Hotel: $169/night guest room
Conference registration fees: $520 early-bird member rate
Hilton Portland Downtown or The Dunniway Portland
Choose a guest room at the conference hotel (Hilton Portland) or the Dunniway Portland (right across the street).
To reserve a room at either venue, click the "Reserve your room" link below.
- Overview of the POD Network and its Mission
- Overview of the Annual Conference
- Call for Proposals
- Plenary Session
- Pre-Conference Workshops (descriptions and costs)
- Concurrent Sessions
- Special Sessions: Sunday Anchor
- POD Unconference (POD-U)
- Birds of a Feather (BOFs)
- Information for Presenters
- Buddy Program
- Career Fair
- Graduate Student, Professional Student, and Postdoctoral Scholar Developers Networking Lunch
- Resource Fair
- Vendor Exhibit
- Vendor Interactive Workshops
- Excursions (descriptions and costs)
- Membership Dues
- Conference Registration Fees
- Roommate Assistance
- Hotel Reservations
- Shipping Information
- Inclusivity guide
INVITATION TO ATTEND
We cordially invite you to participate in the POD Network’s 43rd Annual Conference to be held in Portland, Oregon on November 14–18, 2018.
This year’s conference theme is Leading in Times of Change.
Leadership and managing change are two of the most pressing concerns POD Network Members face in their institutions and in the educational development profession. We believe that these two concepts, leadership and change, are naturally intertwined and have combined them to form the 2018 conference theme.
We hope that sessions addressing this theme will consider the questions: Where in higher education is change already happening? And where is change needed but not happening—or not happening quickly enough? What kind of professional development do we need to become the leaders who are successful in navigating the changes on the horizon?
We anticipate that sessions will address leadership and change at all levels, including changes in student learning needs, individual instructor teaching practices, institutional organizational changes, and national and international level discussions about the current state and future of higher education. Addressing these levels will require the consideration of a range of leadership initiatives, including leading individual instructors, leading teaching initiatives, leading centers of teaching and learning, leading campus and other organizational initiatives, and leading in the broader space of higher education as advocates and thought leaders. Furthermore, we believe that considering multiple facets of diversity and inclusion is essential when considering the types of changes on the horizon that will require our leadership.
While not an exhaustive list, we submit the following issues that are on the horizon of the higher education landscape as ideas and perhaps sources of inspiration that presenters might consider addressing during conference sessions.
- Leading changes in various pressing issues in higher education:
- College Completion and Affordability: In Derek Bok’s recent book, The Struggle to Reform Our Colleges, he draws attention to the fact that in the United States, the percentage of young adults earning college degrees has fallen in the last decade as compared to the rate of college completion in other countries. Furthermore, It is not just an issue that the overall rate has fallen. Inequality has risen. The gap between the children of white families and the children of black and Latino families earning bachelor’s degrees is over 20 percentage points. The gap between children of high income and low income families is even larger at over 40%. And for those who do finish their undergraduate degrees (regardless of identity), they are lagging behind their peers in other countries on international tests of basic skills, creating a problem for their employers, and disappointment in the weak value of their degrees. He argues that improving the quality of education for all requires a responsive, well-designed curriculum taught by instructors well equipped with teaching methods that help students learn. Relevantly, in their 2017 report, Instructional Quality, Student Outcomes, and Institutional Finances, the American Council on Education found that there are links between educational development, college completion and college affordability. “The more a faculty member participated in development programs, the more her teaching and the outcomes of her students improved. Moreover, faculty participation in development had long-term impacts on student learning; students of participating faculty continued to demonstrate increased learning over time.” How are we leading educational development initiatives that address improvement in equitable college completion and college affordability?
- Broadening Demographics of our Student Populations: We continue to see a broadening of the demographic characteristics of the student populations that attend our institutions. Young, traditional-age students are enrolling in college alongside older generations, including increasingly larger populations of adult learners. Within these populations, we have veterans, students with disabilities, students from marginalized identity groups, international students, and others. How can educational development play a leadership role in making learning accessible to all of these different populations?
- Changing threats to teaching and learning in a politically fraught time: Leading the charge to maintain and strengthen higher education as a space where diversity and inclusion are intentionally cultivated as a value is more important than ever in the face of exclusionary attitudes and practices emanating in culture today. The POD Network has reaffirmed our commitment to the values of inclusion, diverse perspectives, advocacy and social justice, and respect/ethical practices and made it one of our goals to act on our commitment to inclusion and diversity. How can educational development generate inclusive leadership that amplifies the voices of those who are marginalized and equips and empowers all of our constituents to create learning spaces that are truly welcoming to all?
- Leading changes in teaching practice:
- Changing accessibility needs in the age of digital learning: In the EDUCAUSE Learning Initiatives’ Survey, The 2018 Key Issues in Teaching and Learning, accessibility and universal design for learning ranked as the second most pressing concern. This is especially crucial as digital learning practices become more and more ubiquitous, requiring institutions to be vigilant in protecting practices that make learning broadly accessible lest these fall by the wayside in the rush to innovate with new digital learning technologies. How can educational developers play a leadership role in advocating for accessibility and universal design for learning?
- Implementing evidence-based teaching practices: Supporting instructors in implementing evidence-based teaching practices has long been a central concern of our field, yet it is still just as pressing today as ever. In Progress Toward Achieving Systematic Change, the Association of American Universities laid out a framework for supporting research universities in helping faculty implement evidence-based teaching practices that have been demonstrated to most effectively engage and help students learn. The framework they propose calls for identifying successful approaches for training, recognizing and rewarding faculty members who want to improve the quality and effectiveness of their STEM teaching. The aim is to improve teaching practice at individual institutions as well as to lift up institutions of higher education in general by sharing information about promising and effective STEM education programs, approaches, methods, and pedagogies. How can educational development continue to lead efforts for widespread adoption of evidence-based teaching practices across all disciplines?
- Changes related to the profession of educational development and our capacity to lead organizational change:
- Professionalizing Educational Development: Educational development is changing and maturing as a profession. According to the 2017 American Council on Education Report, Institutional Commitment to Teaching Excellence: Assessing the Impacts and Outcomes of Faculty Development, “Faculty development is at a juncture where expounding a defined body of knowledge, formal pathways to the profession, and consensus on what constitutes research in this area can take the field forward” (p. 57). How are centers for teaching and learning and educational developers professionalizing the field through defining a domain of essential knowledge and skills, forming pathways to the profession, and establishing an agenda for credible research? How do we lead the profession of educational development forward through these changes?
- Influencing Institutional Culture: The authors of Institutional Commitment (2017) also say, “The synergy between faculty, faculty development, and student learning can drive institutional culture in promising ways” (p. 55). How do educational developers lead as change agents on campuses? How do we create synergy among students, faculty and administration to promote change? How do we enlarge our influence as major players on our campuses?
