POD 2001 Conference Registration

Conference Overview and Registration Procedures Used for the
2001 POD Network Conference

Professional and Organizational Development (POD)

Network in Higher Education

2001 National Conference

Interfaces, Intersections, and Gateways

October 10-14, 2001

Conference Registration Information

I nvitation to Attend

Overview of the POD Network and POD Conference

Conference Theme, Tracks, and Topics

Conference Overview

Plenaries

Pre-Conference Workshops (descriptions and prices)

Educational Expeditions (descriptions and prices)

Hotel Room Reservation (use this form to reserve your hotel room)

Conference Registration Form (use this form for conference registration and POD membership)

Additional Information (transportation advice, reserving a table for the resource fair, roommate assistance)


Millennium Hotel St. Louis Note: A separate window will open (This link is for information purposes only. The hotel room reservation form with POD conference rates is available below.)	St. Louis, Missouri Note: A separate window will open

Invitation to Attend

Dear Colleagues,

We cordially and enthusiastically invite you to attend the 26th annual conference of the Professional and Organizational Development (POD) Network in Higher Education to be held from October 10 - 14, 2001 at the Millennium Hotel in St. Louis, Missouri. The theme of the conference this year is "Interfaces, Intersections, and Gateways." The conference offers a selection of workshops, plenaries, discussion/presentations, roundtable/consultations, and posters as well as a resource fair addressing the areas of faculty, instructional, and organizational development. Information concerning POD as an organization and the nature of this year's conference can be found below.

Experienced PODders know that the POD conference is not your typical annual meeting. The nature of the conference (and the organization itself) stresses participation, interactivity, collaboration, and inclusion. Networking is more than simply a part of the organization's name. It's an integral part of POD's philosophy and practice. Networking occurs not just within the confines of the sessions, but also at meals, in hallways, and on the expeditions. To foster this process, POD has always contracted with our host site to provide a special group package daily rate that includes room accommodations, taxes, gratuities, refreshment breaks, and meals. If you are new to the organization, we promise you that taking advantage of this group package will significantly enhance your conference experience. Unlike some other conferences, getting a room at another hotel, grabbing a bite at a fast food place, and simply dropping in on selected presentations will not give you the "POD experience" that our members know so well.

A few pieces of information and advice up front --

Complete your room reservation with the Millennium Hotel St. Louis by September 17. Our room block is released after that and the special rate cannot be guaranteed.

Complete your conference registration by September 21 to get the lower "early bird" rate.

For the second year, we are scheduling a "dinner on your own" for Friday night. The hotel package rate which includes all other meals reflects this in the price. We will provide you with dining/music/dancing options and assist you with forming groups (pods?) so that you can dine and, of course, network.

Unlike last year's conference in Vancouver, Canada, we have been advised that U.S. participants do not need a passport to enter Missouri. :-)

We look forward to having you meet us in St. Louis in October at the newly renovated Millennium Hotel.

Sincerely,

Bill Burke, Conference Chair

Sally Kuhlenschmidt, Program Chair

Mary Deane Sorcinelli, President

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Overview of the POD Network and POD Conference

Introduction to the POD Network

POD supports a network of nearly 1,200 members - faculty and teaching assistant developers, faculty, administrators, consultants, and others who perform roles that value teaching and learning in higher education. While POD members come primarily from the U.S. and Canada, the membership also represents 13 other countries. The POD Network and its members lead and support change for the improvement of higher education through faculty, instructional, and organizational development activities.

The POD Network Annual Conference

The POD Network's annual conference attracts both experienced and novice practitioners in the fields of faculty, instructional, and organizational development. The conference also appeals to administrators, faculty, teaching assistant developers, graduate students, publishers for the above audiences, and members of many higher education organizations. The "spirit of POD" is an integral part of conference planning with particular attention paid to creating a collegial and welcoming environment, respecting diversity in all its forms throughout the conference, and offering sessions and informal opportunities for dialogue that address the needs and concerns of the broad range of post-secondary institutions that POD serves. All conference presenters are members of the POD Network. Should a proposal be accepted, all presenters and co-presenters must agree to become members of POD as a condition of acceptance.

