Current Events

Winter 2019 - image of frost-covered leaf  

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 19WQ What's happening flyer to post on your door or wall.  


Winter 2019

19WQ Leanne Betasamosake Simpson - Consent in education and land as pedagogy

Consent in education and land as pedagogy: A faculty conversation with Leanne Betasamosake Simpson

Fri, Jan 11 | 12:30-1:50 | Casey Commons (CASY 530)
Co-sponsored with the Indigenous Peoples Institute

Join us for a conversation on Indigenous theory, practice, thinking, and pedagogy with Leanne Betasamosake Simpson – an acclaimed Michi Saagiig Nishnaabeg scholar, writer, and artist, who has been widely recognized as one of the most compelling Indigenous voices of her generation.

Working for over a decade as an independent scholar using Nishnaabeg intellectual practices, Leanne is currently a Distinguished Visiting Scholar in the Faculty of Arts at Ryerson University, Toronto, and faculty at the Dechinta Centre for Research & Learning in Denendeh. She holds a PhD from the University of Manitoba.

Register [Please note: This is a separate registration form as the event is so early in the quarter]

19WQ Experiencing our differences

Experiencing our differences: Collaborating across (mis)perceptions

Mon 28 or Tue 29 Jan | 12:30-2:15 | Lunch provided
Facilitated by Angelique Jenkins, Director of Learning Assistance Programs

Whenever groups of people come together – such as in our classrooms – complications can arise, bringing to the surface emotions and behaviors that may make it difficult to progress with the task at hand. This workshop simulates that kind of experience to help us think through strategies for moving forward, as well as tools and ideas for interacting effectively and with awareness of others who are different from us.

The activity serves as an insightful analogy for the subtle and overt learning that takes place in our classrooms on a daily basis and will impact how you approach your teaching in the future.


19WQ Enhancing student motivation

Enhancing student motivation: "Best practices" from the higher education literature

Tue 5 or Wed 6 Feb | 12:30-1:50 | Lunch provided
Facilitated by Katherine Raichle

As disciplinary experts, it is obvious to us why our subject areas and our courses matter.  We all too easily forget the perspectives we had when we were students or struggle to imagine the experience of students who are not majoring in our fields. That disconnect can often leave us frustrated and wondering “Why are my students not more motivated to engage with my wonderful course material?”

Naturally, students have numerous competing interests and obligations outside of class that will influence their motivation. Yet we also know that the environment of the classroom and elements of our curriculum can impact students’ motivation, too.

In this workshop, we will explore several of these classroom and curricular factors, how you can readily put them into practice now, and how to build them into future courses from the beginning. With different approaches, we can help our students engage with our class material more deeply.

By the end of this workshop you will:

  • Better understand what factors can influence students’ motivation
  • Identify several practical changes that you could put in place immediately
  • Consider how to structure future courses to enhance motivation from the outset


In the nick of time - Winter 2019 workshop

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

Mon 11 or Tue 12 Feb | 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.


19WQ Putting yourself on the map - Fulbright awards

Putting yourself on the map: Fulbright awards for international research or teaching

Thu, Feb 14 | 12:30-1:50 | CHDN 145 | Lunch provided
Facilitated by Jacquelyn Miller

If you are interested in international research and/or teaching opportunities, a Fulbright award is a good way to fund your academic work. At this event, a panel of recent Fulbright award recipients will share their motives for applying for a Fulbright, insights into the application process, and tips on how to gain the most from your experience as a Fulbright ambassador as well as addressing questions from the audience.

If you are interested in learning more about the Fulbright Scholar Program, contact Jacquelyn Miller (University Liaison to the Fulbright Scholar Program).


19WQ Revise and Resubmit - a conversation with journal editors

Revise and resubmit: A conversation with journal editors

Tue, Feb 19 | 12:30–1:50 | Casey Commons (CASY 530) | Lunch provided
Facilitated by David Green

In many of our disciplines, publishing in scholarly journals is the coin of the realm. Many SU faculty are also deeply invested not only in publishing, but also in reviewing for journals—that hidden and significant contribution to the advancement of their disciplines.

Yet even with this level of professional engagement, what happens behind the scenes in academic journals is often unclear. In the Center for Faculty Development, we regularly have conversations with colleagues wondering how best to communicate with an editor, how to respond to reviewers’ comments, and how faculty can put themselves in the editors’ shoes so that they can be low-maintenance and high-value authors and colleagues.

In this panel discussion, you’ll be able to raise your own questions with journal editors from a range of disciplines here at Seattle University. You’ll hear how different journals handle tricky situations, which parts of the process most matter to the editors, and how you can enhance your reputation across your own disciplinary community.


So you are thinking of retiring

So you're thinking of retiring

Thu, Feb 28 | 12:30–1:50 | CASY 525 | Lunch provided
NCFDD presenter: Margaret L Andersen | SU Host: Jacquelyn Miller

If you are considering retiring from academe in the next five years, this webinar will be of interest to you.  Retirement is a major life adjustment and yet very little of the advice given in various self-help books seems to apply to academic scholars.  This webinar will discuss various approaches to retirement, helping you set your personal and, if you want, professional goals for this new phase of life.  Understanding the context in which you will retire is critical, including such things as different institutional policies, personal choices, and financial matters.

Retirement is a time when you can re-invent your approach to life and work.  Although there is not a single way to make this important life transition, there are steps you can take to ensure that you will continue to have a supportive and enriching community during this very different life stage.