Fascinating to see what "neutral" means here. There's the "non-evaluative"/"non-supervisory" sense, where "neutrality" is essentially with respect to office politics, and the "not advancing an argument" sense, which in the strictest sense seems almost impossible to reconcile with any kind of developmental work.

What an enormous challenge for those of us in faculty development and other "community-building" businesses. Are we actually serving when we help people acculturate? We might be. We also might be trying to capture peoples' time and attention and loyalty.

Fascinating challenge... how do we design education to maximize "viral" reach?

Excellent question. How do we communicate "this is worthy of more time" as well as "this really shouldn't take that long"?

Protect their time for what, I wonder?

The issue of who does and doesn't show up to faculty development has enormous impacts. Connecting it to violence in society is a chilling insight.

When meetings are framed around reading titles, they suggest a level of certainty. Framing around questions starts with what is unknown instead of known - more open to novices? (See next paragraph - "facilitators located expertise in readings and research ... not themselves")

This is an interesting point. Faculty members take reading assignments seriously; some folks will skip events rather than show up unprepared. Starting with a facilitator's presentation is an interesting way over that barrier.

Concise description of a broad mandate. Quite effective!

Among both students AND instructors. Instructors teach what they know, and if they do not feel comfortable themselves working in these environments b/c they lack digital skills, then they will not encourage students to work openly.

What qualifies as a mobile device and what activities/techniques are possible?

Professional development opportunities and incentives for faculty to integrate mobile devices and as a teaching and learning tool.

Studies faculty provided with tablet computers and peer mentoring workshops to help increase understanding and use of mobile devices in pedogogical approaches

Low technology teacher professional development with mobile devices

Use of mobile devices in academic environments remains low despite the fact students demand it. However laptops are relatively common and accepted. There is growth in acceptance that mobile devices can contribute to student learning, however faculty adoption is slow.

Certificate program teaches faculty how to integrate mobile devices into their courses

Inclusive pedagogy as an element of things faculty are probably already doing.

I know this feeling. This summer I made it a point to rediscover analog reading. I really had a handle on this for awhile, lost it, then re-engaged with my new tablet hardware, ReMarkable.

Facilitating Faculty Learning Communities

Important for faculty development centers - being a site where interactions can happen. But how to ensure they're "cohesive" interactions?

Grit 2.0: A Review with Strategies to Deal with Disappointment, Rejection, and Failure