Traditional faculty development is devoted to securing researching funds and rudimentary classroom skills. Transformative change requires faculty to move from knowing and telling to trusting and unleashing, and this shift requires a deeper kind of development along the lines of the skill set of an executive or leadership coach. Additionally, the role of faculty members in promoting and leading change requires additional skills in teamwork, leadership, and change management to help them become more effective change agents. Key exemplar. Facilitating Change that Sticks.
Traditional educational reform starts with the faculty member as central actor in planning, execution, and control; it also starts from the assumption of students as unmotivated and of needing surveillance and supervision. The SmoothChange™ methodology uses key results in positive psychology and motivation theory to move toward education as an unleashing by trusted and increasingly intrinsically motivated and central student actors. Key exemplars. Olin partners year, CUBE Junior enterprise, SWNE.
The term “soft skills” does them a disservice by implicitly lowering their status relative to “hard skills” like math and science. It also implies that this critical skill set is necessarily unrigorous and difficult to both teach and master. Fortunately, the confluence of speech acts philosophy, executive coaching, and somatic coaching brings a sharpness and rigor to soft skills that eluded previous models. Key exemplars. Polimi short course Mastering the Leadership, Organizational, and Emotional Challenges of a Career in Teaching and/or Research.