One of our goals as a Center is to engage SU faculty in conversation around the deeper questions of academic practice, based on national and international research into higher education. Events are open to all SU faculty.
INFORMATIONAL SESSION FOR FACULTY AND STAFFThu, Sep 17 | 2:00-3:30 | Hunthausen 110 | Coffee & tea providedSU Host: Jacquelyn Miller
This session will be
facilitated by Athena Fullay, Senior Manager for Institutional Engagement at
the Council for International Exchange of Scholars (CIES), the organization
that oversees the Fulbright Program. At the session
Registration for this event has ended. If you are interested in learning more about the Fulbright Scholar Program, contact Jacquelyn Miller (University Liaison to the Fulbright Scholar Program).
LAUNCH MEETINGWed, Oct 14 | 12:30-1:30 | Casey Commons | Lunch providedCo-sponsored with ORSSP
The "research on research" gives us good evidence on what helps faculty progress with their research, and in response, we've been launching Faculty Writing Groups since 2007. These groups provide you with camaraderie and accountability to achieve more in your scholarship. And they are intentionally interdisciplinary so that you remain the expert in your own field throughout.
By the end of this session, you will be grouped with two or three other colleagues from across campus and will be ready to meet with your group independently and regularly to help you achieve more in your research - and with less stress.
Full details on Faculty Writing Groups are on our website at:
LUNCHTIME WORKSHOPTue, Oct 20 | 12:30-1:50 | Casey Commons | Lunch providedFacilitated by David Green
Depending on our career stage, our scholarly agenda can pose a variety of challenges. For many newer scholars, it can be hard to step back and identify exactly what it is we’re doing – and why it matters. For more seasoned researchers, in contrast, we often find our passions have shifted to
new topics, or that we need to reinvent ourselves as scholars in somewhat different academic fields than where we began.
Difficulty in describing our research arc can affect our chances of winning grants, of being promoted, or simply of feeling in control
of our own scholarship. It can lead us to take on projects that don’t exactly align with our expertise or intellectual curiosity, and to missing out on those
In this session, we’ll provide a space for you to think through your own “Personal Intellectual Project”—the big-picture encapsulation of your different scholarly topics and agendas. For newer scholars, can you sense its form yet? Do you recognize the parameters you want to set to keep it
manageable? For more experienced scholars, has your intellectual project evolved since you last considered it? What has changed and what remains the
same? What projects might reignite your enthusiasm?
Through a structured process and through interdisciplinary conversation, you’ll be better placed to advocate for yourself and your
scholarship and will have a clearer vision of viable and enticing scholarly topics for the future.
LUNCHTIME WORKSHOPTue, Oct 27 | 12:30-1:50 | STCN 130 | Lunch providedORWed, Oct 28 | 12:30-1:50 | Casey Commons | Lunch providedFacilitated by David Green
Have you ever been disappointed—even exasperated!—by the poor level of discussion and participation in class, despite having really capable students? You may have witnessed lackluster conversation that struggles to reach the levels we (and our students) are right to expect at university. You may have also been frustrated by your students’ apparent lack of familiarity with the most basic facts and theory. Worse still, you may have been faced with either a wall of silence or have conducted a one-on-one conversation with what seems to be the only student both prepared and willing to speak up.
These scenarios may not happen often, but they may happen enough that you’re now looking for ways of helping your students raise their game. After all, national and SU-specific data tell us that many students are indeed underprepared for their classes: We know from the NSSE Survey that the average SU undergrad studies outside class for 15 hours per week total.
So how might course design help you to help them so that they are genuinely ready to engage and learn in class?
In this workshop, we’ll work together to explore one approach to course design that seeks to address this issue constructively. This approach, called “just-in-time teaching,” focuses class time on the sticking points in the curriculum by creating a straightforward feedback loop between you and your students, requiring students to think about—and give feedback on—the reading in advance of class, and helping you discover where their energies are best concentrated.
During the workshop, you’ll get the chance to focus on a specific session in one of your courses so that by the end, you’ll have devised some strategies and questions that will allow you to experiment with this learning-focused approach in the near future. Please remember to bring a syllabus and/or class notes for a specific session with you.
PANEL DISCUSSIONTue, Nov 3 | 12:30-1:50 | STCN 130 | Lunch providedFacilitated by Jacquelyn Miller
Does your future involve a stint as a department chair or a
program director? Or have you served in
one of these roles and are interested in pursuing another faculty
administrative position, possibly as a director, an associate dean, or as a
Meet a panel of current faculty administrators to discover
what these roles entail and how they contribute to the smooth functioning of
the university. Learn about some of the
hidden pleasures and possible pitfalls that will prepare you to better serve in
The session also includes a Q&A in a confidential
RESEARCH SANDBOXThu, Nov 12 | 3:30-5:00 | Faculty Lounge, 6th floor, Lemieux Library | Drinks & appetizers providedCo-sponsored by the Consortium of Interdisciplinary Scholars and facilitated by Mark Cohan (Sociology) and Gareth Green (Economics)
"Research sandboxes” are a chance for us as faculty to
meet over drinks and appetizers to think creatively about our scholarship on a
variety of topics that cross disciplinary boundaries.
"Really, teaching is only the most important part of
our job as faculty, so why bother researching and writing about it? It's not
like others could benefit from my experience or I could learn from them."
If these statements sound provocative, join other faculty to
explore the question “Why Write about Teaching?” Share ideas, draw
inspiration, and hatch plans.
Check out upcoming events
more | Register
Take a look at our syllabus
Request a consultationLearn
more | Complete request