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:
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.
A few days ago, I woke up to an e-mail from a faculty member in the system that made me breathe a deep sigh of relief.
In the e-mail, this dedicated and passionate chemistry professor posed a question about the upcoming 2018 ATL Conference:
Centering Student Learning: Connecting Completions, Equity, and Guided Pathways
“This theme is right on target! Wow! It’s like you crawled inside my head and plucked out professional development needs and community information sharing desires!”
Lest you think this post is purely self-congratulatory, I’d like to let you in on a little secret. The night before, I had woken up around 2AM thinking panicked thoughts about the Call for Proposals I posted to this blog and to the ATLC listserv.
Thoughts like . . . Am I completely out of touch with your lived reality as a faculty member? Have I mindlessly
drank drunk the Kool-Aid? Did I just create the most boring conference theme in history?