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.
Please note: One of the workshops below is a tele-workshop organized by the National Center for Faculty Development and Diversity (NCFDD). An SU host will be available to facilitate a brief conversation at the end. Learn more about NCFDD.
Friday, April 11 | 12:30-4:30 | HUNT 110 | Lunch and refreshments provided
Facilitated by Robert Conyne, PhD, Boeing-William A. Allen Endowed Chair & Distinguished Professor, College of Education, 2013-14
A "Professional Journey" can be an exciting quest, a slog through bogs, a settling kind of experience, and far more besides. We each experience our own journey as faculty members and tend largely to keep its meaning private, whether it's wrapped in joy or in regret, or somewhere in between. Yet when we are provided with a positive occasion to focus on our professional journey and to be able to share it with peers, experience tells us that much is to be gained.
This four-hour afternoon workshop will intersperse short videos of SU faculty sharing and discussing key aspects of their professional journeys with opportunities for workshop participants to reflect and interact in small groups, guided by a set of carefully developed questions that help illuminate their own professional journey and its meaning.
By participating in this event, you can expect to gain:
Robert Conyne, PhD, is Boeing-William A. Allen Endowed Chair and Distinguished Professor in the College of Education for 2013-14 and Professor Emeritus at the University of Cincinnati, OH. He is a Licensed Psychologist, Clinical Counselor and Fellow of the Association for Specialists in Group Work (ASGW) and the American Psychological Association. He has 42 years' professional experience as a university professor and department head, counselor, administrator, consultant, and trainer. Bob has produced over 200 scholarly publications and presentations, including 14 books in his areas of expertise. With Fred Bemak, he co-edited Journeys To Professional Excellence: Lessons From Leading Counselor Educators and Practitioners (American Counseling Association, 2005), on which this workshop is based.
Fri, Apr 25 | 2:00-5:00 | Lemieux Library 122 (Boeing Room) | Snacks providedPresented by Kerry Ann Rockquemore, President of NCFDD
Do you have a reliable and strong network
of mentors? Are you struggling to cultivate mentoring relationships? Do
you know the difference between a mentor and a sponsor? Are you moving
to a new stage of your career and wondering how to find new mentors and
sponsors that are appropriate to the next level?
Traditional ideas about mentoring often
leave faculty feeling that something is missing in their professional
development. In this workshop, guest speaker Kerry Ann Rockquemore
challenges the conventional wisdom about faculty mentoring and presents a
new framework to help you re-imagine how mentoring works. All
participants will map their current mentoring network, identify the
pressing areas of need that are not being met, and create a plan to
expand their existing mentoring network.
Kerry Ann Rockquemore, PhD, is
President and CEO of the National Center for Faculty Development &
Diversity (NCFDD), of which Seattle U is an institutional member. After
Dr. Rockquemore became a tenured professor at the University of Illinois
at Chicago, her focus shifted from sociology to improving conditions
for pre-tenure faculty by creating supportive communities for
professional development, writing productivity, and work/life balance.
Her award-winning work with underrepresented faculty led to the
publication of her most recent book:
The Black Academic's Guide to Winning Tenure without Losing Your Soul.
Wed, May 7 | 3:30-5:00 | Garrand 114 | Drinks & appetizers provided
Facilitated by David Green
On the face of it, boundaries may sound like a non-issue at SU, and yet we know from the associate deans that this is a hot topic on campus that can begin on either side of a student-faculty interaction.
These interactions cover a wide range, from using first names to taking a student for lunch to discuss a class issue, from texting between instructor and student to a faculty member adopting the role of counselor or social worker in an attempt to support a student.
Inescapable power differentials-where one individual grades the work of another-add a layer of complexity to these interactions, especially when SU faculty often feel a strong responsibility to get to know their students as part of the university's value of "care." Indeed the research on the importance of rapport for a positive learning environment would back up those efforts, but only up to a point.
So where exactly does the dividing line lie? What difficulties might we unexpectedly find ourselves in? And what kinds of repercussions are colleges and schools reporting around the country?
In this late-afternoon session, we'll have the chance for a candid conversation over drinks and appetizers to discuss this tightrope-walk of being friendly without being a friend and to weigh up the many options available to us to demonstrate we care in a way that is healthy for us all.
Tue, May 27 | 12:30-1:50 | Student Center 210 | Lunch providedNCFDD Facilitator: Naomi Greyser
SU Host: David Green
Many faculty members report feeling stuck in their writing, unsure of where or how to start, setting themselves unrealistic and overwhelming expectations, and unable to respond adequately to reviewers' expectations or critiques.
The litany of negative faculty sentiments around writing makes for intimidating reading: boredom, self-loathing, guilt, shame, avoidance, and pain.
If any of this sounds familiar or reflects your experience with the writing process, you are not alone. It may be useful to regard those writing blocks as opportunities for clarity around your research aims and intellectual investments.
In this guest expert NCFDD tele-workshop, we will explore the multiple forms that writing blocks take, consider challenges that in particular underrepresented faculty may experience in relation to writing, and identify strategies for attending to blocks so as to turn obstacles into insight. Along the way, we will share stories about how incredibly tough writing can be, and develop strategies that will help us sit down with our projects and make progress-writing through writer's block.
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