Pre-Conference Workshops

JUNE 4 , 2024

  • There are 3 parallel streams for the pre-conference workshops. Only ONE workshop per stream can be attended.
  • You may choose to attend one workshop or three workshops in total.
  • The cost to attend the pre-conference workshops is USD 80.00

PARALLEL STREAM 1: 08:00 – 11:00


Integrating transversal skills development in university programs -> students’ feedback skills for teamwork and management roles


Swiss Faculty Development Network

Integrating transversal skills development in university programs -> students’ feedback skills for teamwork and management roles

Theme: Advancing Higher Education Ecosystems for Competency Development
Subtheme: Design ecosystems that nurture the competencies that our graduates should exhibit

FACILITATOR: Dr. Siara Isaac | Swiss Faculty Development Network


WELCOME: introductions, objectives, state of the art of transversal skills teaching (15’)

PART 1: INTRODUCTION Importance of feedback in collaborative work (participants, professionals), overview of the activity + Characteristics of effective feedback (5’)

WARM UP (small group discussion) “What makes you feel reluctant or willing to provide feedback during group projects?” OR “Why is feedback important?” (10’)

EXPERIENTIAL PROBLEM SOLVING ACTIVITY: building a marble race with constrained resources (15’)

PRESENTATION:  The emotional dimension of feedback + strategies for managing strong emotions (5’)

REFLECTION: Individual written activity + peer feedback discussion  (10’)

ITERATE: Create new pairs + repeat the activity plus peer feedback discussion (25’)

ACTIVITY DEBRIEF (CONCLUSION PART 1): Plenum debriefing: Managing emotions during this activity and the feedback discussions (5’)

coffee break (15’)

PART 2: INTRODUCTION + PRESENTATION: 3T PLAY framework for teaching transversal skills (10’)

META ACTIVITY:  applying the 3-facet framework to the present workshop (25’)

PEER DISCUSSION : Challenges and opportunities that workshop participants have encountered. (25’)

CONCLUSION Participants’ reflection on their practices and conclusion of the workshop (15’)



Siara Isaac is a researcher at the Centre for Learning Sciences at the Ecole polytechnique fédérale de Lausanne, Switzerland. Her recent work, including her 2022 book (Facilitating Experiential Learning in Higher Education - Teaching and Supervising in Labs, Fieldwork, Studios, and Projects) focuses on how students develop transversal skills such as teamwork and risk assessment in science and engineering contexts. Siara has previously worked as teaching advisor and has taught in Canada, China, France and Switzerland. She holds a M.Sc. in Chemistry from McGill University and a PhD in Educational Research from Lancaster University.


Building a Resilient Academic Development and Quality Assurance Ecosystem for Digital Learning in Higher Education


Aga Khan University, Network of Quality, Teaching and Learning

Building a Resilient Academic Development and Quality Assurance Ecosystem for Digital Learning in Higher Education
FACILITATORS: Azra Naseem and Prof. Tashmin Khamis | Aga Khan University, Network of Quality, Teaching and Learning


Academic development and quality assurance have experienced significant transformations due to the widespread adoption of digital technologies in higher education. For instance, during the COVID-19 lockdowns, universities worldwide shifted to remote and online learning. More than ever, higher education leaders sought support from the Centers for Teaching and Learning or educational development units to facilitate this transition while maintaining high standards for student learning experiences (Stanton & Young, 2022; O’Toole, 2022). Post this experience, faculty and students have adopted blended and digital learning as pedagogical approaches that enhance accessibility and learner engagement. Recently, the emergence of Generative Artificial Intelligence tools, such as ChatGPT, has intensified the challenges faced by academic development units. These challenges are particularly pronounced in low- and middle-income countries (LMICs), which grapple with additional hurdles, including insufficient infrastructure, unprepared faculty and students for digital learning, and a dearth of qualified “third space” professionals (Whitchurch, 2015; Smith et al., 2021). At the same time, external quality assurance agencies mandate Higher Education Institutions to demonstrate their capacity to establish conducive environments supporting faculty and students in embracing these approaches without compromising educational quality. 

In the context of changing higher education needs and the need to adopt an ecosystem approach (Dmitrieva & Yulmetova, 2021), this workshop aims to focus on the following questions: 

  • How best can emerging technologies be integrated to help students develop needed competencies and enhance educational outcomes? 
  • What knowledge and competencies do faculty and other facilitators of learning most need? 
  • What competencies do educational developers need to engage meaningfully and successfully in current and future HE ecosystems?

