How to Make the Old New

As January comes to an end and we grow more firmly ensconced in the new year, I have been writing a lot.  In my role as program administrator for faculty development at the Washington State Board for Community and Technical Colleges (SBCTC), my intention to do more of the two things:

  • Sensemaking
  • Sensegiving

Note: These two acts are iterative and twinned processes.  If you want to read more, I highly recommend Adriana Kezar’s article “Sensemaking/Sensegiving.”

But for now, here’s the quick and dirty: I first attempt to “make sense” of complexity . . . and then I try to create opportunities for others that provide them access to what I have made sense of.

An example of this is the Assessment, Teaching, and Learning Podcast.

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Apply for a SBCTC Faculty Learning Community (FLC) Grant

FLC Graphic2014-15 Faculty Learning Community Grants

To support system-wide professional learning related to instruction, the Washington State Board for Community and Technical Colleges (SBCTC) offices of Assessment, Teaching, and Learning (ATL) and eLearning invite faculty, staff, and administrators to apply for grants of up to $5,000 to fund Faculty Learning Communities (FLCs) for the academic year of 2014-2015.

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Risk and Renewal: Finding the Courage to Teach

Sally Heilstedt

If you have read Parker Palmer’s book The Courage to Teach (and even if you have not!), you might be interested in attending pre-conference workshop number 1 at the 2014 Assessment, Teaching, and Learning Conference.

Risk and Renewal: Finding the Courage to Teach

Facilitator: Sally Heildstedt, Lake Washington Institute of Technology

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Who is the “Who” Who Teaches?

As I’m planning for the final session of the New Faculty Institute, titled “Your Inner Teacher: Cultivating an Authentic Pedagogical Approach,” I’m struck by this quote from Parker Palmer’s The Courage to Teach (the title for the session is also taken from a quote from this book):

Seldom, if ever, do we ask the ‘who’ question– who is the self that teaches?  How does the quality of my selfhood form– or deform– the way I relate to my students, my subject, my colleagues, my world?  How can educational institutions sustain and deepen the selfhood from which good teaching comes?”

This quote has always been a sort of an ars poetica for me– the “who am I?” question is the one I most often asked myself during my decade in the classroom.

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