It is time to review the schedule for the placement of your session in the AAACE Agenda. This is the final draft of the Schedule. When you look up your name, use the detail listing to check what days/times you asked to be placed. This is a huge program and we can accommodate necessary changes in day and time now, but may not be able to do so after September 1, 2013 except in emergencies. Please carefully check your placement and send any requests to Ginger Phillips, AAACE Conference Planner with AAACE Session Change Request in the subject line. We will respond to your email, but it may take us up to a week to do so. Thanks for your help in "fine tuning" this agenda!
Becoming a Recursively Reflective Facilitator: Using Critical Incident Questionnaires as a Professional Development Tool
Type of Presentation
Shared
Session Abstract
This session focuses on the professional development outcomes of using Critical Incident Questionnaires to build trust, stimulate critical thinking, and improve facilitation in the classroom. Personal examples will be highlighted.
Target Audience
Conference attendees who have an interest in learning more about fostering their own professional development to improve classroom facilitation should attend this session. In particular, attendees interested in the following will find this session relevant: (a) use of Brookfield’s (1996) Critical Incident Questionnaires in the development of teaching and learning, and (b) new and innovative methods for professional development.
Learning Outcomes
Session participants will gain insight into how the Critical Incident Questionnaire (CIQ) transformed our practice and they will receive professional development guidance regarding becoming a more recursively reflective instructor and classroom facilitator through using CIQs.
Session Description
Professional development that allows for recursive reflection is an important aspect of improving teaching and classroom facilitation. Professional development workshops and summative student evaluations are often used as tools to prompt critical reflection on completed courses and how those courses can be improved for future semesters. Though valuable, the outcomes of this method do not impact the teaching and learning environment for students currently enrolled in the course. Our personal experience using Brookfield’s (1996) Critical Incident Questionnaires (CIQ) regularly throughout the semester has opened a space to collect anonymous feedback from students while building trust and encouraging reflective learning. While many instructors use the CIQ for developing learners, there are broad uses for professional development as well. This session will draw upon personal experience of how the CIQ transformed our practice and will provide professional development guidance for others interested in becoming more recursively reflective instructors and facilitators.
Efforts are made to try to schedule sessions on the day preferred by the Primary Presenter, though this cannot be guaranteed. Please check your preference.
Thursday November 7