The workshop will provide participants with insights, practical strategies, and a collaborative approach to address the challenges associated with supporting digital learning and ensure quality education. In the participatory workshop, attendees will: 

  1. Evaluate current academic development and quality assurance practices in LMICs concerning digital learning.
  2. Explore opportunities arising from the digitisation of teaching across various modalities (e.g., flipped, blended, and fully online) to enhance learner engagement. 
  3. Identify and discuss the challenges that must be overcome to establish an enabling ecosystem for advancing digital learning in higher education. 
  4. Determine the competencies required by faculty and academic developers to support digital learning.


Azra Naseem is the Director, Blended and Digital Learning in the Network of Quality, Teaching and Learning at the Aga Khan University. She is a Senior Fellow of the Higher Education Academy and also holds a joint academic appointment at the AKU Institute for Educational Development. With over twenty years of experience in low and middle-income countries, Azra specialises in using technology for education and development in challenging contexts. She has designed and supported numerous programmes focusing on the innovative use of technology across various educational contexts. Azra played a leading role in AKUs rapid transition to online education during the COVID-19. She is one of the lead facilitators for AKU-Academics Without Borders collaboration for Online Teaching in Higher Education (OTHE) programme. She has actively contributed to the field through invited talks, presentations, and publications, including Essentials of Online Course Design and Facilitation: Self Learning Manual. Azra is currently leading the design and implementation of AKUs digital learning strategy.

Dr Tashmin Khamis is Professor and Vice Provost (Quality, Teaching and Learning) at the Aga Khan University. A decade ago, she established the AKU Academic Development Centre known as the Network of Quality, Teaching and Learning, the only Advance HE (UK) accredited institution in East Africa and Pakistan, enabling AKU to award Higher Education Academy Fellowships to faculty who benchmark to the Professional Standards Framework for teaching and support for learning through AKUs TEACH CPD scheme. She is a Principal Fellow of the Higher Education Academy and serves on the Advance HE Global Strategic Advisory Group. She was the past President of the East African HE QA Network (EAQAN) and served on the board of INQAAHE. Her areas of scholarship include higher education management, professionalising teaching and the impact of educational development.


Nurturing A Culture Shift in Higher Education Ecosystems: Tools and Practices that Advance Institutional Teaching Culture


STLHE (previously Educational Developers Caucus)

Nurturing A Culture Shift in Higher Education Ecosystems: Tools and Practices that Advance Institutional Teaching Culture
FACILITATORS: Erika Kustra, Lori Goff & Donna Ellis | STLHE (previously Educational Developers Caucus)


In the evolving landscape of higher education ecosystems, educational developers play a crucial role in raising awareness of the importance of an institution’s teaching culture, which reflects the extent to which various aspects of teaching are valued. Institutional culture is the product of embedded patterns, behaviours, shared values, beliefs, and ideologies of an institution; when the shared beliefs and ideologies are about teaching, these comprise institutional teaching culture (Kezar, 2002; Kustra et al., 2014). Research suggests that when teaching is valued, this type of university teaching culture can positively influence critical outcomes such as student learning (Cox, McIntosh, Reason, & Terenzini, 2011). 

In this workshop, we will describe how teaching culture is conceptualized in our national project and describe the theoretical foundation of our work as a basis for our main goals. We will share a variety of concrete tools that have been designed to assess institutional teaching culture from the perspectives of staff, instructors, and students. The Institutional Teaching Culture Perception Survey (ITCPS), its related Unit-Level Teaching Culture Perception Survey, and the Teaching Culture Reflective Tool are all grounded in a six-lever framework proposed by Hénard & Roseveare (2012) and modified for a Canadian context by Kustra et al., (2014). We aim to engage ICED24 participants in a conversation around their own perceptions of the teaching culture at their institutions, with a focus on exploring the indicators that might suggest the presence of a positive or strong institutional teaching culture. 

Importantly, we will dive deeper into conversation about the practices that educational developers and senior administrators may implement to nurture a culture that truly values teaching. While we will share a variety of practices being used from across Canada, we ultimately want to engage participants in generating their own ideas that hold promise for igniting a shift in the higher education ecosystem. Our hope is to open the possibility of international discussions and collaborations where we might, as a global network of educational developers, work together to change the landscape of how teaching is valued at our institutions.


