Current Events

Spring 2019 - image of tree leaves against bright blue sky 

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.

Download and print out our 19SQ Events flyer to post on your door or wall.  


Ignatian Pedagogy Series - Inclusive Pedagogies 

Ignatian Pedagogy Series: Inclusive Pedagogies

In this module of the series, participants will …

  • Explore what the higher education literature and Ignatian pedagogical principles teach us about inclusive pedagogies.
  • Experiment with a range of inclusive approaches to pedagogy as both a student and a teacher.
  • Apply a critical lens to course content and classroom climate.
  • Reflect on our own approaches to the experience of new pedagogical strategies.
  • Develop concrete plans to embed transparently inclusive pedagogies in future courses.

What are the dates?

  • Friday, May 10 | 2:00–5:00 | Hunthausen 110 
  • Friday, May 17 | 2:00–5:00 | Hunthausen 100 
  • Friday, June 7 | 2:00–5:00 | Hunthausen 100 

Refreshments are provided at each session, with support from the Endowed Mission Fund.

Who is facilitating the module?

The entire series is co-directed by David Green of the Center for Faculty Development and Jen Tilghman-Havens of the Center for Jesuit Education. They are atheist and Catholic, respectively, and both share a passion for this transformative educational approach.

Joining them in this module are Holly Slay Ferraro (Management/Center for Faculty Development) and Katherine Raichle (Center for Faculty Development/Psychology).

How do I apply?

Please complete our online application form at   

Fifteen spaces are available.

Applications close at 09:00 PST on Monday, April 29

We will notify all applicants of their participation by Thursday, May 2.

Please be sure to block off the three sessions in your calendar when you apply so that you are definitely available.

What if I have questions?

If you have any questions about the Ignatian Pedagogy Series, please email or call David Green (206-296-5386) or Jen Tilghman-Havens (206-296-2335).


Follow this link to request a consultation on this topic.  

19SQ Prudent Professor

Faculty Learning Community:
The prudent professor: Planning and saving for a worry-free retirement from academe

Edwin Bridges’ The Prudent Professor is a practical guide for faculty of all ages who want to prepare for the financial aspects of retirement, and not just let it happen. The book draws on the author’s own careful research and long personal experience in building—and protecting—his retirement funds. He describes with candor his own successes and mistakes and his short, concise chapters provide both the rationale and methodology to identify one’s own personal goals at each stage of one’s career.

In this four-session Learning Community, facilitated by Jacquelyn Miller (Center for Faculty Development) during spring quarter, we'll work our way through the chapters of the book to determine what might work best for you in your own situation.

How might you benefit from this FLC?

Over the four sessions, you'll learn about:

  • Retirement saving strategies
  • Pre-retirement considerations
  • Assessing different income streams during retirement
  • How to make sure your retirement income lasts as long as you do

Who is it suited to?

This community is primarily for any faculty member who is interested in retirement planning.

The Prudent Professor is 334 pages long, and reading will be split across the four sessions to be manageable for participants.

What are the dates?

The four dates in Spring Quarter are

  • Thu, Apr 25 | 12:15–1:30* | Wismer Room (LOYA 400) | Lunch provided
  • Thu, May 9 | 12:15–1:30* | Wismer Room (LOYA 400) | Lunch provided
  • Thu, May 23 | 12:15–1:30* | Wismer Room (LOYA 400) | Lunch provided
  • Thu, Jun 6 | 12:15–1:30* | Wismer Room (LOYA 400) | Lunch provided

*If you teach until 12:20 on these days, you will still be able to join the group!

How to register

Please Register by 9 a.m. on Mon, Apr 8

19SQ Idea-based learning

Faculty Learning Community:
Idea-based learning: A course design process to promote conceptual understanding

How do you systematically design a course so that it truly promotes deep learning and the kinds of critical thinking we espouse in academia? Edmund Hansen’s Idea-Based Learning provides a step-by-step process for thinking about and designing a course, focusing on key elements that will help maximize our students’ potential.

In this four-session Faculty Learning Community in the spring, we will progress through the chapters and develop or revise our own courses following Hansen’s recommendations, and we’ll discuss the sticking points and epiphanies we discover along the way.

How might you benefit from this FLC?

Over the four sessions, facilitated by Katherine Raichle (Center for Faculty Development), this book and our discussions will help you:

  • Reconceptualize your discipline based on big ideas, not just a series of topics
  • Develop a strong, but flexible, course structure
  • Produce longer-lasting learning in our students
  • Practice following a scholarly process that you can use for any future course design work

Who is it suited to?

This community is for any faculty member who is either designing a new course or revising an existing one.

What are the dates?

