Mid-career Stage

Mid career stage


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

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.

19WQ Leanne Betasamosake Simpson - Consent in education and land as pedagogy

Consent in education and land as pedagogy: A faculty conversation with Leanne Betasamosake Simpson

Fri, Jan 11 | 12:30-1:50 | Casey Commons (CASY 530)
Co-sponsored with the Indigenous Peoples Institute

Join us for a conversation on Indigenous theory, practice, thinking, and pedagogy with Leanne Betasamosake Simpson – an acclaimed Michi Saagiig Nishnaabeg scholar, writer, and artist, who has been widely recognized as one of the most compelling Indigenous voices of her generation.

Working for over a decade as an independent scholar using Nishnaabeg intellectual practices, Leanne is currently a Distinguished Visiting Scholar in the Faculty of Arts at Ryerson University, Toronto, and faculty at the Dechinta Centre for Research & Learning in Denendeh. She holds a PhD from the University of Manitoba.

Register [Please note: This is a separate registration form as the event is so early in the quarter]

Ignatian Pedagogy Series - Active learning - L 

Ignatian Pedagogy Series: Active Learning

In this module of the series, participants will …

  • Explore how active learning is supported both in the higher education literature and in Ignatian Pedagogy.
  • Experiment with a range of active learning approaches as both a student and a teacher.
  • Examine active learning as a vehicle for transformative learning.
  • Reflect on the experience of new active learning strategies.
  • Develop concrete plans to embed active learning strategies in future courses.

What are the dates?

  • Monday, January 14 | 2:00–5:00 | Hunthausen 110 (room provisional)
  • Monday, February 4 | 2:00–5:00 | Hunthausen 110 (room provisional)
  • Monday, March 4 | 2:00–5:00 | Hunthausen 110 (room provisional)

Refreshments 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 Jenny Loertscher (Center for Jesuit Education/Chemistry) and Katherine Raichle (Center for Faculty Development/Psychology).

How do I apply?

Please complete our online application form at [APPLICATIONS NOW CLOSED]  

Fifteen spaces are available.

Applications close at 09:00 PST on Monday, December 3. Early application is encouraged!

We will notify all applicants of their participation by Monday, December 10.

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 faculty-development@seattleu.edu or call David Green (206-296-5386) or Jen Tilghman-Havens (206-296-2335).


Follow this link to request a consultation on this topic.  

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 Putting yourself on the map - Fulbright awards

Putting yourself on the map: Fulbright awards for international research or teaching

Thu, Feb 14 | 12:30-1:50 | CHDN 145 | 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).


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.