- Advocacy and Thought Leadership: The POD Network and the Network of STEM Education Centers recently responded to The American Academy of Arts & Sciences Report (The Future of Undergraduate Education, 2017) to supplement its findings by emphasizing the importance of Centers for Teaching and Learning and STEM Education Centers in contributing to the mission of undergraduate education. How do the POD Network and its membership step forward as advocates and thought leaders to shape the vision of the centrality of teaching and learning in higher education? How do we advocate for the benefit of Centers for Teaching and Learning in an era of institutional fiscal concern?
We invite you to join our conversation about leading in times of change in higher education in general and teaching practices and educational development specifically. Hope to see you in Portland this November!
|Steven Hansen, Conference Co-Chairemail@example.com|
|Carol Subiño Sullivan, Conference Co-Chairfirstname.lastname@example.org|
|Paul Gebb, Program Co-Chairemail@example.com|
|Antonia Levy, Program Co-Chairfirstname.lastname@example.org|
|Hoag Holmgren, Executive Directoremail@example.com|
OVERVIEW OF THE POD NETWORK AND ITS MISSION
The POD Network
The POD Network supports a network of approximately 1,300 members who have an interest in educational and organizational development. While POD Network members come primarily from the USA and Canada, the membership also represents 18 other countries. Through its members, the POD Network leads and supports change for the improvement of higher education through faculty, instructional, and organizational development.
The POD Network seeks to promote the scholarship of teaching, learning, and organizational development that reflects a spirit of inclusion, where all members are invited to collaborate and interact with colleagues across disciplines and borders.
The POD Network Mission
The mission of the Professional and Organizational Development Network in Higher Education (POD Network) is to provide a community for scholars and practitioners who advance teaching and learning through faculty and organizational development.
OVERVIEW OF THE ANNUAL CONFERENCE
The annual POD Network conference typically attracts between 800 and 950 people, and primarily targets practitioners in the fields of educational and organizational development, both novice and experienced. The conference appeals to administrators, faculty, educational developers, graduate and professional student developers, graduate students, independent consultants, members of higher education organizations, and publishers for these communities.
Collectively, program sessions do the following:
- Actively engage participants
- Reflect current research and theoretical frameworks
- Involve colleagues from around the world
- Address needs of graduate students and both new and experienced faculty
- Stimulate personal growth
- Build working partnerships
- Highlight contributions of diversity
CALL FOR PROPOSALS
Proposal submission is now closed. Proposals featuring best practices, new resources, innovative approaches, discussion of critical issues, presentation of research and work-in-progress were submitted online and were due on Monday, March 19, 2018. All proposals were evaluated using a blind peer-review process. Detailed information about the session types, topic areas, guidelines for submission, submission process, and the Robert J. Menges Honored Presentation Award are included in the Call for Proposals.
2018 Keynote Speaker: Dr. José Bowen
Friday, November 17, 10:30 am–12:00 noon
About José Antonio Bowen
José Antonio Bowen is President of Goucher College. Bowen has won teaching awards at Stanford, Georgetown, Miami and Southern Methodist University where he was Dean of the Meadows School of the Arts. He has written over 100 scholarly articles, edited the Cambridge Companion to Conducting (2003), is an editor of the 6-CD set, Jazz: The Smithsonian Anthology (2011), and has appeared as a musician with Stan Getz, Bobby McFerrin, and others. He has written a symphony (nominated for the Pulitzer Prize), music for Hubert Laws and Jerry Garcia, and is the author of Teaching Naked: How Moving Technology out of your College Classroom will Improve Student Learning (Jossey-Bass, 2012) which was the winner of the Ness Award for Best Book on Higher Education from the American Association of Colleges and Universities). He is also a Founding Board Member of the National Recording Preservation Board for the Library of Congress and a Fellow of the Royal Society of Arts (FRSA) in England. Stanford honored him as a Distinguished Alumni Scholar in 2010 and he will be awarded the Ernest L. Boyer Award (for significant contributions to American higher education) from the New American Colleges and Universities in January 2018. See his blog at teachingnaked.com or follow him on Twitter @josebowen.
Prior to his keynote address, Dr. Bowen encourages you to watch this video as a demonstration of some of the concepts and pedagogy of Teaching Naked.
FULL DAY PRE-CONFERENCE WORKSHOPS
This year’s full-day Pre-Conference Workshops begin Wednesday, November 14, 1:00–4:30 pm, and continue on Thursday, November 15, 8:30 am–12:00 noon.
W1—Getting Started: Workshop for New Faculty Developers, $160
Breakfast on Thursday is included for participants of W1. In addition, participants of W1 receive a copy of Faculty Development in the Age of Evidence by Andrea Beach, Mary Deane Sorcinelli, Ann E. Austin, and Jaclyn K. Rivard
- Suzanne Tapp, Texas Tech University
- Debra Rudder Lohe, Saint Louis University
- Tershia Pinder-Grover, University of Michigan
- Jason Craig, Marymount University
- Donna Ellis, University of Waterloo
- Deandra Little, Elon University
- Jim Berg, Borough of Manhattan Community College
This highly interactive workshop will orient participants to the broad field of educational development work and enhance participants’ skills related to common educational development practices. We will focus on identifying and acting on educational development priorities in your own context; building skills for consulting with individuals and groups; developing effective educational development programming; and assessing your work at individual and program/center level. Each participant will leave the session with a big-picture view of educational development, a set of resources and concrete actions to guide continuing development, and support network to help you achieve your goals.
Topics: Faculty Professional Development, POD Professional Development
Audience: New/Recent Educational Developers (5 years or less)
W2—You’re Coming in Hot: Active Learning Strategies for Inclusive Classrooms, $120 (Breakfast not included)
- Laura M. Pipe, University of North Carolina at Greensboro
- Benjamin M. Peterson, University of North Carolina at Greensboro
- Amy M. Brown, University of North Carolina at Greensboro
- Marisa Gonzalez, University of North Carolina at Greensboro
Participants will develop a framework for the implementation of active learning strategies that are attentive to issues of equity, diversity, and inclusion in the learning environment. In this two-part workshop, participants will examine the critical frameworks for an inclusive classroom, how active learning practices translate to inclusive practices, and the importance of reflective strategies and facilitation to the inclusive learning process. In the afternoon, participants will explore both low-tech and high-tech opportunities for learning environments, from games to virtual reality, and design potential strategies to take with them to their own campuses and classrooms.
