I land pretty much where you do on the relationship between teaching and instructional design. Instructional design is part of teaching, but it's not all of teaching. There's the design of a course or other learning experience and then the implementation of that with actual learners, which is also part of teaching.
In my experience at CTLs, it's harder to find ways to engage experienced faculty in offerings around what you're calling facilitation, certainly through workshops. This has happened for me more through individual consultations following classroom observations. Or it comes in workshops and panels around particularly challenging aspects of facilitation, like managing civil discourse around controversial topics. I'll see even senior faculty at those events.
Observations are a really good example of a faculty development thing that might focus more on facilitation, thanks for mentioning that. And yes, I think the cluster of facilitation skills that relate to interrupting bias/facilitating sensitive discussions/freedom of speech etc. remains evergreen. Maybe it could even be a (re)entry point for some experienced faculty to thinking about their facilitation more generally
I meant to add that it can be challenging for CTLs with small staffs to offer individual consultations. When we had 4-6 consulting staff at the Vanderbilt CFT, we could do a lot of consultations, but a center of one (or two) is going to be hard pressed to do much of that work.
I land pretty much where you do on the relationship between teaching and instructional design. Instructional design is part of teaching, but it's not all of teaching. There's the design of a course or other learning experience and then the implementation of that with actual learners, which is also part of teaching.
In my experience at CTLs, it's harder to find ways to engage experienced faculty in offerings around what you're calling facilitation, certainly through workshops. This has happened for me more through individual consultations following classroom observations. Or it comes in workshops and panels around particularly challenging aspects of facilitation, like managing civil discourse around controversial topics. I'll see even senior faculty at those events.
Observations are a really good example of a faculty development thing that might focus more on facilitation, thanks for mentioning that. And yes, I think the cluster of facilitation skills that relate to interrupting bias/facilitating sensitive discussions/freedom of speech etc. remains evergreen. Maybe it could even be a (re)entry point for some experienced faculty to thinking about their facilitation more generally
I meant to add that it can be challenging for CTLs with small staffs to offer individual consultations. When we had 4-6 consulting staff at the Vanderbilt CFT, we could do a lot of consultations, but a center of one (or two) is going to be hard pressed to do much of that work.