Thanks for this post, Michael! These days, I'm thinking a LOT about psychological safety in higher education -- for students, faculty, AND staff. But where I think it has to begin is with faculty, because the specific training that many (most?) receive in graduate school undermines psychological safety, and a whole lot of faculty don't know how to create an environment safe for mistakes a la Dare to Suck for themselves. Lacking that experience, it's hard to pass it along to students ... and we all have stories about how faculty interact with college/university staff in ways that perpetuate unhealthy cultures.
I'm thinking aloud (well, in words) as I'm typing here, but I feel like the lynchpin to higher education change efforts must be convincing relatively defended/guarded faculty to shift their mindsets to one that would promote psychological safety. Only then can we start doing the super important work you describe here.
This is just my instinct, though, and I'd love to discuss (or even talk 1:1) more! This is the territory where I'm thinking about a next (book?) project...? Maybe?!
One of the aspects of our DWF initiative that I made sure to bake in, was to harness the courage of the faculty who wanted to participate. It was permission, with incentives as well as authentic engagement, that makes these types of initiatives successful.
Part of it for me is building those incentives into faculty contracts. Publish or perish, for example, is not growth-oriented or sustainable. Innovate to educate, however, has a nicer, more palatable ring to it.
In my faculty development work, I often talk about being the professor we wish we had as undergraduate students. Or for those of us lucky enough to have amazing faculty, the conversation focuses on why these former professors made such an impact.
I would love to continue this conversation here - and hear from others. But, too, would very much welcome a 1-on-1 conversation.
Thanks for this post, Michael! These days, I'm thinking a LOT about psychological safety in higher education -- for students, faculty, AND staff. But where I think it has to begin is with faculty, because the specific training that many (most?) receive in graduate school undermines psychological safety, and a whole lot of faculty don't know how to create an environment safe for mistakes a la Dare to Suck for themselves. Lacking that experience, it's hard to pass it along to students ... and we all have stories about how faculty interact with college/university staff in ways that perpetuate unhealthy cultures.
I'm thinking aloud (well, in words) as I'm typing here, but I feel like the lynchpin to higher education change efforts must be convincing relatively defended/guarded faculty to shift their mindsets to one that would promote psychological safety. Only then can we start doing the super important work you describe here.
This is just my instinct, though, and I'd love to discuss (or even talk 1:1) more! This is the territory where I'm thinking about a next (book?) project...? Maybe?!
You are absolutely right, Liz.
One of the aspects of our DWF initiative that I made sure to bake in, was to harness the courage of the faculty who wanted to participate. It was permission, with incentives as well as authentic engagement, that makes these types of initiatives successful.
Part of it for me is building those incentives into faculty contracts. Publish or perish, for example, is not growth-oriented or sustainable. Innovate to educate, however, has a nicer, more palatable ring to it.
In my faculty development work, I often talk about being the professor we wish we had as undergraduate students. Or for those of us lucky enough to have amazing faculty, the conversation focuses on why these former professors made such an impact.
I would love to continue this conversation here - and hear from others. But, too, would very much welcome a 1-on-1 conversation.