POD Mission

The Professional and Organizational Development Network in Higher Education fosters human development in higher education through faculty, instructional, and organizational development. POD believes that people have value, as individuals and as members of groups. POD considers the development of students a fundamental purpose of higher education that requires for its success effective advising, teaching, leadership, and management. Central to Pod's philosophy is lifelong, holistic, personal, and professional learning, growth, and change for the higher education community.

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Conference Theme, Tracks, and Topics

Theme -- Interfaces, Intersections, and Gateways

As we so often do with POD conferences, the conference theme plays off of the location and time of the event. We have scaled the heights at a Colorado conference, followed pathways through Pennsylvania fields, and mustered the courage to enter a brave new millennium at our Vancouver meeting. For this conference, we'll be in St. Louis, Missouri in 2001 -- the Gateway City in the "Show Me" state where East meets West and the Missouri and Mississippi rivers converge. It's the first year of a new millennium that many associate with exploration and computer technology thanks to Arthur C. Clarke's novel. So what do we get out of that?

We get a conference that looks at "interfaces, intersections, and gateways" as an overriding theme. We would like to explore what results when the following intersect, interact, and share boundaries -- technology and pedagogy, teaching assistants and professional development programs, the academy and the greater community, faculty developers and institutional planning, scholarship and teaching, and any of the other sets of interfaces we experience in academia and specifically in our areas of faculty, instructional, and organizational development. Are new gateways available and successful such as using instructional technology to give students access to information and skill development or providing Preparing Future Faculty (PFF) programs for graduate students to enhance their entry into faculty positions? Presentations that examine new frontiers and crossing boundaries are encouraged.

Tracks for TA Developers, Experienced Developers, and Technology

In addition to addressing the theme and the general categories of faculty, instructional, and organizational development, this conference, as with other meetings in the past (whether by accident or design), will have several tracks. Efforts have been made in program scheduling to minimize competition between track sessions and to create threads of concurrent sessions that participants can follow. The following tracks are built into the conference.

TA Development

In the 25-year history of POD conferences, the teaching assistant (TA) intersection could be conceptualized as a small side street. Certainly, sessions have always been given by TA developers and audiences have found their way into those sessions. However, for the first time, this POD conference will provide a selection of pre-conference, concurrent, and roundtable sessions for TA developers and those affiliated with national initiatives such as "Preparing Future Faculty" (PFF) or "Re-envisioning the Ph.D."

Experienced developers - managing organizational change

This track is designed for faculty developers with 8, 10 or more years of experience. The theme, managing organizational change, was developed as a result of an informal survey of Pod's experienced faculty developers.

Instructional technology

What do we find at the intersection of technology and pedagogy? Does the interaction of these entities create a synergistic new environment for teaching and learning? How do technological tools define, enhance, degrade, or otherwise alter our teaching philosophies and strategies, means of assessments, and relationships with our students? How will faculty roles and responsibilities be affected through distance learning and virtual universities? How does information technology interface with faculty development? How might it alter the nature of our work, the type of programs we offer, the way we deliver information and services, and the way our centers interact with other units on our campuses?

Diversity

While pre-conference, roundtable, and concurrent sessions specifically addressing diversity issues are always welcomed and were highly encouraged in the call for proposals, and while a thread of diversity-related sessions may emerge as a separate track in the conference, it is hoped that the issue of diversity in whatever forms it may be conceived will be woven throughout conference sessions by the presenters whether they address instructional technology, organizational change, TA development, or any other POD topic. Addressing issues such as how technology differentially opens or closes gateways to learning depending on diversity variables in our student population, how faculty developers can impact campus culture with regard to diversity, how diversity is addressed in our TA development programs, and a host of other issues could be a part of presentations throughout the conference.

