Late-career Stage

Late career stage

Late career

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

Fall 2018 

Chairs' Community of Practice

If, as a mid- or late-career faculty member, you become a program director or department chair (and have other faculty reporting to you), then another program that might be useful to you is the Chairs' Community of Practice (CoP).

This informal forum for chairs and directors from across the university is an opportunity to share ideas, expertise, practices and perhaps even challenges. Over a collegial glass of wine, you'll have a rare change to talk to your peer group with the aim of making chairing a more enjoyable experience.

2017–18 Chairs' CoP meetings

All meetings are scheduled for Hunthausen 110, unless otherwise noted.

  • Friday, October 6 | 3:30–5:00 | ADMN 305A
  • Friday, November 3 | 3:30–5:00
  • Friday, January 12 | 3:30–5:00  
  • Friday, March 2 | 3:30–5:00
  • Friday, April 6 | 3:30–5:00
  • Friday, May 4 | 3:30–5:00

Click here to register to attend the Chairs CoP meetings.

To find out more about the Chairs CoP meetings, visit the Chairs CoP web page.

Additional resources for late-career faculty

Retirement planning

Click here to see a bibliography of resources pertaining to aging and retirement (compiled by Jacquelyn Miller, 2015).

image of the book

Faculty Learning Community #2:
As We Have Always Done

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.

What's in it for you? 

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.

Who is it suited to? 

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.

What are the dates?

The four dates in Fall Quarter are

  • Mon, Oct 22 | 12:30-2:00 | Xavier 160 (Indigenous Peoples Institute)
  • Mon, Nov 5 | 12:30-2:00 | Xavier 160 (Indigenous Peoples Institute)
  • Mon, Nov 26 | 12:30-2:00 | Xavier 160 (Indigenous Peoples Institute)
  • Mon, Dec 10 | 12:30-2:00 | Xavier 160 (Indigenous Peoples Institute)

How to register

Register by 9:00 a.m. on Mon, Oct 8.

image of person's hand selecting from colored straws


The short straw? Pros and cons of becoming a department chair

Tue, Oct 23 | 12:30–2:00 | CHDN 143 [Note change of room from original announcement] | Lunch provided
Facilitated by Jacquelyn Miller

Might your future involve a stint as a department chair or a program director? If so, do you look forward to taking on this role or dread it like the plague? In this frank Q&A discussion, you’ll meet a panel of former and current chairs and directors to discover what these roles entail and how they can contribute to the smooth functioning of your area and the university. Learn about some of the possible pitfalls and hidden pleasures of chairing to help you figure out whether, for you, this really would be the short straw or a rewarding opportunity.

The session also includes a Q&A in a confidential environment.


Photo of the Pantheon ceiling in Rome

Course Design: “Best Practices” from the higher education literature

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:

  • identify suitable learning outcomes for your course.
  • design activities that link with your learning outcomes.
  • develop graded assignments that align with your learning outcomes.
  • align all of the above under a coherent course design structure.

If you are thinking of redesigning an existing course, please bring the current syllabus and any assignments with you.