About being a changemaker: Criteria and competency statements
CHANGEMAKER (CH) competency
Innovative faculty are CHANGEMAKERS.
Innovative faculty are CHANGEMAKERS. They approach their interactions with students using an empathetic lens. In their courses, they support students in using this lens to identify inequities and other “wicked” problems in our communities. From this perspective, faculty offer opportunities for collaboration and leadership as students practice changemaking to support the growth of graduates who are not only amazing practitioners but also amazing community members. Faculty who are developing competence in their role as changemakers may do the following kinds of things.
Being a changemaker is essential work in contemporary teaching and learning.
Georgian peers helped identify the key criteria associated with the CHANGEMAKER role and work of faculty.
Key criteria:
|empathetic| collaborative| leader| practicing changemaker|
Innovative Georgian College faculty are changemakers. By providing authentic, experiential learning experiences where students can help identify problems, empathize with people, creatively collaborate and lead to find solutions, they are allowing students to practice changemaking skills and mindsets so they might graduate not just great practitioners in their fields but also great members of their communities.
Exemplar performance descriptors and competency statements
Faculty who are CHANGEMAKING at an EMERGING level (CH-E) might do the following:
- Define empathy and consider its role in teaching and learning.
- Connect relationship building to their field and teaching practice.
- Explore the various competencies associated with leadership.
- Identify ways to be a changemaker.
Faculty who are CHANGEMAKING at a PERFORMING level (CH-P) might do the following:
- Use empathy when creating course-related materials, course schedule, and teaching and learning activities.
- Cultivate student ability to collaborate by intentionally focusing on relationships.
- Scaffold opportunities for your students to practice sharing leadership.
- Embed experiential learning opportunities for students to practice changemaking.
Faculty who are CHANGEMAKING at a TRANSFORMING level (CH-T) might do the following:
- Model the use of an empathetic lens in the community.
- Collaborate with peers to solve a problem and affect positive change.
- Demonstrate sharing leadership in their teaching profession and/or field.
- Share ideas about how to incorporate changemaking into teaching.
Please note that these descriptors are not exhaustive. Faculty demonstrate this competency in numerous ways, all of which are key to innovative teaching. Please share your exemplars as you describe how you are emerging, performing, or transforming the teaching and learning ecosystem.
