In 2019, What Would You Like to See Happening More Often?

The arrival of 2019 is an opportunity to celebrate accomplishments and set new goals. Had it been just another year, I would have refrained from opening my post with a cliché, but this year, the end of 2018 coincided with the beginning of my new role as interim director of the Teaching Commons.

Let me start by acknowledging the tremendous success the Teaching Commons has experienced since it was established in 2012. After growing steadily both in terms of breath and depth, it is now home to accredited courses in eLearning and the scholarship of teaching and learning, a variety of experiential learning opportunities such as the LEGO workshop, certificate programs for graduate students as well as webinars and workshops on a wide range of topics from strategies for delivering 1000-level courses to universal design for learning. It is also clear from this infographic that the Teaching Commons has helped thousands of York faculty and graduate students reach new pedagogical heights. In the 2016 External Review of the Teaching Commons’ activities, a review committee made of internal and external evaluators found that our

programs and events are consistent with the current trends internationally for the support of teaching and learning. There is a balance between support of individuals, support of academic units, support of larger Faculties and institutional level initiatives. The content of the programs appears to be consistent with effective practices, and with active engagement of participants.

As I take on my new role, I will be paying close attention to what the Teaching Commons has done well to encourage and inspire teaching excellence. This is not to say that we will not look at how we can do better - it simply means that in recognizing ‘the best of what is,’ it is possible to craft a better future that builds on positive experiences, appreciation, and collaboration. This is the premise of Appreciative Inquiry, a framework that prompts us to imagine a future in which what we collectively value happens more often, thus unlocking bold but well-grounded possibilities (Preskill & Tzavaras Catsambas, 2006).

The movement towards Appreciative Inquiry makes a compelling case for positive change away from a deficiency orientation that often plagues our conversations. Instead of wondering why students fall short of expectations, let’s ask what the key indicators of success are or how we can help students identify rewarding learning experiences from their past that they can build on. Instead of accusing the marketplace of disrupting academia, let’s instead reinforce how our programs build our collective capacity to respond adequately to a changing world. A great way to start on this process is to reflect on peak experiences, reaffirm our values and, from there, express wishes for creating exceptional practices.

So, let me ask you: What are the most outstanding stories from your teaching, from your program, and more broadly from your time at York, that you would like to see happen more often? Let your answer guide your teaching and learning decisions in 2019.

Reference

Preskill, H., & Tzavaras Catsambas, A. (2006). Reframing Evaluation Through Appreciative Inquiry. Sage.