The four dates in Spring Quarter are

  • Tue, Apr 30 | 1:30–2:45 | Wismer Room (LOYA 400) | Coffee/tea provided
  • Tue, May 14 | 1:30–2:45 | Wismer Room (LOYA 400) | Coffee/tea provided
  • Tue, May 28 | 1:30–2:45 | Wismer Room (LOYA 400) | Coffee/tea provided
  • Tue, Jun 11 | 1:30–2:45 | CHDN 124 | Coffee/tea provided

How to register

Please Register by 9 a.m. on Thu, Apr 18

19SQ In the nick of time - workshop - image with egg-timer

In the nick of time: Course design that increases students’ preparation, participation, and higher-order thinking

Mon, Apr 15 (HUNT 100) or Thu, Apr 18 (STCN 210) | 12:30–1:50 | Lunch provided
Facilitated by David Green

How do we increase the likelihood that students come to class well-prepared and ready to engage and learn together? And how do we ensure that we use class time to help students process the material that they find hardest to grasp?

In this workshop, we’ll work together to explore one approach to course design that seeks to address these questions constructively. This approach, called “Just-in-Time Teaching” or “Thinking About the Readings,” 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/class preparation in advance of class, and helping you discover where their energies are best concentrated to enable them to move forward intellectually.

During the workshop, you’ll have the chance to focus on a specific class 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 class session with you.


19SQ Academic life - webinar - image of stacked stones by a lake

Academic life: What’s mindfulness and compassion got to do with it?

Tue, Apr 23 | 12:30–1:50 | CASY 525 | Lunch provided
NCFDD Presenter: Angela Black | SU Host: Jacquelyn Miller

So, you've had your “Sunday meeting” to plan out your week; your appointments have been carefully plotted; and weekly writing/research/teaching goals are set. Yet somehow your life on paper and your academic life seem to rarely meet. This webinar will introduce how techniques in mindfulness and compassion could be the building blocks to further support locating more room in your calendar, more space in your being, and increased self-kindness to sustain your academic life. In this webinar, you will learn how to:

  • Define how mindfulness is critical as a foundational practice in academic life
  • Interpret how to use a four-part definition of compassion to evaluate action steps in academic life
  • Evaluate how loving kindness (versus self-criticism) is key in cultivating a healthy identity in academic life
  • Integrate mindfulness, compassion, and self-compassion as a cycle of self-kindness to sustain academic life
  • Develop a self-compassionate narrative when all else “fails” in academic life

Please note: This event is a presented by the National Center for Faculty Development and Diversity (NCFDD). This webinar is accessible on the NCFDD website, under Member Resources. The Center for Faculty Development funds an institutional membership to NCFDD for all SU faculty, graduate students and law students. Click here to find out more about Seattle University's institutional membership to NCFDD, including how to become a member of NCFDD.


19SQ The personal intellectual project - workshops - image of thought waves
The “Personal Intellectual Project:” Capturing, focusing, and (re)inventing your scholarly agenda

Mon, Apr 29 | 12:30–1:50 | HUNT 100 | Lunch provided
Facilitated 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 that do.

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?


19SQ What does intelligence mean - panel - image of synapses

What does intelligence mean?

Wed, May 15 | 12:30–1:30 | Casey Commons (CASY 530) | Bring your own lunch, beverages provided
Come to participate, come to listen
Co-sponsored by the Consortium of Interdisciplinary Scholars
Moderated by Katherine Raichle


  • Mary Graham, PhD | Associate Professor of Counseling, College of Education
  • Dylan Helliwell, PhD | Chair and Associate Professor of Mathematics, College of Science and Engineering
  • Erica Lilleleht, PsyD | Associate Professor of Psychology, College of Arts and Sciences

A central mission of any university is to certify development and expression of intelligence in its students. Faculty also are thought to model and express intelligence in scholarship. But what counts as intelligence in a university context and at SU?

Bring lunch if you like. Coffee, tea, and water provided. No RSVP required. For more information, contact Sven Arvidson (Interdisciplinary Liberal Studies)

What is the Consortium of Interdisciplinary Scholars?

The Consortium is 150+ faculty from all schools and colleges on campus who are interested in providing expert advice for students pursuing projects across disciplines and in facilitating interdisciplinary faculty scholarship.


You do not have to be a member to attend a Consortium event. Membership in the Consortium is free and open to SU teachers. Simply contact Dr. Sven Arvidson ( To learn more and see current membership list visit:

Consortium Steering Committee: Sven Arvidson (AS), Lisa Brodoff (Law), Marc Cohen (Albers), Mary Graham (Education), Wanda Gregory (SNCS), Stacey Jones (Albers), Douglas Latch (Sci&Eng), Emily Lieb (AS), Lauren Lawson (Nursing), Rick Malleus (AS), Stephen Rice (AS), Mark Roddy (Education), Michael Trice (STM), Riva Zeff (AS)

» Register