Dr. Erika Kustra is Acting Associate Vice President Academic; Associate Professor, Psychology; Adjunct in Faculty of Education; and past Director, Centre for Teaching and Learning, at the University of Windsor. Kustra has led multi-institutional research projects with nine institutions on teaching culture for over 10 years and participated in multi-institutional research projects on the Indigenization in higher education. Kustra has been an educational developer for over 25 years, past Chair of the Educational Developers Caucus, and recipient of national teaching and leadership awards. 

Dr. Donna Ellis, Director of the Centre for Teaching Excellence at the University of Waterloo. Ellis has been a member of this project team since its inception, drawing on her 25+-year career in educational development and her training as a mixed methods researcher gained while completing her doctorate in Management Sciences. She has an extensive higher education network, having served as president of the US-based Professional and Organizational Development Network and now president of the International Consortium for Educational Development. 

Dr. Lori Goff, Director, Paul R. MacPherson Institute for Leadership, Innovation and Excellence in Teaching at McMaster University. With a doctorate degree in Educational Leadership and Policy Studies, she focuses her research on conceptions of quality in higher education, institutional teaching cultures, indicators of quality teaching cultures, student partnership, and strategic leadership in higher education. In practice, through university-wide strategic planning and implementation processes, Dr. Goff continues her efforts to foster an institutional culture that values the development of teaching and enhancement of student learning experiences through dialogue and partnership.


The IJAD editorial team will guide you through the publication process with ICED’s peer-reviewed International Journal for Academic Development.



PARALLEL STREAM 2: 11:30 – 14:30


A 'roots to shoots' approach to more inclusive learning design



A 'Roots To Shoots' Approach To More Inclusive Learning Design



In the rapidly evolving landscape of education, there is an increasing need to create inclusive learning environments that cater to the diverse needs of students. As the student population grows in numbers and dimensions of diversity, educators must strive to design learning experiences that foster academic, cultural, and social growth for all learners. Unfortunately, there is little practical guidance available to university teachers on how to design (and implement) more inclusive learning. Many curriculum design models focus on the learning activities and/or assessment areas but do not centre values, context and evaluation.

Inclusive learning design encompasses a mindset and ethos that values each student equally and provides tailored learning opportunities to address their individual needs. In this approach I emphasize the importance of inclusivity as a signature pedagogy, transforming it into a hallmark of the university courses you offer or support. 

Main questions: 

  • How can you design more inclusive learning experiences and environments? 
  • How can you overcome some of the challenges of designing and implementing more inclusive learning? 
The roots to shoots approach – aims of the workshop:

My roots to shoots approach is an invitation to tackle learning design from the perspective of inclusivity, intentionally, from the start and in all aspects. It is a more holistic, comprehensive way of designing learning, to support every student to thrive. It can be used to design courses and modules from scratch – especially to create its initial overall, big picture – or to refresh or enhance existing courses and modules. It challenges educators to critically assess the inclusivity of their teaching design and practice(s) from the outset, rather than as an afterthought. 

Content of the workshop:

The concept of ‘roots to shoots’ that underpins the approach is illustrated in a circular path around a symbolical tree with roots and branches to represent five phases or stages of learning design: (1) Values, (2) Context, (3) Content, (4) Assessment and (5) Evaluation. After introducing the roots to shoots approach, a case study of using the model to redesign a learning design workshop will be presented by Edward Misawa Ombajo (Nairobi, Kenya), Associate of the Network of Teaching and Learning (TL_net ), Digital Teaching and Learning (DTL), with responsibilities across Aga Khan University. Then participants will be invited to (collaboratively) consider each of the five dimensions in turn, to form an overall big picture of a learning experience (module, unit, course) they are designing.


Virna Rossi is an Associate professor and Course Leader of the PGCert at Ravensbourne University London (UK). A passionate teacher since 1999, Virna has worked in all educational sectors and has been a teacher educator since 2009. 

Her research focuses around the challenges of implementing more inclusive learning design and the use of threshold concepts in learning design. She has been awarded the prestigious National Teaching Fellowship by AdvanceHE, JLDHE Reviewer of the Year and has been added to the SEDA Roll of Honour. She is the author of an innovative book (by Routledge) titled: ˜Inclusive Learning Design in Higher Education “ A Practical Guide to Creating Equitable Learning Experiences', and of its companion website


Reflection as an Ecosystem: A Program for Faculty Self-Improvement


Japan Association of Educational Development (JAED)

Reflection as an Ecosystem: A Program for Faculty Self-Improvement

FACILITATOR: Main: Kayoko Kurita, Ph.D. The University of Tokyo
Sub: Goichi Hagiwara, Ph.D. Kyusyu Sangyo University
Daisuke Akiyama, Ph.D. Kyushu Sangyo University

What will you learn?

