POD Scholarly Reads Registration - Fall 19
What is POD Scholarly Reads?
We are excited to offer POD Scholarly Reads, supported by the Scholarship Committee. The POD Network values evidence-based practice, and the overarching goal of this reading group is to support POD Network members in their knowledge and use of these practices.

The objectives are to:
1) Support POD Network members in their consumption of empirical studies related to education and educational development and
2) Facilitate the development of a community around scholarly work related to educational development.

How it works
POD Scholarly Reads explores scholarship around a specific topic for three months. Each month, participants read a topic-related empirical article each month, which is selected by the Scholarship Committee with input from the POD Network community. Participants then attend a webinar, hosted through the Zoom meeting platform, to discuss the article, oftentimes with the first author of the article present. A week before the meeting, we will send out a list of discussion questions for you to consider.

Discussions are on the first Tuesday of the month from 1-2pm EST.

If you cannot access the articles through your institution, please contact us at scholarly_reads@podnetwork.org.
Fall 2019 Theme and Articles
Theme 5: Imposter Syndrome

The articles listed below represent diverse methodological approaches to scholarly work and are intended to highlight different ways to think about the theme. These articles are not meant to represent seminal works in the field. Given the wide range of fields from which POD Network members come, it’s very likely that readers may not have been trained to conduct or interpret some of the methods represented in these papers (e.g., statistical analyses). Please do not let these methods be a barrier for engaging with the articles as the reading group discussion will focus on the implications for our practice as educational developers. We encourage you to read them with that focus in mind.

October 1
Walton, G. M., & Brady, S. T. (in press). The social-belonging intervention. In G. M. Walton & A. J. Crum (Eds.) Handbook of Wise Interventions: How Social-Psychological Insights Can Help Solve Problems, Guilford Press: New York, NY. (We will email this chapter to registrants)

November 5
Rudenga, K. J., & Gravett, E. O. (2019). Impostor Phenomenon in Educational Developers. To Improve the Academy, 38(1), 1-17. https://doi.org/10.1002/tia2.20092

December 3
Hutchins, H. M. (2015). Outing the imposter: A study exploring imposter phenomenon among higher education faculty. New Horizons in Adult Education and Human Resource Development, 27(2), 3-12. https://doi.org/10.1002/nha3.20098
Fall 2019 Meetings
Which of the meetings do you plan to attend?
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Are you interested in helping to lead POD Scholarly Reads?
We are looking for volunteers to join the POD Scholarly Reads committee!

This committee is responsible for coordinating and facilitating the POD Scholarly Reads meetings. More specifically, members of the POD Scholarly Reads committee coordinate registration, develop themes, find articles, invite authors to participate, attend and facilitate Zoom meetings, and take attendance. These tasks are divided among the members of the committee.

The time commitment is, on average, about 3-5 hours a month. Some months might require closer to 5 hours, for example, during the summer when we plan for the year, develop themes, and select articles. Other months require less time, such as during the academic year when the primary time commitment is attending the meetings.
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