The Center for Faculty Development offers a number of programs and events which may be specifically useful for late-career faculty.
As a participant in this module of the Ignatian Pedagogy Series, you will
It’s important that participants attend all three sessions in the series and complete two short written assignments between sessions:
Lunch is provided at each session, with support from the Endowed Mission Fund.
Up to twenty places are available, and participants will receive a $100 stipend from the Center for Jesuit Education on completion of the module and the related reflection assignments.
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 series is Jen Schulz (Interdisciplinary Liberal Studies), with further contributions from faculty from across campus.
To apply, please complete the application form at https://www.surveymonkey.com/r/SUcetl19FQIPS-RP by noon on Tuesday, October 1.
We will notify all applicants of their participation by Friday, October 4.
Please be sure to block off the three sessions in your calendar when you apply so that you are definitely available.
If you have any questions about the Ignatian Pedagogy Series, please email faculty-development@seattleu.edu or call David Green (206-296-5386) or Jen Tilghman-Havens (206-296-2335).
CO-SPONSORED BY THE OFFICE OF DIVERSITY AND INCLUSION
Remember that day when you attempted to address race in your course, faculty or staff meeting and you wish you hadn’t? Derald Wing Sue’s Race Talk and the Conspiracy of Silence: Understanding and Facilitating Difficult Dialogues on Race provides a guide for those who find initiating and participating in discussions about race difficult.
In this four-session Learning Community facilitated by Holly Slay Ferraro (Center for Faculty Development), you’ll read through the book with colleagues and explore the nature of race talk, constraints placed on race talk, and strategies for engaging in race talk more successfully.
Over the four sessions, you'll learn how to:
This community is for any faculty member who wishes to develop their skills for leading and participating in potentially difficult conversations about race.
Race Talk and the Conspiracy of Silence is 274 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 09:00 on Friday, October 4.
CO-SPONSORED BY THE OFFICE OF DIVERSITY AND INCLUSION
Are you interested in seeking concrete tools and strategies for successfully implementing diversity in your department or program? Edna Chun and Alvin Evans’s The Department Chair as Transformative Diversity Leader: Building Inclusive Learning Environments in Higher Education provides practical, research-based approaches representative of best practices from across the United States to achieve this result.
In this four-session Learning Community facilitated by David Green (Center for Faculty Development), you'll work your way through the chapters of the book so that you are better prepared to lead other faculty in advancing diversity in multiple areas, including tenure and promotion, curricular change, student learning outcomes, departmental climate, and the representation of a diverse faculty and staff.
Over the four sessions, you'll learn how to:
This community is primarily for department chairs and program directors, but other faculty member who are interested in promoting an inclusive learning environment would also benefit from this learning community.
The Department Chair as Transformative Diversity Leader is 181 pages long, and reading will be split across the four sessions to be manageable for participants.
This learning community meets in the Wismer Room (LOYA 400) on:
Fri, Oct 25 | 2:00–3:15
Fri, Nov 8 | 2:00–3:15
Fri, Nov 22 | 2:00–3:15
Fri, Dec 6 | 2:00–3:15
» Register by 09:00 on Friday, October 4
The Chairs' Community of Practice is open to all current department chairs, plus program directors who have faculty reporting to them directly (for example for performance reviews).
We gather twice per quarter.
Further details and how to register are available on the Community of Practice page here.
RESEARCH POP-UP
Thu, Oct 17 | 4:00–4:30 | HUNT 110 | Coffee and tea provided
Facilitated by Holly Slay Ferraro and David Green
If you feel that you don’t have enough time to write, then you will want to attend our research pop-up on the “Pomodoro Technique” – a time-management method that allows you to make use of limited time rather than rail against it.
How can Pomodoro help you? First, it helps reduce distractions by focusing you on shorter periods of writing followed by breaks. Second, the goal-setting theory behind the Pomodoro Technique suggests that specific, measurable, and achievable goals motivate people and improve performance. Finally, the Pomodoro Technique can help you better understand how long things actually take. Do you need three hours to write an introduction or do you take three hours because you have allotted that much time? Hmm…
For answers to this question and more (such as why it is called Pomodoro), we’ll see you at the pop-up!
» Register
NCFDD WEBINAR
Mon, Oct 21 | 2:00-3:20 | HUNT 110 | Coffee, tea, and snacks provided
Facilitated by Naomi Greyser (NCFDD) | Hosted at SU by David Green
Are you feeling stuck in your writing and experiencing a sense of boredom, intimidation or self-loathing when you think of sitting down with your project?
Do you have ongoing guilt or shame about how much time you spend avoiding your work because it’s painful to write, or you’re no longer sure exactly where or how to start?
Do you maintain unrealistic standards for your research that turn each paragraph into an opportunity to feel you have insufficient expertise or couldn’t adequately respond to readers’ expectations or critiques?
If any of the above sounds familiar or reflects your experience with the writing process, you are not alone. It may be useful to regard those agonizing writing blocks as opportunities for clarity around your research aims and intellectual investments.