The ‘TP chart’ is a worksheet for reflecting on teaching, distilling one’s teaching philosophy, connecting philosophy and practical methodology, and setting future goals for improving teaching. It was developed based on the concept of the Teaching Portfolio. The key features of a TP chart are as follows:

·        A TP chart can support one’s reflection step by step in an organized way;

·        A TP chart can present an overview of one’s teaching on one sheet, making sharing with others easy.

·        A TP chart can serve a ecosystem for self-improvement.

The TP chart is an A3-size sheet, so that you can see your teaching as a whole. It takes 2-3 hours to develop one’s own TP chart with reflection. It can be used as a tool for reflection on teaching and communicating about teaching with other educators.

The aims of the workshop are for participants to:

1)     Learn what a TP chart is and understand how it works;

2)     Experience creating a TP chart as a teacher as a reflection on one’s teaching;

3)     Discuss how TP charts would work in one’s own institution.

Based on the above, the workshop includes three parts: learning, experiencing, and discussing.

Participants first learn basic information about the TP chart: its history, value, structure, and dissemination in Japan. Then, participants create their own TP charts to consider its usefulness and effectiveness. There are several sharing activities in pairs for participants to also sense the value of mentor-mentee relationships. Finally, there is a discussion period to share ideas and questions about applying the TP chart program to their institutions.

We hope that this workshop will be an opportunity for participants to learn the value of the TP chart for teachers for a bright future of education.


1)     Learn what a TP (Teaching Portfolio) chart is and understand how it works.

2)     Experience creating a TP chart as a teacher as a reflection on one’s teaching.

3)     Discuss how TP charts would work in one’s own institution.

1)     Outcomes

1)     Understand values and effectiveness of TP chart as a reflection tool

2)     Experience one’s own reflection by creating TP chart

3)     Share a variety of idea about utilizing TP chart

Workshop Format

·        10 min. Welcome: Participants are reminded of the workshops’ purpose and introduce themselves in pairs.

·        10 min. Understanding TP chart: Participants learn about the history of TP chart development, the value and structure of TP chart, and how they have been disseminated and used in Japan.

·        70 min. Experiencing TP chart creation, session 1: Participants experience the TP chart creation process. Submitters provide worksheets and sticky notes and facilitate the step by step creation process. Participants reflect on their teaching, from practical activities to their teaching philosophy. Several sharing activities in pairs are included to enrich participants’ reflections.

·        30 min. Break

·        60 min. Experiencing TP chart creation, session 2: Participants continue creating their TP charts.

·        15 min. Group discussion: Participants form groups of 4–5. After introducing themselves, participants share how they think about TP charts as an FD program and how they use them in their institutions. They also prepare to ask questions. All discussion output is shared via Google Docs.

·        10 min. Collective sharing: Each group shares its ideas with everyone. Participants also ask questions, and submitters answer them.

·        5 min. Closing: Submitters wrap up the session.



Dr. Kayoko Kurita is a Professor and Deputy Director of Center for Research and Development in Higher Education, The University of Tokyo. She is a member of Japan Association of Educational Development (JAED), a board member of the Japan Association for College and University Education. She has devoted much of her professional career to research on quality assurance in higher education and to engaging in developing and implementing a variety of programs for Educational Development and Graduate Students for Professional Development (GSPD) such as workshops for creating Teaching Portfolios and programs for preparing future faculty.


(un)Conferencing as a methodological approach to disrupt traditional participation in scholarly practices to advance higher education ecosystems



(Un)Conferencing As A Methodological Approach To Disrupt Traditional Participation In Scholarly Practices To Advance Higher Education Ecosystems
FACILITATORS: Rieta Ganas, Sue Pather, Greig Krull | HELTASA


The Higher Education Learning and Teaching Association of Southern Africa (HELTASA) engaged in structural disruption and restructuring in 2021, with expanded capacity and capability to be more relevant, responsive and resilient. This was to better achieve our aims in supporting and enhancing learning and teaching practices in higher education in Southern Africa. This shape shifting enabled HELTASA to use the notion of (un)conferencing as a methodological approach to reconsider the participatory power imbalances that traditional conference practices reproduce. The decolonial gesture of ‘un’ as a prefix was used not to create an anti-conference thinking but to collectively generate new and alternate ways for equitable, participatory, and more dialogical access for both participants and hosts. In transitioning to the 2021 (un)conference and #2022 HELTASAFEST as new and varied annual events, we created alternative ways by disrupting our taken for granted assumptions and socialized conference practices through structural, conceptual, contextual, cultural, methodological and academic development disruptions. This collective scholarly process has enabled us to experience the power of the use of ‘un’ in purposefully creating productive disruptions that can be harnessed as a catalyst for transformative change. 