Topics: Teaching and Learning, Technology
Audience: All POD members, Faculty (conference attendees who are faculty and also part-time developers)
WEDNESDAY HALF-DAY PRE-CONFERENCE WORKSHOP
Wednesday, November 14, 1:00 pm–4:30 pm
All half-day workshops are $70
W3—POD-sponsored Session: Responding to Challenges and Opportunities: Directing a Teaching/Learning Center, $70
- Laurel Willingham-McLain, Duquesne University
- Francine Glazer, New York Institute of Technology
- Taimi Olsen, Clemson University
- Julia Metzker, Stetson University
Respondents on the 2016 POD Membership Survey indicated a strong need for learning center management and leadership skills. This session, facilitated by four center directors from very different institutions, responds to this need. Session participants will examine: 1) management and leadership responsibilities, especially in the context of continual change; 2) strategic alignment of the center’s work with institutional mission; and 3) evaluation of center work and demonstration of impact. Participants will leave with an individualized professional development plan, practical tools, and guiding questions that enable them to seek out relevant sessions and colleagues during the conference.
Topics: POD Professional Development, Administration, Programs
Audience: Seasoned Educational Developers, Administrators
THURSDAY HALF-DAY PRE-CONFERENCE WORKSHOPS
W4 through W17 are held on Thursday, November 15, 8:30 am–12:00 noon.*
*W10 will begin at 9:00 am in order to better align with the Portland Art Museum’s hours of operation.
(Breakfast is not included with half-day workshops. All half-day workshops are $70)
W4—POD-sponsored Session: The New Reality: Developing Programs to Support Adjunct Faculty, $70
- Mandy McGrew, Kennesaw State University
- Ann Coburn-Collins, Saginaw Valley State University
- Teresa Focarile, Boise State University
- Douglas Jerolimov, Indiana University-Purdue University Indianapolis
- Thomas McManus Fox, Harrisburg University
Adjunct faculty make-up more than 50% of the teaching force in higher education. Therefore, it is essential that faculty developers think about and create programming for this population. Using the Delphi Project model, facilitators from the Adjunct/Part-Time Faculty SIG will walk participants through their understanding of adjunct faculty needs, sharing that understanding with stakeholders, and offering strategies in response. The workshop will provide opportunities for participant collaboration to develop an action plan for their institution. Participants will explore programming options to help integrate adjunct faculty into a culture of teaching using workshops, learning communities, etc.
Topics: Adjunct Professional Development, POD Professional Development, Organizational Development
Audience: Seasoned Educational Developers, Administrators
W5—Strategies to Prepare Faculty to Navigate Difficult Classroom Conversations, $70
- Jennifer H. Herman, Simmons College
- Linda B. Nilson, Clemson University
Difficult classroom conversations can arise in any discipline: contentious current events, challenging course content, and campus events can all foster unexpected student reactions. How can faculty developers help faculty, particularly those without expertise in discussing social issues, prepare to lead difficult conversations that create an inclusive course climate while furthering student learning? This workshop will lead participants through frameworks and activities that they can use in workshops for faculty and graduate instructors. Topics will include strategies for creating and applying ground rules; organizing discussions for deep listening, respect, and equitable participation; and implementing structures to ensure inclusiveness.
Topics: Diversity, Programs, Teaching & Learning
Audience: All POD Members, Faculty (conference attendees who are faculty and also part-time developers)
W6—Enhancing Inclusion and Motivation in Culturally Diverse Post-secondary Learning Environments, $70
- Margery B. Ginsberg
Given that instruction is a highly nuanced endeavor in which culture, motivation, learning are inseparable concerns, this practical and interactive session shows faculty developers and instructors a way to think motivationally and design instruction for inclusive and equitable learning. The knowledge base for this workshop is a framework that has been researched and used internationally in academic instruction for over two decades. Participants will apply the framework’s four motivational conditions to their own contexts to make learning safe, promote a positive attitude throughout learning experiences, enhance engagement, and strengthen competence through culturally attuned assessment.
Topics: POD Professional Development, Faculty Professional Development, Diversity
Audience: All POD Members, Seasoned Educational Developers
W7—Conflict Coaching in Educational Development, $70
- Esther S. Jordan, Kennesaw State University
- Michael Palmer, University of Virginia
In this highly interactive session, we introduce a conflict coaching framework that can be applied in consultations, FLCs, and workshops as a tool for conflict management in support of educational development. Participants will use the framework to analyze case studies, then role play using Little and Palmer’s deep listening and micro-consultation exercises (2012), adapted to include Wilmot and Hocker’s conflict modes (2013) and Jones and Brinkert’s conflict coaching cramework (2008) to practice even deeper listening and more powerful questioning.
Topics: POD Professional Development, Faculty Professional Development, Programs
Audience: All POD Members, Administrators
W8—Sustaining the Professional Self: Evidence-Based Self-Care for Educational Developers, $70
- Adam Harris Smith, Texas Tech University
- Allison P. Boye, Texas Tech University
The concept of burnout is familiar for those who work in the caregiving fields and increasingly well-documented for academics; the profession of educational development straddles both of these worlds, being both knowledge work and helping-oriented. Given the many institutional factors outside of our control, a more immediate question is: How do we engage in effective self-care? This session aims to address the stressors that educational developers regularly face, exploring and applying evidence-based strategies for self-care that might help us re-engage with our work, re-prioritize our personal well-being, and reconnect with what drew us to our work in the first place.
Topics: POD Professional Development
Audience: All POD Members
W9—Creating a Culture of Well-Being, $70
- Amber Young-Brice, Marquette University
- James Fortney, St. Louis University
In recent years, faculty developers have been asked to consider our important role in the creation of campus cultures that foster individual, community, and institutional well-being (Shuster, 2018; Harward, 2016). For Shuster (2018) and others, “well-being embodies a sense of direction and purpose, positive personal identity, strong relationships, empathy, resilience, and mindfulness” (p. 1). This interactive workshop draws on current conversations in higher education to invite reflection on the work involved in creating a culture of well-being. An intended outcome of this workshop is to identify prioritized lines of action for attending to well-being in our work as faculty developers.
Topics: Faculty Professional Development, Organizational Development, Diversity
Audience: All POD Members
W10—Ways of Seeing: Building Center-Museum Partnerships to Support Teaching, $70*
*NOTE: This workshop will run from 9:00 am–noon, beginning in the conference hotel and then continuing at the Portland Art Museum.
- Jessica Metzler, Brown University
In this place-based session, participants will explore object-based teaching techniques at the nearby Portland Art Museum in order to reflect on the cross-disciplinary instructional role of objects in the classroom, gain facility with object-based pedagogy, and discuss opportunities, challenges, and strategies for building effective partnerships between Centers and local museums and cultural institutions. Participants will engage in a hands-on model object-based teaching workshop at the museum, identify potential community partners for their Centers based on constituent needs and available resources, discuss strategies to create, support, and assess these collaborations, and consider opportunities for experiential pedagogy in educational development.