Research-Based Sessions

Given that we're in the "Show Me" state, research-based proposals were encouraged in addition to proposals that were more descriptive in nature. For those proposals that do have a research basis, we will again be presenting the "Robert J. Menges Honored Presentation Award." This recognition was established and first awarded at the 2000 POD conference in Vancouver. The award was established in recognition of Bob Menges, an honored scholar, whose long years of work and contributions to teaching and learning and faculty development in higher education can be characterized by his spirit of caring consultation, active participation, and rigorous research. Bob was a consummate mentor - challenging, guiding, and deeply involved. It was in his nature to share what he knew and to help others find their own wisdom. The award criteria are: 1) a session based upon sound and rigorous research in an area appropriate to the POD mission and 2) the substance of the session and the research upon which it is based need to reflect a spirit of nurturing and caring for others, the promotion of professional and personal development, and a spirit of serious scholarship in the deepest and most humane sense.

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Conference Overview

A more detailed program is available at the POD Program site.

Tuesday, October 9

6:00 p.m. - 9:00 p.m. Core Committee meets for dinner

Wednesday, October 10

8:00 a.m. - 5:00 p.m. Core Committee Meeting

3:00 p.m. - 6:00 p.m. Conference Registration

6:00 p.m. - 7:00 p.m. Pre-Conference Welcome Reception

7:00 p.m. - 9:00 p.m. Dinner and Welcome

Thursday, October 11

7:30 a.m. - 8:45 a.m. Continental Breakfast

8:00 a.m. - 9:00 p.m. Conference Registration

8:00 a.m. - 12:00 p.m. Core Committee Meeting

9:00 a.m. - 12:00 p.m. Pre-conference Workshops

10:30 a.m. - 11:00 a.m. Refreshment Break

12:15 p.m. - 1:15 p.m. Lunch

1:30 p.m. - 4:30 p.m. Pre-conference Workshops

3:00 p.m. - 3:30 p.m. Refreshment Break

5:00 p.m. - 6:00 p.m. Newcomers' Orientation and Reception

5:30 p.m. - 6:30 p.m. Diversity Committee Hosts Welcome Reception for All

6:45 p.m. - 8:15 p.m. Dinner, Welcome to St. Louis, President's Address

8:15 p.m. - 9:00 p.m. Plenary Session -- Speaker: Edward Zlotkowski, Bentley College Service-Learning Project (the intersection of the academy and the community)

Friday, October 12

7:00 a.m. - 8:15 a.m. Continental Breakfast

7:15 a.m. - 8:15 a.m. Roundtable Session 1

8:00 a.m. - 9:00 p.m. Conference Registration

8:30 a.m. - 9:30 a.m. Concurrent Session A

9:30 a.m. - 9:45 a.m. Refreshment Break

9:45 a.m. - 11:15 a.m. Concurrent Session B

11:30 a.m. - 12:15 p.m. Plenary Session -- Speaker: Robin Zuniga, Associate Director, Flashlight Project, The TLT Group (the intersection of technology and pedagogy)

1:00 p.m. - 6:00 p.m. Educational Expeditions

12:15 p.m. - 1:15 p.m. Lunch

1:30 p.m. - 2:30 p.m. Concurrent Session C

2:45 p.m. - 4:15 p.m. Concurrent Session D

4:15 p.m. - 4:30 p.m. Refreshment Break

4:30 p.m. - 5:30 p.m. Concurrent Session E (Presentations + SIG Meetings)

5:30 p.m. - 6:00 p.m. Set up for Materials and Resource Fair

6:00 p.m. - 7:30 p.m. Resource Fair / Poster Session / Reception

7:30 p.m. - ??? Dinner On Your Own

Saturday, October 13

7:00 a.m. - 8:15 a.m. Continental Breakfast

8:00 a.m. - 12:00 p.m. Conference Registration

8:30 a.m. - 9:15 a.m. Plenary Session -- Speaker: Orlando Taylor, Dean, Howard University Graduate School of Arts and Sciences (the intersection of graduate students and faculty development)

