Browsing by Author "Hoffmann Longtin, Krista"

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    Improv(ing) the Academy: Applied Improvisation as a Strategy for Educational Development
    (Wiley, 2016) Rossing, Jonathan P.; Hoffmann Longtin, Krista
    Improvisational theater training (or “improv”) is a strategy employed by many business leaders and educators to cultivate creativity and collaboration amid change. Drawing on improv principles such as “Yes, And…” and “Make your scene partners look good,” we explore the ways in which educational developers might apply principles of improv in 3 contexts: teaching and building classroom community, organizational development, and research collaboration. Faculty developers who successfully engage the principles of improv have the potential to help colleges and universities respond more effectively to complex problems and to manage the uncertainty of the future. By highlighting successful applications of improvisation principles across higher education, we hope to spark further discussion and research on how applied improvisation might be a strategy for overcoming resistance to change and encouraging an environment where innovation is valued.
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    Just Ask: Using Faculty Input to Inform Communication Strategies
    (Wiley, 2014) Hoffmann Longtin, Krista; Palmer, Megan M.; Welch, Julie L.; Walvoord, Emily C.; Dankoski, Mary E.
    Faculty members today are bombarded with information, yet limited in time and attention. Managing communication with faculty is an increasingly important function of faculty development offices. This study explored how communication frameworks can be paired with web design principles and attention economics to increase the effectiveness of communication with faculty members. We developed and tested communication approaches designed to enhance faculty members’ identification and involvement with our programs. The advantages, disadvantages, and effectiveness of each model are presented. Ultimately, the study reframed our understanding of communication strategies, not as static tools, but rather as opportunities to engage faculty.