Topics: Faculty Professional Development, Programs, Teaching & Learning
Audience: All POD Members, Faculty (conference attendees who are faculty and also part-time developers)
W11—Let’s Play! Incorporating (Low-Cost) Interactive Role Play into Faculty Development, $70
- Miriam Rosalyn Diamond, Simmons College
Through a model faculty development program, we will support participants in applying adaptive equity-oriented pedagogy (AEP) strategies to their pedagogical challenges. To address their students’ diverse learning needs, participants will learn how AEP synthesizes evidence-based strategies (e.g., universal design, weekly formative-assessments, game-based instruction, time-management strategies, validation). Multivariate regression analyses suggest that students learning through AEP outperformed active-learning control conditions by a full-letter grade and scored on average 13-percentage-points higher on final assessments (n=3121). This session is beneficial since AEP courses demonstrated greater improvements in psychosocial outcomes (e.g., motivation, reduced stereotype threat, growth mindset, self-efficacy), when controlling for GPA and intersectional identities.
Topics: Teaching & Learning, Diversity, Programs, Programs Improving Teaching
Audience: All POD Members, Faculty (conference attendees who are faculty and also part-time developers)
W12—Changing Institutional Culture of Teaching Practice through Team-Based Learning, $70
- Julie M. Estis, University of South Alabama
Applied theater groups such as Michigan’s CRLT and Harvard’s Bok Center Players bring compelling, interactive components to faculty development. Unfortunately, not every teaching center can access or develop such resources. This session will provide alternatives for integrating role play into faculty development on a budget. Participants will generate plans for using these techniques to promote awareness of student experiences and provide low-risk opportunities for professors to experiment with alternate teaching approaches. Attendees will also identify activities for supporting faculty interested in introducing role plays for in person or online classes. Finally, they will develop strategies for assessing resulting outcomes.
Topics: Faculty Professional Development, Teaching & Learning, Diversity
Audience: All POD Members
W13—Changing Student Group Activities into High-Functioning Student Teams, $70
- Jenelle Hodges, University of Alabama at Birmingham
- Dale Dickinson, University of Alabama at Birmingham
- Ariel Gil, University of Alabama at Birmingham
Collaborative learning is popular among academics, with instructors having students work in groups to complete various activities and assignments. However, as tasks, content, objectives, participants, and even environments continually change and evolve, it is essential that people not only work and function in groups but also that they excel at being a member of a specific type of group, a team. But merely putting students in groups with the hope that they learn to work together effectively is not enough. Instructors must be trained in the pedagogies of teamwork and actively employ these pedagogies in their classrooms.
Topics: Teaching & Learning, Diversity
Audience: Faculty (conference attendees who are faculty and also part-time developers), International POD Network participants
W14—Stepping Up: Engaging Faculty to Lead in Times of Change, $70
- Cher C. Hendricks, University of Idaho
- Jesse Bishop, Georgia Highlands College
- Brian Etheridge, Georgia Gwinette College
- Rod McRae, University of West Georgia
- Marina G. Smitherman, Dalton State College
In this workshop, we explore powerful model (Symposium) for engaging faculty in campus initiatives and supporting them to take a more active role in leading during times of change. We have successfully used symposium to broaden faculty participation in change initiatives, connecting this work to what matters most to faculty and providing avenues for more inclusive collaboration across disciplines and divisions. Much of the workshop will be devoted to helping participants (1) identify areas where they can lead change on their campuses and (2) develop a draft plan for using symposium to increase faculty engagement in these efforts.
Topics: Organizational Development, Faculty Professional Development, Programs
Audience: All POD Members, Administration
W15—Leading Institutional Initiatives from the Middle: Unrecognized Role, $70
- Amy B. Mulnix, Franklin and Marshall College
- Eleanor Vandegrift, University of Oregon
- Jennifer Yates, University of South Alabama
- Shiladitya Raj Chaudhury, University of South Alabama
Educational developers have a wealth of expertise about students and faculty as learners that can contribute to the success of institutional initiatives such as internationalization of a campus; recruiting and retaining diverse faculty, updating definitions of teaching excellence; and supporting students as they transition to college. They also understand the role of learning in the change process. This workshop uses a case study to explore how educational developers can partner with existing institutional structures (e.g. offices, committees, task forces, divisions) to lead change from the middle. Participants will engage in structured collaborative learning, role-playing, reflection, and action planning.
Topics: Organizational Development, Diversity
Audience: All POD Members, Seasoned Educational Developers
W16—Identifying Postsecondary Classroom Challenges and Designing Inclusion and Collaboration Strategies, $70
- Sara Schley, Rochester Institute of Technology
Participants will identify a specific classroom challenge with co-enrollment of students with and without disabilities, and design a strategy to improve classroom communication and interaction. Using UDL principles as an introduction and “hook,” faculty will identify a current communication and collaboration challenge in their classrooms. They will then brainstorm, develop, write implementation guidelines, and practice their strategy. Using classroom context descriptions, and observations from deaf and hard of hearing student mentors on a project that involves students in faculty development of teaching and learning, participants will expand their skills at teaching inclusively with students with disabilities in the classroom.
Topics: Teaching & Learning, Faculty Professional Development, Adjunct Professional Development
Audience: Seasoned Educational Developers, Faculty (conference attendees who are faculty and also part-time developers)
W17—Cultivating Inclusive Spaces Through Arts- and Theater-Based Pedagogies, $70
- Theresa Ronquillo, Virginia Commonwealth University
- Tikka Sears, University of Washington
As educators, many of us are conditioned to rely on verbal and written communications to express ourselves and connect with each other; consequently, we fail to consider the benefits of cultivating inclusion through the physical and imaginative (Boal, 1979; Cahnmann-Taylor & Souto-Manning, 2010). This interactive session engages participants in arts- and theater-based pedagogies that build empathy and community, foster critical reflection, and amplify different perspectives. Focusing specifically on photography, storytelling, and Theatre of the Oppressed approaches, participants will leave with creative and embodied tools to advance inclusion and equity in the classroom and institution.
Topics: Diversity, Teaching & Learning, Faculty Professional Development
Audience: All POD Members
A full schedule of concurrent sessions will be available here in early fall 2018. Concurrent sessions begin on Thursday at 1:30PM.
- 75-minute interactive sessions: Claudia Cornejo Happel, Georgia Southern University (firstname.lastname@example.org) and Ronit Ajlen, University of Michigan (email@example.com). Interactive sessions combine brief presentations or panel discussions with methods that engage all participants, reflecting the POD Network’s long-standing tradition of interactive, collegial sessions.
- 75-minute roundtable discussions: Co-chairs Steven Jones, Georgia College & State University (firstname.lastname@example.org) and Marina Smitherman (email@example.com). Roundtable discussions provide an opportunity for various kinds of interactions in a smaller group setting (10–15 people), such as discussion of a concept, approach, program, issue, case study, or reading.