The workshop aims to conscientize and actively engage participants in disrupting their taken for granted assumptions and socialisation on equitable participatory approaches within higher education’s scholarly practices. Using a decolonial lens, the activities are intentionally designed to become an experiential opportunity for individual and collective grappling and transforming perspectives while reconstructing and reconsidering the participatory approaches we subscribe to. Dialogical discussions and reflections will enable the exploration, problematisation, experimentation and theorisation with possible creative expressions towards an authentic and emerging engagement with diverse ways of knowing, being and doing. Underpinned by a decolonial and transformative framing, (un)conferencing as a methodological approach can engage productive disruption to surface diverse voices, create hierarchical power dynamic shifts between expert and novice, knowledge and knower, presenters and participants as well as hosts and attendees enable responsive and agile higher education ecosystems. 

Given the increasing complexities and diversities within higher education ecosystems, the opportunity to trouble normative participatory processes and practices could enable the generation of alternative methodologies and a range of perspectives to respond to higher education’s pressing issues, contextual realities and an emerging unknown future. Through the disruption of conventional ways of knowing doing and being in higher education, the intention is to invite different knowing and doing to enter local and global higher education debates and critical conversations. The take home message is the use of a “disruptive” methodological approach that participants can use and contextualise in their own higher education practices.


Rieta Ganas is a lecturer and educational developer based at the Centre for Learning, Teaching and Development (CLTD) at the University of the Witwatersrand and works with the professional learning of academic staff. I currently co-ordinate and facilitate the Now@Wits programe for new academics, the early career academic development programme (ECAD) and Enhancing Mid-Career Academic Transitions (EMCAT). I also co-ordinate and teach on the Post Graduate Diploma in Education (Higher Education) as well as the Curriculum Development and Design in Higher Education course. I serve as the President and Chair of the Higher Education Learning and Teaching Association of Southern Africa (HELTASA), a steering committee member of the New Academics Transitioning into Higher Education Project (NATHEP), a board member for Teaching Advancement at Universities (TAU), an executive member on the National Co-ordinating Committee (NCC) for the Enhancing Academics as University Teachers and a council member on the International Consortium for Educational Development (ICED). With a range of positions in educational leadership and management within Wits and higher education, I have always promoted people flourishing by promoting a stronger sense of self, being and becoming. My scholarship interests are in higher education studies, educational leadership and management and the field of academic development.

Dr Greig Krull is a senior lecturer and learning designer in the Commerce, Law and Management (CLM) Faculty's Teaching and Learning Unit at the University of the Witwatersrand, Johannesburg. His role is to support faculty academics in blended and online learning and teaching. He holds a PhD in Technology-Enhanced Learning (The Open University of Catalonia, Spain) and his research interests lie in open and flexible learning in higher education, particularly around effectively using technologies to promote quality teaching and learning and academic professional learning. He is co-Deputy Chairperson of the Higher Education Learning and Teaching Association of Southern Africa (HELTASA) and a member of the International Advisory Board for the International Journal of Educational Technology in Higher Education (ETHE).

Prof Subethra (Su) Pather is currently the Learning & Teaching specialist in the office of the Deputy Vice-Chancellor Academic at the University of the Western Cape (UWC). She plays an important role in enhancing UWC's student success initiatives. Prof Pather is UWC's Lead for the Siyaphumelela Student Success project funded by the Kresge Foundation. She is Deputy Chair of the Higher Education Learning and Teaching Association of Southern Africa (HELTASA). Prof Pather is the manager of UWC First Year Experience (FYE), First Year Peer Mentoring, Academic Advising and Tutor Enhancement Program at an institutional level. She is also involved in a regional project on Designing for Social Justice Partnership (DSJP) in South Africa and an international project on Mentoring Meaningful Learning experiences at the Center for Engaged Learning at Elon University in USA. Her research interests are located within the higher education field with a particular focus on supporting first-year student access, transition, retention, and success. Her extensive academic publications and academic presentations are located in this field. She is also involved in several national and international networks in first-year experience and student-staff partnerships to advance student success in South Africa.

