9th Annual POD Network Organizational Development Institute
Assessing the Promise of Our Work with Scholarly Rigor, Inclusiveness, and Integrity
Tuesday, January 24, 9:00 am-5:00 pm
Hyatt Regency San Francisco
Held in conjunction with AAC&U's 2017 Annual Meeting
About the Institute
The 2017 Organizational Development Institute invites leaders responsible for faculty, instructional, and organizational development programs to take up the challenge of examining the good that our programs are doing, and for whom. During this day-long Institute, participants will learn a scholarly framework for assessment and use it to design an assessment plan for a program at their own institutions.
Faculty, instructional, and organizational development programs can be challenging to assess, especially when we pursue complex outcomes such as transforming pedagogies, critically examining courses and curriculum, or developing skills for engaging with diversity. Particularly when our work intersects with issues of identity, inclusion, power, and privilege, we can find it difficult even to know where to start, knowing that any attempt to assess an initiative is bound to tell only part of the story and leave us wondering who or what got left out.
These challenges are genuine, and pose real obstacles to effective, meaningful assessment of this work. And yet, without assessment, our basis for judging program quality will be limited to little more than our personal observations and confidence in our good intentions. More systematic assessment is imperative if we want to be able to credibly demonstrate (to ourselves as much as to anyone else) that we’re not just seeing what we hope to see and claiming the privilege of making decisions about programs without duly considering their effects or who benefits from them.
In other words, we need to plan for assessment with the same commitments, tools, and frameworks for inquiry that scholars bring to challenging questions. Boyer (1990) challenged the higher education community to reconsider the notion of scholarship, arguing that it is not the form of a scholar’s work which makes it scholarly, but the extent to which it is done in ways that are consistent with values and practices of scholars. Glassick, Huber, and Maeroff (1997) build on Boyer’s foundation to articulate defining characteristics of scholarly work and provide a model for examining scholarly quality.
The Organizational Development Institute applies these defining characteristics to the task of engaging in assessment in scholarly ways and provides four distinct entry points for systematically assessing programs with scholarly rigor, inclusiveness, and integrity. With ample opportunities for feedback, Institute participants will be guided through the development of an action plan for critically assessing the quality and inclusiveness of either an existing or proposed program at their institution.
Wayne Jacobson, Assessment Director, Office of the Provost, University of Iowa
Stacy Grooters, Director of Faculty Programs, Center for Teaching Excellence, Boston College