- 35-minute research presentations: Co-chairs Sue Hines, St. Mary’s University of Minnesota (firstname.lastname@example.org) and Shelly Bayer, South Dakota State University (Shelly.Bayer@sdstate.edu). Research sessions include a presentation and discussion of new or ongoing educational, professional, or organizational development research. Session leaders present their original research for the first 20–25 minutes, reserving 10–15 minutes for Q&A.
- Poster Sessions: Co-chairs Julie Sievers, Southwestern University (email@example.com) and Jennifer Jefferson, St. Edward’s University (firstname.lastname@example.org). The poster session provides an ideal format for presenting in a context where colleagues can engage in many one-on-one discussions, facilitated by well-designed posters, as well as supplemental materials.
Concurrent sessions may address one or more of the topics and audiences below. Topic and audience designations will be listed in the program.
- Adjunct Professional Development: Practices, processes, theories, techniques, programs pertaining specifically to adjunct or part-time faculty audiences.
- Administration: Budgeting, funding, management, planning, performance appraisal, staff/faculty recruitment and retention, and other issues concerning the administration of a center or other unit.
- Assessment: Measuring the effectiveness of an aspect of practice and/or outcomes in order to improve educational development programs, student learning, or student experiences.
- Diversity: Addressing issues relevant to under-represented or marginalized populations on campus, in the classroom, and in administration.
- Faculty Professional Development: Practices, processes, theories, techniques, and programs pertaining to faculty audiences, such as personal development, self-reflection, vitality and growth throughout the career span.
- Graduate Student, Professional Student, and Postdoctoral Scholar Professional Development: Practices, processes, theories, techniques, programs pertaining specifically to graduate and professional student and postdoctoral scholar development.
- Organizational Development: Practices, processes, theories, or techniques related to the systemic development of institutions and organizations.
- POD Network Professional Development: Practices, processes, theories, techniques, and programs pertaining to development of those in the professions represented by the POD Network (e.g., Center staff, technologists, etc.).
- Programs: Organization, implementation, practices, theories, and techniques related to programs and services (in centers and other units). workshops, learning communities, recognition
- Research: Systematic, generalizable investigations into clearly defined questions, employing accepted methods for data collection and analysis, that have implications for educational development or teaching and learning.
- SoTL: Practice of, results of, and programs supporting the Scholarship of Teaching and Learning.
- Start-up: Practices, processes, and organizational ideas related to establishment and growth of centers, programs, or other projects.
- STEM: Practices, processes, theories, or techniques related to the support of teaching and learning in Science, Technology, Engineering, and Mathematics disciplines.
- Teaching & Learning: Practices, processes, theories, and techniques related to classroom and other teaching and learning contexts, such as evidence-based teaching practices and impact on student learning.
- Technology: Explorations of current and new technologies that can support teaching, program, or organizational development.
- All POD Network Members
- Community Colleges
- Faculty (conference attendees who are faculty and also part-time developers)
- Historically Black Colleges and Universities
- International POD Network Participants
- Instructional Technologists and Technology Integration Specialists
- Large Colleges and Universities
- New/Recent Educational Developers (5 years or less)
- Seasoned Educational Developers
- Small Colleges and Universities
- Graduate Students and Postdocs or Those Supporting This Population
SUNDAY ANCHOR SESSION
Sunday, 8:30–10:00 am
The Anchor Session, a blind-reviewed accepted session that has particular importance and/or broad interest to POD Network membership, is chosen by the Conference Committee.
This year’s Anchor Session, “Stone Soup: Leading Institutional Change by Over-Determining Success,” will be led by Fran Glazer and Noreen O’Brien and held on Sunday morning, 8:45-10:15 am.
Organizational change depends on individuals changing their behaviors and attitudes. When faculty members change teaching strategies as part of a specific program, once it ends they often revert to their initial strategies. In this session, participants will identify a change initiative at their own institutions and examine it through three lenses: the individual, varied social groups at the institution, and institutional policy. As individual faculty members change their teaching strategies, an accompanying change in institutional culture can support sustained adoption. Creating a plan that addresses both motivation and ability at each level increases the likelihood of long-term success.
About the facilitators:
Francine Glazer serves as associate provost for educational innovation at New York Institute of Technology and is the founding director of NYIT’s Center for Teaching and Learning. She also oversees the libraries, international and experiential education, career services, and student life. Prior to joining NYIT in 2008, she was professor of biological sciences at Kean University for 16 years.
Glazer has been actively working with faculty members since 1993. She is a recent member of the Core Committee, and a past president of the New Jersey Faculty Development Network. She also serves on the executive advisory board of the International Higher Education Teaching & Learning Association and serves on the editorial review board of Innovative Higher Education. She is the editor of Blended Learning: Across the Disciplines, Across the Academy. Her areas of interest include faculty mentoring, organizational development, educational technologies as a vehicle to increase student engagement, and online and blended learning.
Glazer holds a PhD in Molecular, Cellular, and Developmental Biology from University of Colorado, Boulder, a BS magna cum laude in Biology from Tufts University, and a Master Online Teacher certificate from the University of Illinois.
Noreen O’Brien is an instructional designer at New York Institute of Technology’s Center for Teaching and Learning (CTL). Noreen joined the CTL in January 2018 to work with faculty to incorporate high-impact practices into the NYIT curriculum.
Before joining the CTL, Noreen worked for 15 years in enrollment management in a number of key leadership positions. Her most recent role was Director of Operations in the NYIT Admissions Office, where her main focus was to realign personnel and redesign processes to incorporate innovative technologies. Noreen holds an M.S. in Instructional Technology from NYIT School of Education and a B.A. in International Business from Sacred Heart University College of Business.
The POD Unconference (POD-U) track provides conference participants with opportunities to engage in peer-to-peer learning, collaborative activities, and creative experiences. Similar to unconferences held at other events, POD-U sessions are a primarily participant-driven track, allowing participants to decide what topics and discussions take place. These just-in-time learning experiences are an excellent opportunity for individuals to share what they know or to learn about something new.
These sessions facilitate a range of activities, including discussing challenges members are facing at their institutions, sharing resources, discussing ideas or issues that emerge during the conference, solving a problem, developing new resources, or simply meeting others with similar (and diverse) interests. Look for POD-U interactive sessions identified throughout the program.
BIRDS OF A FEATHER
Birds of a Feather (BoFs) sessions are informal conversations designed to foster relationships between experienced educational developers and colleagues new to the field, and are intended to promote more meaningful interaction and deeper relationships than can sometimes occur during regular conference sessions. Each BoFs session is facilitated by an experienced educational developer with expertise in a particular topic. All sessions take place on Friday from 7:30–8:45 am. More information on specific BOFs will be available late summer 2018, as well as in the Conference Program. Please contact BOF coordinators for more information: Stephanie Rohdieck, The Ohio State University (email@example.com) and Georges Detiveaux, University of Houston (firstname.lastname@example.org).
