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.
Faculty Writing Groups
Wed, Apr 13 | 12:30-1:30 | Casey Commons | Lunch provided
Co-sponsored by 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 here.
How to maximize your sabbatical: From application through completion
Wed, Apr 20 | 12:30–1:50 | Student Center 130 | Lunch provided
NCFDD Presenter: Peggy Jones, MFA | SU Hosts: Jacquelyn Miller & David Green
While the word “sabbatical” is derived from “ceasing or a rest,” the reality of being on sabbatical could not be further from those derivations. Instead, in most institutions, sabbatical recipients are expected to use their time away from normal academic duties and responsibilities to focus on their research agenda or creative work, with the resultant expectation of a tangible scholarly or creative outcome. While having time away from campus can be wonderfully productive, it can also cause some anxiety or even paralyze productivity.
In this webinar, we will be exploring the above issues, and create positive ways to deal with:
• Discovering what the sabbatical process is in your particular institution
• Developing an application that realistically reflects your scholarly or creative goals
• Planning on how to use your sabbatical effectively and with the most benefit to both the applicant and the institution
Peggy Jones, MFA, is an Associate Professor of Black Studies and Associate Director of the Women’s and Gender Studies Program at the University of Nebraska at Omaha. Her most recent publication was six essays for the permanent painting collection catalog of the Sheldon Art Museum.
She also has a book chapter in African American Women's Language: Discourse, Education and Identity. She has been a Faculty Success Program coach since January 2014 and has loved every minute of the experience! She loves sharing the skills she’s learned in the FSP Bootcamp in any and every way she can.
The personal intellectual project: Capturing, focusing, and (re)inventing your scholarly agenda
Tue, Apr 26 | 12:30–1:50 | Casey Commons | Lunch provided
Wed, Apr 27 | 12:30–1:50 | Casey Commons | 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?
Why Josh is more likely to speak for his group than Jessica: Breaking the bias habit
Tue, May 3 | 12:30-1:50 | Casey Commons | Lunch provided
Wed, May 4 | 12:30-1:50 | Casey Commons | Lunch provided
Facilitated by Therese Huston
The next time you have students work in small groups, notice who speaks for each group when you ask them to report out. Chances are you’ll hear from more men than women, even if women participated heavily in the discussion and offered thoughtful contributions up until that moment.
Why does this happen? And do similar patterns emerge in, say, department meetings?
We’ll look at some of the ways popular culture treats men as having more intellectual heft and more valuable decision-making skills. How might these all-too-common assumptions about gender and judgment encourage students to participate at some times and not others? How do these habits also unconsciously play out in how we, as faculty, behave?
In this workshop, we'll develop strategies for curbing gender bias in our classrooms and our professional lives. We’ll share approaches for bringing everyone's best ideas to the table.
Therese Huston is author of the much-anticipated book How Women Decide: What’s true, what’s not, and what strategies spark the best choices (2016, Houghton Mifflin Harcourt) and of Teaching What You Don’t Know (2012, Harvard UP). She a cognitive psychologist and was the founding director of Seattle University’s Center for Faculty Development (“CETL”), where she continues to consult with faculty to help them excel in their teaching. A treat for colleagues at Seattle University, this workshop is a sneak peek at some of the ideas from her new book, and how they relate to our classes – as well as our professional lives more generally. You can also hear Therese talk about her book at Town Hall Seattle on May 10; more information at https://townhallseattle.org/event/therese-huston/
Microaggressions, micro-resistance, and ally development in the academy
Wed, May 11 | 12:30–1:50 | Casey Commons | Lunch provided
NCFDD Presenters: Cynthia Ganote, Floyd Cheung, Tasha Souza | SU Hosts: David Green & Jacquelyn Miller
In response to the climate survey
Microaggressions are those little jabs – comments, gestures, vocalizations – that can get under the skin and can have a hostile or toxic impact on the environment so that individuals feel threatened or uncomfortable.
We more often talk about them when discussing ways to lead difficult dialogues among our students, and even ways to serve as allies to students experiencing classroom-based microaggressions. However, what do we do when we witness colleagues who are the targets of microaggressions?
This webinar will examine ways in which microaggressions particularly impact women, faculty and staff of color, and LGBTQ faculty and staff in our institutions. In response, we can practice forms of micro-resistance and ally behaviors when we see our colleagues targeted, or when we ourselves are targeted. This focus on empowerment allows us to take action in our local environments, thereby lessening the impact upon colleagues and ourselves when microaggressions occur.
About the NCFDD presenters:
Dr. Cynthia Ganote is an Associate Professor in the Department of Sociology at Saint Mary’s College of California in the San Francisco Bay Area. Her research focuses on race, class, gender, and sexual inequalities; feminist methods (including grounded theory and feminist in-depth interviews); critical and feminist pedagogies; and on approaches to community-based research. Currently, she is writing a book entitled Diverse Faculty, Re-Shaping the Professoriate.
Dr. Floyd Cheung directs the Sherrerd Center for Teaching and Learning and teaches English language and literature and American studies at Smith College in Northampton, Massachusetts. He is also a member of the Five College Asian/Pacific/American Studies Certificate Program, for which he served as the founding chair. He has edited books and published articles on Asian American literature from 1887 to the present.
Dr. Tasha Souza is the Associate Director for the Center for Teaching and Learning and Professor of Communication at Boise State University. Most recently, she was the Faculty Associate for Inclusive Excellence for Humboldt State University and a Fulbright scholar at the University of the West Indies in Barbados. She is a consultant on communication and pedagogy and has published in such areas as difficult dialogues in the classroom, discussion-based teaching, instructional communication, and intercultural conflict.