PARALLEL STREAM 3: 15:30 – 18:30



REDCAD: Promoting educational innovation in university teaching through an analysis of the recent update of the Guiding Principles for Quality Teaching


Non-confrontational social justice pedagogies


DUN: Dansk Universitetspædagogisk Netværk

Non-confrontational social justice pedagogies

FACILITATOR: Bjørn Friis Johannsen | DUN: Dansk Universitetspædagogisk Netværk


Sub-theme 1 calls for a focus on the elements of the higher education ecosystem to support learning for the future. Lately, actionable social theory on some of the most prevailing social injustices are increasingly embedded in mainstream pedagogical discourse. These include critical race and feminist pedagogies, perspectives which share an ambition to actively counter effects known to be marginalizing to people recognized as belonging to certain identity categories. These effects are intersectional (Collins, 2015), they stick to bodies (Ahmed, 2009), they have materiality (Barad, 2003) and they have different contextual relevance across HE disciplines (Doerr, 2023). These pedagogies essentially propose that teachers work to privilege the otherwise marginalized perspective. There are several ways to do so that exist across the curriculum, classroom activities and evaluative practices: 

  • Reshaping the curriculum to centre on knowledge themes created by those who identify or can be identified as marginalized (e.g., Morton et al., 2022). 
  • Refocusing attention to privilege the marginalized perspective, i.e. giving primacy to students who would traditionally have experiences of being overlooked or ignored (e.g., Ladson-Billings, 2008). 
  • Changing how the form and shape of how students are required to demonstrate their learning to better suit the knowledge-practices of the marginalized (e.g., Prescod-Weinstein, 2020). 

However, privileging also means centering on, which, if done inappropriately, risks being received and perceived as violence, unwanted attention, or insincere. Thus, the antiracist, feminist, counter-ableist or social justice educator must find ways to give voice to the otherwise unheard and often untrained voice, in non-confrontational ways. This workshop will help participants tailor such practices to their HE disciplines.


Bjørn Friis Johannsen works as a senior associate professor of science education at the teacher education in Copenhagen, Denmark. Bjørn’s current research centres on bringing social justice perspectives to science education. The workshop will be carried out in collaboration with Katherine Doerr who is an assistant professor and feminist scholar at the Centre for Academic Development in MalmÃ, Sweden.


Building requisite competencies to effectively create learning ecosystems that build employable graduates



Building requisite competencies to effectively create learning ecosystems that build employable graduates
FACILITATOR: Charles Kingsbury | AFELT


Faculty development has taken a significant interest in reflection to graduate employability. As unemployment rates rise among graduates and the quality of graduates questioned by the employers, the question on the quality of teaching has been put at the center of discussion. Faculty competences and attitudes to develop an employable graduate is therefore a central focus for AFELT. 

As key for higher education there is need to build faculty capacity to facilitate significant learning. Learning that aims to develop critical thinking and problem solving with reflection on gender responsive pedagogy. During the period 2018 to 2021, AFELT in a consortium of four universities in East Africa and key players from the industry, developed an approach to design for significant learning. The approach seeks to build the competences of learning facilitators by guiding them on how to best design their learning to create new knowledge and equip their graduates with competences for the 21 century. 

In this workshop, AFELT will guide the participant through a process of designing for significant learning. The approach allows the facilitator of learning to reflect on their competences to facilitate learning that develops the desired competences. 

The workshop aims to provide participants with an experience on designing for significant learning and reflect through: 

  • Facilitator Competencies: What attitudes, habits of mind, skills, knowledge, relationship building abilities do faculty members require to create an ecosystem for competency development? 
  • Academic Development: The participants will be guided to reflect on their learning journey: What do individual faculty members and institutions do to facilitate their transformational academic development and that of their institutions? How has Academic Development evolved in the pandemic and post-pandemic context? How effectively have we integrated technology? AI is an emerging technology trend that is impacting how learning happens. 
  • Simple Pedagogy: Take the participants through a simple process to design for significant Learning (Fink, 2013).. How do we make transformation the driving force in our classes, programmes, and institutions? 
  • Long-term (big picture) outcomes for our learners. What do faculty, departments and schools, or any universities, need to do to ensure that learners become the change-makers, life-long learners, and leaders in their fields, well after graduation?


Dr. Charles Kingsbury has for the last 30 years worked with Daystar University as the Head of the Center for Teaching and Learning. He is also the lead for AFELT Transformative Learning Workshops. He is a lead designer of the TESCEA Model: Transforming Employability for Social Change in East Africa.