INFORMATION FOR PRESENTERS
We are glad to have you as part of the POD Network 2018 conference program. Below are various pieces of information that will help you best prepare for your conference session. If you have questions prior to the conference, contact Conference Co-Chairs Steven Hansen (email@example.com) and/or Carol Subiño Sullivan (firstname.lastname@example.org). If you have questions or needs during the conference, please stop by the registration desk.
Inclusivity and Accessibility Guidelines
The information on the Inclusivity and Accessibility Guidelines page will help you make your presentation and associated materials more accessible and meaningful to a wider variety of participants. We encourage you to read this page early in the development of your session, since it includes important inclusivity suggestions as well as technical/formatting tips.
This year we will again have microphones in every room (except for Roundtable rooms), and we strongly encourage you to use them. Many of us claim we have a “teacher voice” that can carry, but some participants may still need the amplification to hear well. So please use the microphone, and pass it around during Q&A or discussion.
Projectors will be supplied for all Pre-Conference Workshops, Interactive Sessions, and Research Sessions (Roundtable Sessions will not have projectors). Both VGA and HDMI cables will be with each projector; you are responsible for providing your own laptop, as well as any adapter needed to connect to either the VGA or HDMI cable. You will also be able to connect your laptop’s audio to the sound system in each room; a standard audio cable will be provided.
Wi-Fi will be available in each room, but since this network will be used by all conference participants, we encourage you to download any presentation materials—especially videos—in advance, rather than trying to access them online during your session.
We will have hotel AV support people available if something doesn’t work, but please try to get set up as soon as you can after the previous session so we have time to get that help to you.
Printing and Supplies
Each room will contain a flipchart on an easel, as well as some markers. If you need an additional flip chart or lots of markers, please let us know in advance. If you need other materials—note cards, Post-it notes, masking tape for mounting paper on walls, etc.—please bring these yourselves, since it is difficult for us to keep up with the unique needs of 15 simultaneous sessions over three days.
You are responsible for printing/copying any materials associated with your session. The conference hotel has a business center, providing computer and printing access 24 hours per day, plus an on-site UPS Store.
Rooms for Interactive and Research Sessions will be set up with 8-person round tables; room sizes vary, but generally hold 40-50 people. Rooms for Roundtable Sessions will have an “open square” seating arrangement for approximately 20-30 people. Pre-conference workshops are generally scheduled in the larger rooms and may be reassigned based on registration numbers.
All posters should be 3×4 feet in size and will be mounted on a tri-fold board that we will provide. Your poster can be one 3’x4’ poster or smaller components attached to the panels (left and right panels of the tri-fold are 12.75″, and the center panel is 22.5″). The poster session is Friday 3:45-5:00 pm in Ballroom East, and we will have someone there with the tri-folds, mounting materials, and further instructions starting at 3:00 pm. Please also see the Inclusivity/Accessibility Guidelines for some suggestions regarding posters. Note that we cannot provide power for the Poster Session; if you want to display something on a laptop, please make sure you have a fully-charged battery.
Reminder about Promoting Commercial Materials
The Vendor Exhibit and Vendor Workshops are the only times at the conference when items or services may be promoted or offered for sale. Please refrain from promoting your own books or services during presentations.
Submitting Your Session Materials
Please follow these steps to submit materials for your session—slides, notes, and other resources.
- Create a new email to email@example.com
- The subject line of the email should include the last names of all presenters and the title of your session (e.g., Smith, Jones, and Johnson: Teaching without learning is just talking)
- Remove all existing content from the body of the email. Please note, if you have an email signature, please remove it as well (N.B.: the message will be available on the web)
- Paste the abstract from your session into the body of the email
- Attach any files you want to share; e.g., slides, handouts, and worksheets
- Verify that your attachment was submitted successfully by searching for presenter or title at https://podnetwork.org/2018-conference-session-materials
CONFERENCE BUDDY PROGRAM
Deadline, Monday, October 8, 2018
Are you new to POD and would like help navigating the conference? Are you an experienced POD member and willing to share tips on how to get the most out of the annual conference? If so, consider participating in the 2018 POD Conference Buddy Program! To participate, simply sign up when you register for the POD conference by Monday, October 8th.
The POD Conference Buddy program is designed to connect first-time attendees with other participants who are more familiar with the conference. The success of the Buddy program relies heavily on experienced POD attendees generously giving of their time and advice to new attendees. As with any professional organization, it is the people that make it special, and making new members feel welcome keeps the organization energized.
This is what some of our past participants had to say about their Buddy experience:
“I really enjoyed getting to know someone who has been involved in POD and could give me insight into ways to get the most out of POD. It was also really fun to spend time getting to know about her work.”
“I was able to offer concrete advice about getting more involved in POD and educational development because our positions are so similar, and I was able to learn from my buddy about programs and workshops she runs for graduate students. As the experienced buddy, I was expecting to be a resource more than I expected to learn things myself, but it turned out that the relationship was mutually beneficial.”
Consider being a Buddy this year—you will not regret it.
Buddy groups will be matched—as best we can—based on shared interests, experiences, and institutional type in hopes that you will not only have a contact at the conference, but perhaps find a colleague to add to your professional network.
What to expect?
|First-time POD Attendees||Returning POD Attendees|
What to expect from the Buddy Planning Team
After you register you will receive an email with more details and a very short survey to help us match newcomers and experienced attendees as best as we can. After the deadline has passed, you will receive an email with further information, including contact information for your Buddy so that you can connect prior to the conference. The experience goes most smoothly when Buddies connect prior to the conference, and we encourage Buddies to reach out to one another via email, video conference or phone call at least one week prior to the conference. It has also been shown that meeting early in the conference is critical to a great Buddy experience!
If you have further questions, please contact the POD Buddy program team at: firstname.lastname@example.org.
Again, to participate, simply sign up when you register for POD by Monday, October 8th.
The Career Fair will be held on Friday morning from 9:00–10:15 am. This session should be considered as networking “meet and greet” opportunity, not a time for formal interviews. Job candidates are likely to have more success if they meet face-to-face with potential employers rather than just dropping off a resume; the time can then be used to learn more about the position and the employing institution. Potential employers can use this time to plan a subsequent interview during the conference. More information will be distributed to POD Network members and conference registrants in the early fall by Job Fair coordinators Kate Williams, Georgia Tech (email@example.com) and Ian Althouse, Yale University/Columbia University (firstname.lastname@example.org).
