The Center for Faculty Development offers a number of programs and events which may be specifically useful for early career faculty.
Are you interested in learning about the culture of academia and how to be a more effective faculty member, but are not sure where to begin? Shelda Debowski’s The New Academic: A Strategic Handbook provides a guide for those new(-ish) to academe on how to develop an engaging and productive career as a faculty member.
In this four-session Learning Community facilitated by Jacquelyn Miller (Center for Faculty Development) over winter quarter, you'll work your way through the chapters in the book so that you feel better prepared to fulfill the various roles—colleague, teacher, scholar, disciplinary expert, public professional—expected of a new academic.
Over the four sessions, you'll learn how to:
This community is for any faculty member who is in the early stage of their academic career.
The New Academic is 219 pages long, and the reading will be split across the four sessions to be manageable for participants.
The four dates in Fall Quarter are:
Register by 9:00 a.m. on Mon, Oct 8.
In preparation for Leanne Betasamosake Simpson's visit to Seattle U on January 11th, you are invited to join a Learning Community focused on the role of the academy in Indigenous liberation, facilitated by Christina Roberts (English Department/Indigenous Peoples Institute).
Over the course of four sessions, we will read Simpson's recent award-winning book, As We Have Always Done: Indigenous Freedom Through Radical Resistance, and 3-4 articles and book chapters that address settler colonialism, decolonization, and Indigenous resistance.
In this Learning Community, you'll share timely dialogue with colleagues as you learn more about the destructive logics of the settler colonial state. You'll also consider the role the academy and researchers play in the dispossession of Indigenous peoples from their lands so as to challenge the legacies of these damaging frameworks.
This particular Learning Community is open to any faculty member who works with Indigenous communities or who'd like learn more about decolonizing classrooms, research practices, and lands.
The four dates in Fall Quarter are
Register by 9:00 a.m. on Mon, Oct 8.
Faculty Writing Groups
LUNCHTIME LAUNCH MEETING
Tue, Oct 16 | 12:30–1:30pm | Change of venue: Please contact David Green directly if you'd like to attend (greend[at]seattleu.edu)
Co-sponsored by the Office of Sponsored Projects (OSP); facilitated by David Green and Sarah Bricknell
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. We also aim to group you with peers at a similar career stage so that no one feels the need to mentor or to request mentoring within the group.
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 at:
Tue, Nov 6 | 12:30–2:00 | STCN 210 | Lunch provided
Wed, Nov 7 | 12:30–2:00 | STCN 210 | Lunch provided
Facilitated by Katherine Raichle
Designing (or redesigning) a course can be overwhelming, and we are often unsure where to begin. What content should I include in my course? What do I want my students to do with the content in the course, and beyond? How will I assess my students?
In this workshop, we will address these questions. You will learn how to create an overarching course structure informed by the “constructive alignment” model of course design from the higher education literature. This model provides a road map for course design that clearly aligns the outcomes that you have identified for the course (learning outcomes) with relevant learning and teaching activities and graded assignments.
This type of course design will provide a clear and manageable structure for you and your students in the course, as well as promoting their best learning. You’ll leave the workshop having made concrete progress in designing and/or redesigning a course.
In this workshop, you will learn how to:
If you are thinking of redesigning an existing course, please bring the current syllabus and any assignments with you.