2018 POD/AACU Organizational Development Institute

Event Information

January 23, 2018 - January 23, 2018
9:00 am - 5:00 pm

1000 H St NW

Washington, DC 20001

Registration Information


Mailed or faxed by December 7: $225 (member)/$265 (non-member)

Mailed or faxed by December 28: $245 (member)/$285 (nonmember)

Mailed or faxed after December 28: $265 (member)/$305 (nonmember)


Hyatt Regency Washington

1000 H St NW

Washington, DC 20001



Measuring Quality, Scalable, Evidence-Based Faculty Development

Tuesday, January 23, 9:00 AM–5:00 PM
Washington, D.C. / Grand Hyatt Hotel
Held in conjunction with AAC&U’s 2018 Annual Meeting


The Organizational Development Institute and AAC&U

Since 2009, POD has conducted the Organizational Development Institute (ODI) immediately before the AAC&U Annual Meeting. The AAC&U 2018 Annual meeting will be held January 24th–27th in Washington, D.C. This year’s AAC&U meeting theme is “Can Higher Education Recapture the Elusive American Dream.” For more information about the AAC&U annual conference, please see http://www.aacu.org.

Institutional Commitment to Teaching Excellence: Assessing the Impact of Faculty Development

Research indicates that faculty learn about teaching in multiple ways as their careers unfold, that support for faculty learning leads to improved teaching, and that improved teaching leads to improved student learning outcomes (Condon, et al., 2016). Faculty development, learner-centered teaching, and student success form a mutually shaping relationship where each reinforces and bolsters the other (Brown & Kurzweil, 2017; Jankowski, 2016). What teachers do matters and what institutions do to provide support in teaching development for faculty also matters.

This highly interactive Institute is designed to address how faculty, faculty developers, and academic leaders can partner to support instructors’ learning through faculty development, as well as how centers might measure their impact on individual faculty, student learning, and the institution more broadly.

The facilitators, all teaching and learning scholars and practitioners, will draw from their experiences in multiple organizational roles and across multiple institutional types and national higher education associations. In turn, participants will have multiple opportunities to identify and discuss quality assessment measures that will best serve their programmatic needs.  The overarching goal is to identify promising practices for benchmarking quality, scalable, evidence-based faculty development that supports learner-centered teaching for all students.

The morning session will provide a brief overview the project’s origins and rationale.  We will review research on the emerging relationship between faculty development, instruction, and student learning; explore current faculty development assessment practices; articulate the teaching effectiveness outcomes that faculty development programs are striving to achieve; and collectively generate promising assessment methods and practices that can enhance teaching, learning, and the influence of teaching and learning centers.

The afternoon session will discuss how to increase the visibility of the work of teaching and learning centers and elevate the role of instructional quality and preparedness within the institution. The facilitators will share a beta framework and innovative matrix that can help faculty developers and academic leaders gauge the progress of a teaching center.  A primary purpose of the matrix is to promote and scale teaching excellence via a stable architecture for high-quality, evidence-based impact. The matrix can be used to assess, strengthen, and communicate the impact of post-secondary faculty development on campus-wide instructional excellence. Participants will place their centers in the matrix, identifying areas of strength, and opportunities for further development.

As part of the Institute, all participants will receive a copy of the 2017 white paper, “Institutional Commitment to Teaching Excellence: Assessing the Impacts and Outcomes of Faculty Development” and “The Beta Faculty Development Center Matrix” published by the American Council on Education and funded by the Strada Education Network.


2018 Institute Lead Facilitators


Steve C. Taylor

Steve C. Taylor

Principal Investigator, Examining and Quality Assuring Postsecondary Pedagogy
Associate Director, Center for Education Attainment and Innovation
American Council on Education

Steven Taylor leads national initiatives on alternative education pathways, institutional change and innovation, and teaching excellence for ACE. He is principal investigator on the Gates Foundation-funded Alternative Credit Project Strada Education Network funded grant to research the impacts and outcomes of quality, scalable faculty development. Taylor has worked for over a decade designing and delivering training programs and working with non-traditional learners in the higher education and trade association sectors. His experience at institutions includes roles in student development at the University of North Texas and grant management and community relations at Richland College in Dallas, Texas. Taylor earned his bachelor’s and master’s degrees from Texas A&M University–Commerce and is working towards his doctor of business administration from Wilmington University.
Mary Deane

Mary Deane Sorcinelli

Co-PI, Undergraduate STEM Education Initiative, Association of American Universities (AAU)
Senior Fellow, Institute for Teaching Excellence & Faculty Development
University of Massachusetts Amherst

Mary Deane’s research is in the areas of faculty professional development, mentoring, scholarly writing, improvement of teaching and learning, and the role of teaching centers in fostering 21st century faculty learning. She has published over 100 books, book chapters and articles, most recently co-authoring Faculty Development in the Age of Evidence (2016).

Mary Deane was honored with the Spirit of POD Award for outstanding lifetime leadership in faculty development and served as President of the POD Network (POD) Network in Higher Education. She has worked in 13 countries and was a Distinguished Visiting Professor, American University in Cairo, Egypt, and a Whiting Foundation Fellow, National University of Ireland Galway.

Mary Deane holds an M.A. in English Literature from Mount Holyoke College and an ED.D. in Educational Policy from UMass Amherst.
Catherine Haras

Catherine Haras

Senior Director, Center for Effective Teaching and Learning
California State University, Los Angeles

As Senior Director for our teaching center I collaborate with faculty and academic departments on the Los Angeles campus to fulfill our institutional mission to educate California’s future workforce. Cal State LA is ranked first in the country for the upward mobility of its students. Using inclusive and mindful pedagogies, we work with colleagues to refine teaching as an area of practice, and with academic programs to deepen a shared understanding of our vibrant, first-generation student body. I am very interested in the way that faculty think about their teaching. A related publication is “Institutional Commitment to Teaching Excellence: Assessing the Impacts and Outcomes of Faculty Development” (with M.D. Sorcinelli, S. C. Taylor, and L. von Hoene, 2017).
Linda von Hoene

Linda von Hoene

Assistant Dean for Graduate Professional Development
Director, GSI Teaching & Resource Center
University of California, Berkeley

I develop, implement, and evaluate programs that prepare graduate students for teaching at Berkeley and in future careers, including teaching conferences for first-time GSIs, an online course on professional standards and ethics in teaching, workshops, consultations, teaching award programs, and our Certificate in Teaching and Learning in Higher Education. I also teach graduate-level courses on teaching and learning in higher education and on research mentoring and co-direct (with Sabrina Z. Soracco) Berkeley’s Summer Institute for Preparing Future Faculty and SMART, a graduate/undergraduate research mentoring program. My most recent publication (with Martin V. Covington and Dominic J. Voge) is Life Beyond Grades: Designing College Courses to Promote Intrinsic Motivation (Cambridge, 2017).



Emily Daniell Magruder
Director, Institute for Teaching and Learning
California State University, Office of the Chancellor

Eva Fernandez
Assistant Provost
Queens College, CUNY

Margery Ginsberg
Independent Scholar & Author
Formerly UW-Seattle, UI-Chicago

Todd Zakrajsek
Associate Research Professor & Associate Director of Fellowship Programs, Department of Family Medicine, University of North Carolina, Chapel Hill
President, International Teaching Learning Cooperative