GRADUATE STUDENT, PROFESSIONAL STUDENT, AND POSTDOCTORAL SCHOLAR DEVELOPERS NETWORKING LUNCH
A Graduate Student, Professional Student, and Postdoctoral Scholar Development (GPPD), formerly known as the Graduate and Professional Student Development (GPSD), Networking Lunch will be held on Thursday, 12:00–1:00 pm. This event provides an opportunity for graduate students, postdoctoral scholars, and those engaged in graduate and professional student development to connect with each other early in the POD Network Conference. Graduate Student, Professional Student, & Postdoctoral Scholar Developers are also welcome to attend. GPPD subcommittee chairs will be in attendance to provide conference and job market mentorship. Please RSVP for this event when you register for the conference. There is no extra charge for this lunch.
The Resource Fair provides a venue for participants to find or exchange information and resources relevant to our work as educational and organizational developers. This is a great opportunity to socialize while acquiring new information or by sharing activities, resources, and services that benefit the POD Network community. The Resource Fair features tables only from college- and university-affiliated programs and from non-profit organizations. The Resource Fair and Reception will be held on Friday evening from 5:15–6:45 pm. Materials and services may NOT be offered for sale or promoted for sale during the Resource Fair.
Note: If you wish to have a table at the Resource Fair, you must register for the conference and reserve your table in advance by checking the appropriate box on the conference registration form. You or your representative should plan to be at your table to talk with conference participants during the entire session. There is no fee. More information about the Resource Fair will be distributed in the early fall to those who have reserved a table by Resource Fair coordinators Tes Zakrzewski, Wentworth Institute of Technology (email@example.com), Kathryn Nielsen, Merrimack College (firstname.lastname@example.org) and Gina Merys, Saint Louis University (email@example.com).
The Vendor Exhibit will be held all day (roughly 8:00 am to 5:00 pm) on Thursday, Friday, and Saturday. The Vendor Exhibit and Vendor Workshops (see below) are the only times at the conference when items or services may be promoted or offered for sale. We welcome publishers, consultants, and others. If you wish to purchase a table at this event, you must reserve your place in advance by checking the appropriate box on the conference registration form.
- Individual (3 days): $150 (for a self-employed person)
- Individual (2 days): $100 for a self-employed person)
- Corporate (3 days only): $400 (for businesses/corporations)
2018 PORTLAND EXCURSIONS
EXCURSIONS AT A GLANCE
|Wednesday, November 14||4:00–8:30 pm
North Mississippi Avenue Forktown Food Tour (Private Culinary
|Thursday, November 15||1:00–5:00 pm
Portland Art Museum
|Friday, November 16||2:00–4:30 pm
Street Car Shopping Tour: NW 23rd Avenue/Nob Hill
Local Beer and Wine Tasting—Captain Grey Ballroom (Dunniway)
|Saturday, November 17||1:30–4:30 pm
Portland Saturday Market
Gorge Waterfalls Tour (guided by Wildwood Adventures)
|Sunday, November 18||10:00 am–4:30 pm
Willamette Valley Wine Tour (guided by Wildwood Adventures)
E1. North Mississippi Avenue Forktown Food Tour (Private Culinary Walking Tour)
This Forktown Food Tour (led by a local expert tour guide) takes you to the best restaurants on Mississippi Avenue (5 to 6 stops). Mississippi Avenue is a historic, artsy, and exciting neighborhood on Portland’s east side. It’s a “must-see” for out of town visitors and one of Portland’s culinary hot spots, full of great food and loads of personality. All you have to do is relax and enjoy this lovely, laid-back neighborhood. Bring your appetite and learn about local history, art, and culture. See the Forktown’s FAQ here.
- Date: Wednesday, November 14
- Time: 4:00-8:30 pm
- Cost: $85 USD per person, (plus $3 bus fare). All gratuities included.
- Maximum/minimum registration: 40/8
E2. Portland Art Museum
A short walk from the conference hotel, the Portland Art Museum is the oldest art museum on the West Coast and seventh oldest in the US. The permanent collection has more than 42,000 works of art, and at least one major traveling exhibition is usually on show. The museum features a center for Native American art, a center for Northwest art, a center for modern and contemporary art, permanent exhibitions of Asian art, and an outdoor public sculpture garden. Special exhibitions in November include Poetic Imagination in Japanese Art and Modern American Realism.
Participants will walk (5-6 minutes) to the museum (taxi and Uber/Lyft also available).
- Date: Thursday, November 15
- Time: 1:00-5:00 pm
- Cost: $16 USD per person (private group tour)
- Maximum/minimum registration: 24/12
E3. Street Car Shopping Tour: NW 23rd Avenue/Nob Hill
Participants will depart hotel together and take street car to explore Northwest Portland highlights such as:
Salt & Straw—Small batch ice cream made with local products.
Blue Star Donuts—Some of the best donuts in town.
Will Leather Goods Family House—A family owned and operated leather goods company based in Oregon. They make gorgeous products that you feel good purchasing.
Tender Loving Empire—a fun little locally owned store (and record label) that is fun to meander through and a perfect place for locally made souvenirs.
Barista—Great coffee & great pastries!
From the Hilton, participants will get on the Street Car NS Line at 10th & Yamhill and get off at NW 23rd & Marshall. Here’s a link to the map. An experienced local will lead the group. The fare is $2 for a 2 hour ticket. Or, one can get a $5 Trimet all day ticket which will also allow the use of any other method of public transportation.
- Date: Friday, November 16
- Time: 2:00-4:30 pm
- Cost: $2 to $5 USD per person for an all day street car ticket. Street cars run every 15 minutes and can be purchased at the stop (minutes from the hotel) or in advance via the Portland Street Car app.
- Maximum/Minimum Registration: none
E4. Local Beer and Wine Tasting—Captain Grey Ballroom (Dunniway)
Participants will cross the street after Friday night’s dinner to experience a privately hosted local beer and local wine tasting (non-alcoholic drink options will be available), leaving plenty of time to join the karaoke crew back in the conference hotel. Here’s your chance to fine-tune your artisan beer and/or wine palate.
- Date: Friday, November 16
- Time: 8:30-9:30 pm
- Cost: $32 USD per person (includes gratuity).
- Maximum/minimum registration: 100/30
E5. Portland Saturday Market
On any given Saturday—or Sunday—shoppers can tap their heels to bluegrass pickers and jazz musicians and sample awesome eats like falafel or kielbasa while browsing art and wares handcrafted by more than 250 local vendors. Participants will leave hotel together, with a knowledgeable local, and walk (15 minutes) to the market (taxi and Uber/Lyft also available).
- Date: Saturday, November 17
- Time: 1:30-4:30 pm
- Cost: FREE
- Maximum/minimum registration: none
E6. Gorge Waterfalls Tour (guided by Wildwood Adventures)
Species seen nowhere else in the world, dramatic basalt lava flows nearly a mile deep, and some of the world’s most beautiful waterfalls are a few of the sights that await you on this tour. Come experience the grandeur of the Columbia River Gorge, one of the most photographed Natural Scenic Reserves. Participants will be driven along the oldest scenic highway in the US, stopping at sweeping viewpoints, flowing falls, a historic lodge, and the famed Bonneville Dam Sturgeon viewing center.
