During the 2013-14 academic year, the Center for Faculty Development offered three Faculty Learning Communities, each around a book.
The first two were launched during fall quarter and continue into winter. The third began in winter quarter and continued into the spring. The first – on Ambrose et al.’s How Learning Works – was for faculty who want a better understanding of their students’ learning so that they can make smarter decisions in their own courses.The second – on Rabiner and Fortunato’s Thinking Like Your Editor – was for faculty interested in writing nonfiction for a broad audience.
Meanwhile the third – on Stone et al.'s Difficult Conversations – was for faculty who want to learn how to communicate effectively in difficult situations, following a carefully structured process.
A faculty learning community is a group of cross-disciplinary faculty (usually 6–12 people) engaging in an active, collaborative program that meets regularly to support the enhancement of one’s teaching or scholarship (definition adapted from Miami University, OH). Participants in the learning community each pick a focus project and agree to apply the ideas, try out innovations, and report back to the group on what they have learned.The Center for Faculty Development provides you with a copy of the book, refreshments, and a designated “host” for your learning community. At each gathering, you’ll discuss key insights from the assigned reading, the progress you’re making on your own project, and questions that are surfacing for you.
Any Seattle University faculty member, part-time or full-time, can participate in the program.
Are you interested in learning how to communicate effectively in difficult situations, but are not sure where to begin? Difficult Conversations, written by members of the Harvard Negotiation Project, provides a step-by-step approach for how to have your toughest conversations with less stress and more success. In this four-session Learning Community over winter and spring, you'll work your way through the principles in the book so that you feel better prepared to engage in important conversations on tricky topics, be they with a colleague, a relative, or a friend.
If demand is high,
then we will set up a separate group that will specifically focus on “difficult
conversations around diversity.”
3a. What's in it for you?
Over the four sessions, you'll learn how to:
3b. Who is it suited to?
This community is for any faculty member who would like to be better prepared for awkward conversations and wants to take a more measured and research-driven approach to broaching the topic. Ideally, you will have a future conversation in mind that you can consider as you work through the book with your learning community of up to 12 people. You may choose to share your topic with the group, but we won't require that of you.
3c. Dates, times, and registration
Wed, Jan 22 | 2:15-3:30 | Casey 517Wed, Feb 19 | 2:15-3:30 | Casey 516Wed, Apr 9 | 2:15-3:30 | Casey 516Wed, May 7 | 2:15-3:30 | Casey 500
Twelve places* are available for this community on a first come, first served basis.
* Due to interest, a second group focused on "difficult conversations around diversity," was formed and also met four times over winter and spring quarter.
Please REGISTER for your place HERE
Would you like to write a book about your
area of expertise for a broad audience, but you’re not sure where to
begin? In this five-session series over Fall and Winter Quarters, you’ll
learn some of the trade secrets for writing a successful nonfiction
book. We’ll be reading and discussing Thinking Like Your Editor: How to Write Great Serious Nonfiction – and Get It Published,
recommended by editors at Harvard University Press, Oxford University
Press, and HarperCollins, to name just a few. We won’t be talking about
how to write a book for the dozen specialists in your field, but how to
write a book that’s sold at regular bookstores and reaches 1,000 or more
people a year. Whether you’re already outlining chapters or you’re just
toying with the glimmer of a book idea, this faculty learning community
can take your thinking and writing where you most need them to go.
2a. What's in it for you?
Over the course of this 6-part series, you’ll
2b. Who is this suited to?
You can be at the early thinking stages
of your book idea or you can already be writing chapters. We do ask,
however, that you come with the intent to work on a nonfiction book
project for a broad audience, rather than a niche book for a select
group of like-minded specialists or a journal article. We’ll be able to
provide the best support for one another if we’re facing similar
2c. Dates, times, and registration
Tue, Oct 15 | 10:30-11:30 | Casey 516Tue, Nov 12 | 10:30-11:30 | Casey 517Tue, Dec 3 | 10:30-11:30 | Casey 517 Thu, Jan 23 | 1:30-3:00 | Casey 200Tue, Feb 13 | 1:30-3:00 | Casey 200Tue, Mar 13 | 1:30-3:00 | Casey 200
Twelve places are available for this community on a first come, first served basis. If more people apply, we will keep a wait-list.
Are you interested in finding out more about your students’ learning and adjusting your own courses as a result? How Learning Works, written by faculty developers from Carnegie Mellon University, is grounded in evidence from cognitive sciences, education, and psychology, and presents seven key principles that we can use to underpin the design of our courses. Covering such topics as mastery, prior knowledge, motivation, and classroom climate, this book has gained an international reputation for its clarity, rigor, and practicality. Over five sessions in Fall and Winter, we’ll be able to increase our understanding of learning, plan concrete changes for our classes, and discuss the results of these changes with an interdisciplinary group of peers.
1a. What's in it for you?
Over the course of this 5-part series, you’ll
1b. Who is this suited to?
This community is for any faculty member who would like to take a more research-based approach to teaching. Ideally, you would be teaching in both Fall and Winter so that you can put new ideas into use immediately and are therefore better able to contribute to group discussion and reflection. This will give everyone greater insight into the variability of teaching contexts and norms, and can lead to a deeper appreciation of disciplinary nuances in higher education.
1c. Dates, times, and registration
Thu, Oct 17 | 2:00–3:00 | Casey 517Thu, Nov 21 | 2:00–3:00 | Hunthausen 150Thu, Jan 16 | 2:00–3:00 | Casey 517 Thu, Feb 6 | 2:00–3:00 | Casey 517 Thu, Mar 6 | 2:00–3:00 | Casey 400 Twelve places are available for this community on a first come, first served basis. If more people apply, we will keep a wait-list.