Reclaiming the Power of Consultations for Institutional Change

Session Time and Location

Date:
Thu, 7 Jun 2018
Time:
Time:
11:15am to 12:45pm
Room: Room:
Dunwoody C
Session Track
Session Format

Originally, academic developers conceived of consultations in a humanistic mode of inquiry - a process that allows for the desires, experiences, and perspectives of the individual to drive their teaching development in the service of educational reform. In practice and in research, consultations often shrink in scope to troubleshooting and strategizing. How can academic developers reclaim consultations as tools for educational transformation? This sessions invites participants to envision new pathways for unleashing the power of consultations in the service of higher education reform. Conversations with faculty, consultants, and students offer evidence that a philosophical re-orientation of consultations is necessary and timely.

  • Session References +

    [1] Little, D., & Palmer, M. S. (2011). 8: A Coaching-Based Framework for Individual Consultations. To Improve the Academy, 29(1), 102–115.

    [2] Brinko, K. T., & Menges, R. J. (1997). Practically Speaking: A Sourcebook for Instructional Consultants in Higher Education. Stillwater, OK: New Forums Press, Inc.

    [3] Lewis, K. G., & Lunde, J. T. P. (2001). Face to Face: A Sourcebook of Individual Consultation Techniques for Faculty/Instructional Developers. New Revised Edition. Stillwater, OK: New Forums Press, Inc.

    [4] Piccinin, S., & Knapper, C. (1999). Resources on Instructional Consultation. New Directions for Teaching and Learning, 1999(79), 97–104.

    [5] Finelli, C. J., Ott, M., Gottfried, A. C., Hershock, C., O’Neal, C., & Kaplan, M. (2008). Utilizing Instructional Consultations to Enhance the Teaching Performance of Engineering Faculty. Journal of Engineering Education, 97(4), 397–411.

     [6] Piccinin, S., & Moore, J.-P. (2002). The impact of individual consultation on the teaching of younger versus older faculty. International Journal for Academic Development, 7(2), 123–134.

    [7] Piccinin, S., Cristi, C., & McCoy, M. (1999). The impact of individual consultation on student ratings of teaching. International Journal for Academic Development, 4(2), 75–88.

    [8] Hatzipanagos, S., & Lygo‐Baker, S. (2006). Teaching observations: promoting development through critical reflection. Journal of Further and Higher Education, 30(4), 421–431.

    [9] Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching : a guide for faculty. San Francisco: Jossey-Bass.