9:30 a.m. - 10:30 a.m. Concurrent Session F

10:30 a.m. - 10:45 a.m. Refreshment Break

10:45 a.m. - 11:45 a.m. Concurrent Session G

12:00 p.m. - 5:00 p.m. Educational Expeditions

12:00 p.m. - 1:00 p.m. Lunch

1:15 p.m. - 2:15 p.m. Concurrent Session H

2:15 p.m. - 2:30 p.m. Refreshment Break

2:30 p.m. - 4:00 p.m. Concurrent Session I

4:15 p.m. - 5:15 p.m. Roundtable Session 2

5:30 p.m. - 6:30 p.m. Final Reception

6:30 p.m. - 9:00 p.m. Banquet and Celebratory Events

9:00 p.m. - 12:00 a.m. Music and Dancing

Sunday, October 14

7:00 a.m. - 8:00 a.m. Continental Breakfast

8:15 a.m. - 9:45 a.m. Concurrent Session J

10:00 a.m. - 11:00 a.m. Concurrent Session K

11:15 a.m. - 12:00 p.m. Conference Summary and Closing

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Plenaries

Plenary Session 1 -- Edward Zlotkowski, Thursday, October 11, 8:15 p.m. - 9:00 p.m.

Dr. Zlotkowski will address the intersection between the academy and the community examining academics as public problem-solvers and the implications for faculty development.

Edward Zlotkowski is a Senior Associate at the American Association for Higher Education (AAHE) and a Senior Faculty Fellow at Campus Compact. He is also a professor of English at Bentley College where, in 1990, he founded the Bentley Service-Learning Project, an institution-wide program that has involved in its work all of the college's undergraduate academic departments, more than a quarter of its full-time faculty, and several thousand students. Dr. Zlotkowsky coordinates AAHE's Service Learning Project. He has served as general editor of a monograph series exploring the relationship between service-learning and academic disciplines/disciplinary areas. His work with Campus Compact involves creating professional development opportunities in service-learning for provosts and deans as well as developing a series of summer institutes for engaged academic departments.

Dr. Zlotkowski has himself designed and taught a variety of service-learning courses. He has consulted to the Corporation on National Service, the Council of Independent Colleges, the Pew Charitable Trusts, and regional/state service-learning associations from Maine to Hawaii as well as to over a hundred individual colleges and universities. He has also worked with many national disciplinary associations including the National Council of Teachers of English, the National Communication Association, the American Accounting Association, the Academy of Management, the American Psychological Association, and the American Chemical Society. His book "Successful Service-Learning Programs: New Models of Excellence in Higher Education" was published by Anker in 1998.

Plenary 2 -- Robin Zuniga Friday, October 12, 11:30 a.m. - 12:15 p.m.

Ms. Zuniga will address the intersection of technology and pedagogy examining issues of sound practice and assessment.

Robin Etter Zuniga is Associate Director of the Flashlight Program for the non-profit Teaching, Learning, and Technology Group. Ms. Zuniga is the principal author of the Flashlight Current Student Inventory and co-author of the Flashlight Evaluation Handbook. She has been associated with the Flashlight program since its inception in 1993, and recently worked with International University, the University of the Web, to produce an award-winning evaluation for their on-line courses. Ms. Zuniga was formerly with the Western Cooperative for Educational Telecommunications of the Western Interstate Commission for Higher Education (WICHE) in Boulder, Colorado, where she directed the student and faculty survey components of the Annenberg/CPB "New Pathways to a Degree" evaluation. She has consulted with numerous institutions on evaluating and improving their uses of technology in instruction and has more than 15 years of experience designing and conducting program evaluations.

Plenary 3 -- Orlando Taylor Saturday, October 13, 8:30 a.m. - 9:15 a.m.

Dr. Taylor will address the intersection of graduate students and faculty development and programs such as PFF which can serve as gateways to faculty positions.

Orlando L. Taylor is dean of Howard University's Graduate School of Arts and Sciences and professor in the School of Communications. He is a member of numerous national boards, including the Board of Directors of the Council of Graduate Schools (CGS), for which he serves as Chair-elect; the Executive Committee and President of the Northeastern Association of Graduate Schools; the Advisory Committee of the Directorate for Education and Human Resources of the National Science Foundation, and the Advisory Council at the National Institutes of Health. Dean Taylor is Immediate Past President of the National Communication Association.