- Date: Saturday, November 17
- Time: 2:00-6:00 pm
- Cost: $69 USD per person
- Maximum/minimum registration: 12/2
E7. Willamette Valley Wine Tour (guided by Wildwood Adventures)
World-famous Pinot Noirs, crisp Chardonnays, and sweet Rieslings are just a taste of the dozens of wines that Oregon has to offer. On this adventure through the rolling hills of the Willamette Valley, participants will visit three carefully selected vineyards. Guests will partake in tasting flights and experience a behind-the-scenes view of viticulture. Between tastings, the tour will stop for lunch in the heart of wine country.
- Date: Sunday, November 18
- Time: 10:00 am-4:30 pm
- Cost: $85 USD per person, (plus $3 bus fare). All gratuities included.
- Maximum/minimum registration: 10/2
POD MEMBERSHIP DUES
(in U.S. dollars)
|Individual membership||$105 per person|
|Student or Retired||$65 per person|
CONFERENCE REGISTRATION FEES
Conference registration fees do not include membership dues. If you would like to register at the lower, POD Network member rate, you must already be a member or you must renew or join before you register for the conference.
All fees, outlined below, are in U.S. dollars and payment must be made in U.S. dollars.
- Please note that the conference registration fee includes the designated conference meals, coffee breaks, and receptions. Registration includes three breakfasts (Friday, Saturday, Sunday), two dinners (Thursday and Friday) and one lunch (Saturday).
- Pre-conference workshops, educational excursions, and tables at the vendor exhibit have additional fees and must be selected when you register.
Refund Policy: A full refund, minus $25 USD processing fee, will be made if cancellation is received by October 1, 2018. A $75 USD cancellation fee will be retained for cancellations received from October 2–15, 2018. Other than in the case of personal emergency, no refunds can be made after October 15, 2018. Substitutions in attendees may be made at any time. Because of transportation scheduling and contracts, refunds for excursions will be honored only if you cancel your entire conference registration before October 1.
|CONFERENCE FEES||Early Bird
Registration Fee (Postmarked or submitted online
through October 6; deadline strictly observed)
|Post Early Bird
Registration Fee (Postmarked or submitted online from October 7 through November 13)
|On-site Registration Fee
(On or after November 14)
|One Day Only (member;
|One Day Only (non-member;
|Meals only for attendee’s guest
(for entire conference). Membership
is not required for meals only. Two dinners, one lunch, three breakfasts.
If you are hoping to find a roommate for this year’s POD Network Conference in Portland, please fill out our roommate request form. We will check responses weekly and try to match you as soon as possible. If you have any questions, please contact the roommate assistance coordinators, Laura Cruz (firstname.lastname@example.org) or Lindsay Wheeler (email@example.com).
The conference hotel (Hilton Portland Downtown & the Duniway, a Hilton Hotel) can assist with splitting the bill for shared rooms—please request how you’d like to split and provide all forms of payment upon check-in. After being paired, you can add your roommate’s name to your reservation by calling the hotel at 1.800.HILTONS, please have your confirmation number and reservation information ready when you call. If you have already reserved a room but are now being added to another attendee’s reservation, don’t forget to cancel any additional or duplicate reservations in advance to avoid late cancelation fees.
921 SW 6th Ave, Portland, OR 97204
Our discounted group hotel rate is $169
Please make reservations before October 19 to guarantee discounted rate. Note that the room block sometimes fills so make your reservations ASAP.
TRANSPORTATION OPTIONS FROM PORTLAND AIRPORT
TAKING THE MAX LIGHT RAIL FROM THE AIRPORT ($2.50)
- Purchase your fare before you board (all zone required)
- Board the Max just outside of baggage claim
- Exit at Pioneer Square North
- Walk across Pioneer Courthouse square southbound
- The Duniway is located on SW 6th @ SW Taylor
- The Portland Hilton Downtown is located on SW 6th, occupying the entire block of SW Taylor to SW Salmon
OTHER OPTIONS FROM THE AIRPORT & TYPICAL MINIMUM FEE
- Limousine ($50.00)
- Shuttle ($14.00) (Blue Star Shuttle- www.bluestarbus.com)
- Rental Car ($40.00)
- Taxi ($35.00)
- From the Airport
Take I-205 SOUTH and exit onto I-84 WEST. At the end of I-84 West you will reach a junction of I-5 North and South. Go SOUTH toward Salem (to your left). Immediately follow the City Center signs to cross the Morrison Bridge. Head STRAIGHT through the traffic light near the end of the bridge onto SW Washington St, go 1 block then turn LEFT onto 3rd Ave. Take 3rd Ave 6 blocks then turn RIGHT onto SW Main St. Take Main 3 blocks and turn RIGHT onto 6th Ave, our front doors are on left.
- From the North (Seattle) Southbound on I-5
Take exit 300B off of I-5 Southbound. After exiting, follow the City Center signs which will take you across the Morrison Bridge. Head STRAIGHT through the traffic light near the end of the bridge onto SW Washington St. Take Washington 1 block and then turn LEFT onto 3rd Avenue. Take 3rd Ave 6 blocks then turn RIGHT onto SW Main St. Take Main 3 blocks and turn RIGHT onto 6th Ave, our front doors are on left.
- From the South (Salem) Northbound on I-5
Take the I-405 exit, EXIT 299B, on the LEFT toward CITY CENTER/US-26 W/BEAVERTON. Take EXIT 1A on the LEFT toward NAITO PKWY./JAPANESE-AMERICAN HIST. PLAZA. Stay STRAIGHT to go onto SW HARBOR DR. Turn RIGHT onto SW NAITO PKWY. Turn LEFT onto SW TAYLOR ST. Take TAYLOR 4 blocks and turn LEFT onto SW Broadway, LEFT on Salmon Street, LEFT on SW 6th Avenue, our front doors are on left hand side of 6th Avenue.
Please refrain from shipping materials so they arrive more than three (3) days prior to the meeting date (November 14). Any materials being sent to the hotel must be marked as follows:
POD NETWORK ANNUAL CONFERENCE (Nov. 14 – Nov. 18)
Hold for GUEST NAME, ARRIVAL DATE:______________
GUEST CELL NUMBER:
921 SW 6TH AVE
PORTLAND, OR 97204-1202
Handling charges may apply. Fees are in addition to standard shipping rates. All handling fees can be applied to a guest room/master account or paid in The UPS Store with a credit card or cash.
The hotel does not accept any liability for equipment, goods, displays, or other materials, which arrive or fail to arrive at the hotel. The group is responsible for insuring its property for loss or damage. Additionally, any extensive set-up/tear-down of any function space requiring the use of freight elevators will need to be supervised by security agents at the charge of your organization.
Weight Handling Fee