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.

Winter 2018

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).

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.

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Ignatian Pedagogy Series II: Reflective practice

In this second module of the series, participants will …

  • Discover why reflection is an integral part of Ignatian pedagogy
  • Explore models for thinking about reflective practice, both as an instructor and in your students’ learning
  • Learn ways to use reflection for multiple purposes
  • Consider methods of effectively assessing reflection

What are the dates?

  • Friday, January 19 | 2:00–5:00 | Pigott 204
  • Friday, February 9 | 2:00–5:00 | Student Center 130
  • Friday, March 9 | 2:00–5:00 | Student Center 130

Refreshments and appetizers are provided at each session, with support from the Endowed Mission Fund.

Who is facilitating the module?

The entire series is co-directed by David Green of the Center for Faculty Development and Jen Tilghman-Havens of the Center for Jesuit Education. They are atheist and Catholic, respectively, and both share a passion for this transformative educational approach.

Joining them in this module are Catherine Punsalan-Manlimos (Institute for Catholic Thought & Culture/Theology & Religious Studies), Katherine Raichle (Center for Faculty Development/Psychology), and Jen Schulz (Interdisciplinary Liberal Studies/Psychology/English).

How do I apply?

Fifteen spaces are available.

To apply, please complete the application form at by noon on Friday, December 8

We will notify all applicants of their participation by Monday, December 18.

Please be sure to block off the three sessions in your calendar when you apply so that you are definitely available.

What if I have questions?

If you have any questions about the Ignatian Pedagogy Series, please email or call David Green (206-296-5386) or Jen Tilghman-Havens (206-296-2335).

Registration closed at noon on Fri, Dec 8.

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Faculty Learning Community #3:
The Coach’s Guide for Women Professors

Rena Seltzer’s The Coach’s Guide for Women Professors is a practical guide both for women—whether contingent faculty, tenure-stream faculty, or administrators—and for men who are supervising women in academe. Women often encounter unique barriers in academe and often carry heavier loads of service and care responsibilities than their male colleagues. This book offers succinct advice on how women faculty can prioritize the demands of their lives, negotiate better, create support networks, and move their careers forward.

In this three-session Learning Community facilitated by Jacquelyn Miller (Center for Faculty Development) during winter quarter, we'll work our way through the chapters of the book so that we can determine whether and how Seltzer’s advice can lead women faculty to a more sane and joyful life.

What's in it for you? 

Over the three sessions, you'll learn how to:

  • Establish a productive writing practice
  • Identify and overcome obstacles to your professional success
  • Feel increased confidence in your leadership skills
  • Develop a network of support
  • Rediscover joy and balance in your work and personal lives

Who is it suited to? 

This community is primarily for any faculty member who is interested in learning about the challenges that women face in academic and how to overcome them.

The Coach’s Guide for Women Professors is 199 pages long, and reading will be split across the three sessions to be manageable for participants.

What are the dates?

The dates in Winter Quarter are

  • Thu, Feb 8 | 10:30-11:45 | Wismer Center, LOYA 400
  • Thu, Feb 22 | 10:30-11:45 | Wismer Center, LOYA 400
  • Thu, Mar 8 | 10:30-11:45 | Wismer Center, LOYA 400

How to register

Register by 9:00 a.m. on Tue, Jan 16


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Faculty Learning Community #4: 
The Discussion Book: 50 Great Ways to Get People Talking

Are you looking for new ways to get your students engaged in class discussions, to make sure that everyone gets heard, and to keep the conversation energized without going off-topic? If so this faculty learning community may be just what you are looking for. In their recent book, Stephen Brookfield and Stephen Preskill acknowledge and unpack the various ways that discussions often fail. They then offer 50 techniques to set up successful discussions depending on the setting. For every technique the authors cover: how it works; when and where it works well; what users appreciate; and what to watch out for.

This Learning Community will be facilitated by the Center for Faculty Development and the Center for Digital Learning & Innovation. During each session we will test out at least two of the techniques in the book and make notes about what worked and what didn’t. Between sessions we will also explore how those same techniques work when translated into online formats.

What's in it for you? 

During these sessions, we’ll explore techniques—both in class and online—that:

  • Get students to engage more fully in discussions
  • Democratize participation
  • Foster active listening
  • Get students out of their comfort zone
  • Keep students focused on important topics, contentious issues, and key questions—instead of getting diverted by trivia or avoidance
  • Spur creativity so students are actively asking unusual questions, uncovering new perspectives, and proposing novel solutions
  • Increase genuine collaboration and teamwork, right from the outset of the course

Who is it suited to? 

This community is for any faculty member who is interested in learning how to improve their discussions either in the classroom, online, or both. Consider joining us If you would like to explore quick and easy techniques to get students talking, keep them focused on the topic, and fully engaged.

The Discussion Book is 260 pages long and covers 50 discussion strategies. We will focus on two strategies each session.

What are the dates?

The dates in Winter Quarter 2018 are:

  • Fri, Jan 26 | 10:30–11:30 | CDLI Lab (PAVL 050)
  • Fri, Feb 9 | 10:30–11:30 | CDLI Lab (PAVL 050
  • Fri, Feb 23 | 10:30–11:30 | CDLI Lab (PAVL 050)
  • Fri, Mar 9 | 10:30–11:30 | CDLI Lab (PAVL 050)

How to register

Register by 9:00 a.m. on Tue, Jan 16

Stop sign, instead saying no

The Art of Saying No

Thu, Jan 25 | 12:30–1:50 | HUNT 110 | Lunch provided
NCFDD presenter: Kerry Ann Rockquemore | SU Host: Jacquelyn Miller

Are you confused about when to say "yes" and "no" to other people's requests? Do you often say "yes" to requests without realizing the impact that response will have on your time and productivity? Do you find yourself feeling angry and resentful during the academic year because you've said "yes" too often?

You're not alone! Many faculty (pre-tenure, post-tenure, and non-tenure-track) find it incredibly difficult to sort out when, why, and how to say "NO." In this tele-workshop, you will learn:

  • The biggest mistakes faculty make in responding to requests
  • How to identify and disrupt problematic patterns
  • Helpful strategies that you can implement immediately so you can add "no" to your vocabulary

Please note: This event is a presented by the National Center for Faculty Development and Diversity (NCFDD). This webinar is accessible on the NCFDD website, under Member Resources. The Center for Faculty Development funds an institutional membership to NCFDD for all SU faculty, graduate students and law students. Click here to find out more about Seattle University's institutional membership to NCFDD, including how to become a member of NCFDD.


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Putting Yourself on the Map: Fulbright Awards for International Research or Teaching

Tue, Jan 30 | 12:30-1:50 | HUNT 100 | 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).


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The Pedagogical Power of Active Listening

Tue, Feb 27 | 12:30–2:00 | Hunthausen 100| Lunch provided
Wed, Feb 28 | 12:30–2:00 | Casey Commons | Lunch provided

Facilitated by Katherine Raichle

Many of us at SU already use discussion as a key component of our classes, not only to ensure our students’ grasp of a topic, but also to invite new perspectives to enrich understanding. An often overlooked element of class discussion – one that has little to do with what is said – is instrumental and necessary for fostering respectful and rich dialogue among students: Listening.

Most people listen with the intent to reply. What if we instead taught and modeled for our students the power of listening to understand?

Active listening is an effective, powerful, and inconspicuous pedagogical tool for deepening discussion, yet it can be deceptively difficult to put into practice.

In this lunchtime workshop, we will explore:

  • What is active listening?
  • What are the pedagogical advantages of active listening?
  • How can you model active listening for your students?
  • How can you teach your students active listening?