Early Career Stage

Early career stage

Early career

The Center for Faculty Development offers a number of programs and events which may be specifically useful for early career faculty.

Winter 2019

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 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.