Since 1993, Dr. Taylor has served as the Graduate Dean at Howard University. In this capacity, he has played a significant role in assuring Howard's continued national leadership in graduate education. Howard is the nation¹s largest on-campus producer of African American Ph.D. recipients. As Graduate Dean, he has promoted the development of interdisciplinary graduate programs and postbaccalaureate certificate programs, including new interdisciplinary doctoral programs in materials science and atmospheric science. Recommendations for other such programs have been developed in environmental studies, biotechnology, women¹s studies and neuroscience

Currently, he serves as PI or Co-PI on major grants from the National Science Foundation to increase the production of minority Ph.D. recipients in science, mathematics and engineering; the Lilly Foundation and The Pew Charitable Trusts to prepare future faculty members; and USAID to design collaborative doctoral programs between U.S. and African universities.

Purdue University awarded Dean Taylor an Honorary Doctor of Letters degree in 1994. The American Speech-Language-Hearing Association awarded him its highest award, Honors of the Association, in 1992. Howard University presented him its Outstanding Scholar-Teacher Award in 1984. In September 1999, the Alumni Association of the University of Michigan awarded him its Distinguished Service Alumni Award.

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Pre-Conference Workshops

You are invited to register for the following workshops offered on Thursday, October 11 prior to the formal beginning of the conference.

Full-Day Workshops

W1: Getting Started

L. Dee Fink, University of Oklahoma; Nancy Chism, Indiana University-Purdue University at Indianapolis

6 hours (Thursday, October 11, 9:00 a.m. - 12:00 p.m., 1:30 p.m. - 4:30 p.m.)

Fee: $110.00

This workshop is for people who are new to instructional, faculty, or organizational development. It is intended for several audiences: (a) those who are starting (or considering starting) a new program at their institution, (b) those who are joining existing programs as professional staff, or (c) members of faculty advisory committees. The program will (a) provide an overview of the field of instructional and faculty development, (b) look at possible program activities, (c) address organizational, financial, and political issues in program operation, and (d) identify resources for additional learning on the topic. All participants will receive a copy of "A Guide to Faculty Development" edited by Kay Herr Gillespie and a videotape, "Faculty Development: Who Needs It?," produced by Lynn Sorenson at BYU. (Cancellations or onsite registrations for this workshop cannot be honored due to the high cost f the materials provided.)

W2: Using Classroom Action Research as a Faculty Development Tool

Gwynn Mettetal, Indiana University South Bend

6 hours (Thursday, October 11, 9:00 a.m. - 12:00 p.m., 1:30 p.m. - 4:30 p.m.)

Fee: $80.00

In this workshop, attendees will learn why Classroom Action Research (CAR) can be a powerful faculty development tool that appeals to faculty from all types of campuses. They will learn how to introduce CAR to faculty in a way that is motivating and non-threatening. They will also learn how to support faculty as they work on their CAR projects. Participants will leave with an individualized plan of how to encourage and support CAR on their campus. The session will include discussion, brainstorming, and a "mock" interactive workshop for faculty. For all faculty developers.

W3: Assessment: The Implications for Faculty Development

Philip K. Way, University of Cincinnati; Barbara E. Woolvard, University of Notre Dame

6 hours (Thursday, October 11, 9:00 a.m. - 12:00 p.m., 1:30 p.m. - 4:30 p.m.)

Fee: $80.00

The interface between faculty development and assessment is becoming more significant. Faculty developers are being asked to help faculty learn how to assess programs and improve student outcomes. In this practical and highly interactive session, you will learn the rationales for assessment, how to determine program goals, how to assess student outcomes in many different ways, how to use the results to enhance instruction and learning, and how to develop faculty assessment competencies. You will also learn the pros and cons of close links between faculty development and assessment. This workshop is intended primarily for those new to assessment.