In this guest expert workshop, we will explore the multiple forms that writing blocks take, consider challenges that underrepresented faculty may experience in relation to writing, and identify strategies for attending to blocks so as to turn obstacles into insight.
Along the way, we will share stories about how incredibly tough writing can be and will develop strategies that will help us sit down with our projects and make progress—writing through writer’s block.
» Register
AFTERNOON WORKSHOP
Tue, Oct 29 or Wed, Oct 30 | 2:00–3:30 | HUNT 110
Co-sponsored by the Office of Diversity and Inclusion
Facilitated by Holly Slay Ferraro and David Green
No matter what subject we teach, we hear surprising, sometimes incendiary, comments and asides in the classroom that can severely hinder students’ learning and sense of well-being – as well as catching faculty members unprepared. At times these incidents relate to the sensitive topics that some of us teach, but more often than not, they appear out of the blue.
A subset of these incendiary acts – microaggressions (D W Sue, 2010) – relates specifically to people’s identities, invoking such components as race, gender, religion, and sexual orientation. Research tells us microaggressions have a harmful effect on classroom environment and learning, and that faculty need to respond to them swiftly for balance to be reestablished and learning to occur.
How can faculty respond to these unexpected, incendiary acts and comments in ways that maintain a positive learning environment and help our students reflect on how their comments and actions influence classroom dynamics? What strategies can we use to ensure these hot moments are addressed as quickly as possible and enhance rather than detract from learning? In this workshop, we’ll share recommendations from the literature and rehearse real-life SU scenarios to practice our agility in handling incendiary acts and microaggressions.
Attendees who would like to check back in on this topic can do so in an hour-long discussion and debrief.
Wed, Nov 20 | 3:30–4:30 | Wismer Room (LOYA 400) | Drinks and appetizers provided
» Register
LUNCHTIME WORKSHOP
Wed, Oct 23 | 12:30–1:50 | HUNT 110
or
Thu, Oct 24 | 12:30–1:50 | HUNT 100
Facilitated by Katherine Raichle
One of the most challenging aspects of our work as educators is to create assignments that challenge and motivate students to engage deeply with our course material.
The most effective assignments invite our students to immerse themselves fully and critically in the course content, and create an opportunity for formative and summative feedback for our students’ ongoing learning, as well as aligning with our learning outcomes. In the end, we hope that our assignments encourage students to take ownership over their work, calling on them to be more imaginative, critical, and ambitious in their studies.
In this workshop, we’ll explore assignment design that seeks to meet these ideals. We’ll explore designing assignments that align with your course learning outcomes and capture the appropriate level of challenge you expect from your students at different points in the term. Finally, we will challenge you to consider how to develop creative assignment formats that invite students to become more motivated to engage in, and take ownership over, their assignments.
Please come to the workshop with a specific course in mind!
Attendees who would like to check back in on this topic can do so in an hour-long discussion and debrief.
Wed, Nov 6 | 2:30–3:30 | Wismer Room (LOYA 400) | Coffee, tea, and appetizers provided
» Register
FACULTY LEADER SERIES* | AFTERNOON WORKSHOP
Mon, Nov 4 | 3:30–5:00 | HUNT 110 | Appetizers, coffee, and tea provided
Co-sponsored by the Office of Diversity and Inclusion
Facilitated by Holly Slay Ferraro
Discussions of inclusion abound on our campus, but what does this mean for department chairs and faculty leaders?
In this session, we’ll define inclusion as it is discussed in the literature and learn why “inclusive” procedures, policies, and practices at the organizational level frequently fail to foster the experience of inclusion at the individual level. Specifically, we’ll discuss four assumptions that undergird inclusion efforts and offer a new approach – embracement – that conceives of relationships as crucial to the experience of inclusion.
We’ll end the session by discussing practical steps chairs can take to foster inclusion and embracement – especially for faculty who are frequently marginalized or stigmatized within the Academy.
*Workshops in the Faculty Leader Series are open to faculty who are department chairs, program directors with faculty reporting to them directly, and faculty associate/assistant deans. The registration form for this session is separate from other Center events.
Attendees who would like to check back in on this topic can do so in an hour-long discussion and debrief.
Mon, Nov 18 | 3:30–4:30 | Wismer Room (LOYA 400) | Drinks and appetizers provided
LUNCHTIME PANEL DISCUSSION
Thu, Nov 14 | 12:30–1:50 | Rolfe Room (ADAL)
Co-sponsored by the Center for Community Engagement
Facilitated by Kristi Lee and Elizabeth Seymour
Many questions arise when faculty hear about community-engaged or service-learning courses:
Despite the real-world difference these pedagogies can make, we are often held back from exploring them because we can’t quite picture how they will work in practice.
In this interactive panel session, members of the 2018–2019 cohort of Academic Service-Learning Faculty Fellows will share how they used community engagement to enhance student learning and deepen partnerships with local nonprofits. They provide an opportunity to reimagine your courses, connect to the community around us, and provide a richer, more meaningful learning experience for our students.
» Register
Retirement planning
Click here to see a bibliography of resources pertaining to aging and retirement (compiled by Jacquelyn Miller, 2015).
