The EDC is the educational developers caucus, an association of instructional designers who work for Canadian universities.
Most Canadian universities emerged from government funding, originally from the federal government; then in the 1980s the shift to provincial government responsibility along with a host of change forces that dramatically re-shaped funding for postsecondary education. In Canada, the number of universities has grown since the late twentieth century, as the mix of colleges and universities expanded to deliver a wider range of for profit education. Most of the Canadian universities have a centre of teaching and learning, which performs many roles, one of which is instructional design of courses and programs, with the practitioners known as education developers. Other roles of a centre of teaching and learning includes teaching faculty how to teach and faculty development or programs for the career growth of those who teach in universities.
At EDC 2018, the intention is to explore where we are in our practice as educational developers and the innovation emerging as well as how to pursue professional growth in this Canadian community. The EDC relates to the Canadian society, known as Society for Teaching ad Learning in Higher Education, STLHE. At this point I know there is a connection; however, I am unclear about the formalities of this relationship. I’ve been a member of both the EDC and STLHE for many years and will become more involved in 2018.
The conference, EDC 2018, takes place in Victoria, BC; so I was able to travel by car to attend. As I review the schedule for the next three days and map my preferences, I note there is much to choose from. One pre-conference session tomorrow morning addresses the challenge for educators to integrate Indigenous and non-Indigenous students and faculty. This is a key theme in Western Canada and in the Prairie provinces, where substantial populations of First Nations reside. To sharpen our practice we require negotiating skills because the role of the education developer is to help leaders, whether faculty or administrators, to change the curriculum, the course, and the way of learning for a diverse student population. A pre-conference session offers an interactive workshop on negotiation skills. My choice is the third option for the first morning session, which has a research focus; Demystifying educational development evaluation with an action research approach.
The theory of authentic leadership integrates and simplifies many concepts in the evolving topic of leadership development. Goleman’s model of four domains of emotional intelligence was significant in leadership education because the domains made the connection between competencies and leadership, adding clarity to the distinction between leading self and leading others (Goleman, Boyatis, & McKee, 2002). Emotional intelligence alerted us to the importance of relationships, especially between the leader and followers. Also, the introduction of leadership competencies provided momentum for new ways of learning leadership. The critical tool of coaching emerged as the way to learn through dialogue and conversations with beginnings in the 1990s through the practice of executive coaching in Europe (Kets de Vries & Korotov, 2007). Executive coaching became the way for teaching leaders goal orientation and helping them to shift from directional leadership styles to more relationship based modes. In executive coaching a learning space emerges; one where discovery and transformative experience are possible (De Haan, Berties, Day & Sills, 2010). Research on coaching for leadership development is substantive in education for physician and nurses, teachers, and in psychology (De Haan & Duckworth, 2012; Garcia, 2009). In business, Griffiths and Campbell (2009) noted the rapid growth of coaching during the 1990s; Levinson (2009) used case studies to measure the financial impact of coaching; and Bowser (2012) reported that coaching for leadership development contributed to the financial value of business.
Avolio (2012) made enormous contributions to the topic of leadership development, especially with his explanations of the full range leadership model. He continues to write and lead centres of leadership in American universities, most recently at the University of Washington. Avolio conceptualizes the process of leadership development by beginning with a validation of self by asking the powerful coaching questions that provoke leaders to reflect and question themselves. His personally reflects on his transition form one leadership role to another, giving evidence to the experience of leadership development in his published books. A keen sense of leader self-awareness guides the leader through the transition to a new role, by always being attentive to and mindful of where he is at this moment in time and where he wants to take his followers. .
Avolio, (2012). The Full Range Leadership Model. Retrieved October 21, 2016 from Vitalsource.
De Haan, E. & Duckworth, A. (2012, March). Signaling a new trend in executive coaching outcome research. International Coaching Psychology Review 8(1) 6-19.
De Haan, E., Bertie, C., Day, A., & Sills, C. (2010). Clients’ critical moments of coaching: Toward a “Client Model” of executive coaching. Academy of Management Learning & Education. 9(4). , 607-621.
Garcia, E.J. (2009). Raising Leadership criticality in MBAs. Higher Education 58. 113-130.
Golemen, D., Boyatzis, R. & McKee, A. (2002). Primal leadership: Learning to lead with emotional intelligence. Boston, Mass: Harvard Business School Press.
Griffiths, K. & Campbell, M. (2009, August). Discovering, applying and integrating: The process of learning in coaching. International Journal of Evidence Based Coaching 7(2), 16-30.
Kets de Vries, M, & Korotov, K. (2007). Creating transformational executive education programs. Academy of Management Learning & Education, 6(3), 375-387.
MacIntyre, P.L. (2014). A quantitative correlational research study of leadership development for women engineers. PROQUEST
Sessa, V. I. (2017). College Student Leadership Development. In Leadership: Research and Practice Series by Sorenson and Rigio. Routledge Taylor & Francis Group: New York.
If you turn away from the renowned Cliffs of Moher and look in opposite direction, you see an equally compelling shoreline.
Source: Shores of Western Ireland
Upon turning 40, screenwriter-turned-novelist Sean Carlin writes about friendship, learning, and the value of slow, gradual growth.
The Scholarship of Teaching and Learning in Canada: Institutional Impact New Directions for Teaching and Learning, 146 — SOTL Canada
Nicola Simmons, Editor Two years ago, SoTL Canada posted an invitation to submit institutional case study chapters to provide examples and evidence of the ways in which post-secondary institutions in Canada have developed and sustained programs around the Scholarship of Teaching and Learning that impact the institutional pedagogical climate. This special journal issue, The Scholarship […]
Although our course focuses on the adult learner in the college environment, this recent book on teaching in K-12 sounds like it has some valuable writing for teachers in all institutional settings. The book publisher, Routledge, has books free to view online in the month of May. This title by Sandra Wilde grabbed my attention and I wanted to see if I could share the link on my blog.