Half-Day Morning Workshops

W4: Individual Teaching Consultations with Faculty

Gabriele Bauer, University of Delaware; Carol A. Weiss, Villanova University

3 hours (Thursday, October 11, 9:00 a.m. - 12:00 p.m.)

Fee: $40.00

This workshop session is especially helpful for new faculty developers, but can also be informative for those faculty who conduct peer consultations. The instructional consultation process is one method to facilitate and inform instructional change. Participants will practice faculty-consulting skills using a five-step-process. The session will emphasize consulting skills and approaches, and will facilitate reflection upon their effectiveness. In addition, challenges in the consultation process will be discussed and strategies for responding to these challenges will be identified. Resource materials and a list of annotated references will be provided.

W5: Case Studies in Teaching Observations: Building Conversations with Future Faculty

Gary F. Kohut, University of North Carolina at Charlotte; Debbie M. Langsam, University of North Carolina at Charlotte; Mike Pearson, University of North Carolina at Charlotte; Pamela Sofras, University of North Carolina at Charlotte; Rafik Maki, University of North Carolina at Charlotte

3 hours (Thursday, October 11, 9:00 a.m. - 12:00 p.m.)

Fee: $40.00

Many institutions use classroom observation as part of a system to develop and evaluate current and future faculty. Unfortunately, both observers and observees may enter classrooms unclear of procedures, purposes, and practices / standards for observing others. These uncertainties breed distrust and undermine even the best-intentioned classroom observation system. This interactive workshop models how case studies can be used to start conversations aimed at identifying concerns about, anticipating problems with, and determining appropriate classroom observation procedures. The workshop is appropriate for developers, teaching assistants, faculty involved in classroom observation.

W6: The Educational Developer's Portfolio: Intersecting Individual, Institutional, and Professional Roles

Judith E. Miller, Worcester Polytechnic Institute; Jim Groccia, University of Missouri - Columbia

3 hours (Thursday, October 11, 9:00 a.m. - 12:00 p.m.)

Fee: $40.00

Designed for educational developers with a year or more of experience, this workshop is intended to help participants define their roles in a portfolio format. The ultimate aim is to explore through documentation our individual niches, our roles in our institutions, and our practice as a profession. Working in small groups, participants will articulate their essential roles and responsibilities, consider alternative portfolio models, outline their own educational development portfolios, and consider the significance of the creation of such portfolios. Participants who have already prepared their own educational development portfolio are asked to bring one or more copies for sharing.

W7: Techno-CATs: Using Electronic Means to Assess Student Learning

David Moore, Portland State University; Devorah A. Lieberman, Portland State University

3 hours (Thursday, October 11, 9:00 a.m. - 12:00 p.m.)

Fee: $40.00

As a result of participating in this session, participants will acquire skills for applying "Classroom Assessment Techniques" that use technology (Techno-CATs) as their means of gathering information about student learning whether in a face-to-face course or an electronically based course. The target audiences for this session are (1) faculty developers who work with Classroom Assessment Techniques on their campuses; and, (2) faculty who want to use Techno-CATs in their own teaching. This session is application oriented. All participants will have opportunities to discuss their "classroom contexts" and to create Techno-CATs appropriate for them.

W8: Bridging Research and Teaching Cultures: Strategies for Departmental Integration

William Rando, Yale University; Cherie Woodworth, Yale University; Leon Rozenblit, Yale University

3 hours (Thursday, October 11, 9:00 a.m. - 12:00 p.m.)

Fee: $40.00

The culture of departments in research universities centers around writing and research. Even departments that claim to care about and value teaching resist making formal commitments of time and resources to activities that would make it better: workshops, trainings, reflective opportunities. TA development centers can step in and provide the training that graduate teaching assistants need, but when they do, they run the risk of further separating departments from their responsibilities to mentor and prepare future teachers. In this session we will reveal and explore our model for helping departments build a culture of teaching into their culture of research. The model addresses the issue at four different levels: 1) The University, 2) the Department, 3) Individual Faculty members, 4) Individual Graduate Students.