Madison.
Dr. Mary Deane Sorcinelli is Associate Provost for Faculty Development, Professor of Educational Policy, Research, and Administration, and Director of the Center for Teaching and Faculty Development (CTFD) at the University of Massachusetts Amherst. Prior to joining UMass Amherst, she served as Director, Office of Faculty Development, Indiana University Bloomington (1983-88).
Under Dr. Sorcinelli’s leadership, the CTFD was cited as a Model Faculty Development Program in the U.S. and Canada (2006), and was awarded two Innovation Awards from the POD Network (2007, 2002) and a 2000 Hesburgh Award for Faculty Development to Enhance Undergraduate Teaching and Learning.
Dr. Sorcinelli is a well-known researcher with over 100 articles and book chapters in a wide range of sources. Selected co-authored books include Mutual Mentoring Guide (2009), Creating the Future of Faculty Development (2006), Heeding New Voices: Academic Careers for a New Generation (2000), Assigning and Responding to Student Writing Across the Disciplines (1997), and Developing New and Junior Faculty (1992).
Dr. Sorcinelli has directed a number of grant-funded projects including Fund for the Improvement of Postsecondary Education (FIPSE), Lilly Endowment, William and the Flora Hewlett Foundation, and Microsoft. She is currently Co-PI of a second $400,000 grant from the Andrew W. Mellon Foundation to support a campus-wide Mutual Mentoring Initiative. The initiative was awarded the 2011 Robert J. Menges Award for Outstanding Research in Educational Development from the Professional and Organizational Development (POD) Network in Higher Education. It also received POD’s 2007 Innovation Award.
Dr. Sorcinelli has participated actively in her profession. In 2006 she was honored with the Bob Pierleoni Spirit of POD Award for outstanding lifetime achievement and leadership in the enhancement of teaching, learning, and faculty development. She also served as President/Executive Board Member of the POD Network, 2000-04 and as Senior Scholar to the American Association for Higher Education (AAHE) from 1999-2001.
Dr. Sorcinelli has worked in international settings that include Canada, China, England, Germany, Greece, Puerto Rico and Taiwan. She visited the American University in Cairo as a Distinguished Visiting Professor, and was awarded a Whiting Foundation Fellowship to the National University of Ireland Galway.
Adrianna Kezar, Associate Professor for Higher Education, University of Southern California. Kezar holds a Ph.D. 1996 and M.A. 1992 in higher education administration from the University of Michigan and a B.A. 1989 from the University of California, Los Angeles. She joined the faculty at USC in 2003. She has several years administrative experience in higher education as well both in academic and student affairs.
Dr. Kezar is a national expert of change and leadership in higher education and her research agenda explores the change process in higher education institutions and the role of leadership in creating change. Dr. Kezar is also a well-known qualitative researcher and has written several texts and articles about ways to improve qualitative research in education. Kezar is well published with 14 books, over 75 journal articles, and over a hundred book chapters and reports. In 2011, she had two new books: Recognizing and Serving Low Income Students (Routledge, 2011) and Enhancing Campus Capacity for Leadership (Stanford Press, 2011). Other recent previous books include: Understanding the new majority of non-tenure track faculty (Jossey Bass, 2010), Organizing for collaboration (Jossey Bass, 2009), Rethinking leadership practices in a complex, multicultural and global world (Stylus Press, 2009), Rethinking the "L" Word in Higher Education: The Revolution of Research on Leadership (Jossey Bass, 2006), Higher Education for the Public Good (Jossey Bass , 2005). She has acquired over $5 million dollars in grant funding and has worked on grant-funded projects exceeding $12 million dollars on a variety of projects to fundamentally improve higher education.
Kezar has participated actively in national service, including being on the editorial boards for The Journal of Higher education, The Journal of College Student Development, Change, and The ERIC Review and serving as a reviewer for 17 journals in and outside higher education. She has played major leadership roles serving on the AERA-Division J Council and Association for the Study of Higher Education Board, Publication Committee and Dissertation of the Year Committee. Kezar also serves(d) on numerous national boards including for the American Association for Higher Education, Association of American Colleges and Universities' Peer Review and Knowledge Network; National TRIO Clearinghouse; and the American Council on Education's CIRP Research Cooperative. She volunteers for several national organizations including the National Science Foundation, HERS/Bryn Mawr Summer Institute, Project Kaleidoscope, Pathways to College Network, and the Kellogg Forum on Higher Education for the Public Good. She has received national awards for her editorial leadership of the ASHE-ERIC report series from ASHE, for developing a leadership development program for women in higher education from ACE, and for her commitment to service learning from the National Society for Experiential Learning.
Hotel and Travel Details
Hyatt Regency Atlanta
265 Peachtree Street NE
Atlanta, Georgia 30303
Register HERE for the complete AACU 2013 Annual Meeting, January 23-26
ONLINE RESERVATIONS AT THE HYATT REGENCY AVAILABLE HERE
If you need additional service, please call 888-421-1442
All meeting sessions will take place at the Hyatt Regency in Atlanta, Georgia.
The Hyatt Regency Atlanta, which recently completed a $65 million transformation, was the first contemporary atrium hotel in the world. Designed by renowned Atlanta architect John Portman, the 22-story Hyatt Regency is located in the heart of downtown Atlanta, offering easy access to the Peachtree Center, the Georgia World Congress Center, and the Georgia Dome.
Annual Meeting registrants will have complimentary access to the Hyatt’s StayFit™ gym featuring the latest in cardio and strength-training equipment-treadmills, elliptical machines, recumbent bikes, exercise cycles, free weights, weight stations, and more.
RATES: A block of rooms has been reserved for AAC&U and ACAD meeting participants with the special conference rate of $179 for a single occupancy room and $189 for double occupancy. Please be certain to tell the hotel that you are with AAC&U to receive this special rate.
This conference rate is available only until December 14, 2012, but we encourage participants to make hotel reservations as soon as possible. Once the AAC&U room block is sold out - often in early to mid-November and well before the cut-off date - the discounted rate will no longer apply.