- Alice Clark Mentoring
- Alice Clark Scholars Forum
- Faculty Study Seminars
- On Teaching Seminars
- Faculty Writing Groups
Faculty Study Seminars
Faculty Study Seminars provide a means for faculty with common interests to learn more about a teaching-related topic. Each group meets four times a semester, at times mutually agreed to by participants, to read and discuss a teaching-related book (books provided by OID). Your only obligation is to read and to show up for discussion.
To sign up for a group, e-mail the facilitator noted below with your contact information (e-mail and phone) and a copy of your semester schedule (noting the times you cannot meet). You will be contacted once an initial meeting date is set.
Unflattening by Nick Sousanis.
How do we think? How do we make meaning? How do our students construe the information they encounter? In Unflattening, Nick Sousanis defies conventional forms of scholarly discourse by using graphic art to provide a serious inquiry into the ways humans construct knowledge. Through its graphic innovations, Unflattening challenges the kind of rigid thinking that Sousanis calls “flatness.” By fusing words with images, Unflattening produces knew forms of knowing and encourages readers to access modes of understanding that move beyond traditional learning methods. As the first graphic scholarly text ever produced, Unflattening provides an engaging and challenging read and will evoke as much discussion over its form as its content.
Tami Carmichael, Director of Integrated Studies, will facilitate this Faculty Study Seminar. To join the group, contact: firstname.lastname@example.org
Curious by Ian Leslie
Everyone is born curious. But only some retain the habits of exploring, learning, and discovering as they grow older. Those who do so tend to be smarter, more creative, and more successful. So why are many of us allowing our curiosity to wane?
In Curious, Ian Leslie makes a passionate case for the cultivation of our “desire to know.” Just when the rewards of curiosity have never been higher, it is misunderstood, undervalued, and increasingly monopolized by a cognitive elite. A “curiosity divide” is opening up.
This divide is being exacerbated by the way we use the Internet. Thanks to smartphones and tools such as Google and Wikipedia, we can answer almost any question instantly. But does this easy access to information guarantee the growth of curiosity? No—quite the opposite. Leslie argues that true curiosity the sustained quest for understanding that begets insight and innovation—is in fact at risk in a wired world.
Mark Dusenbury, Associate Professor, Aviation, will facilitate this Faculty Study Seminar. To join the group, contact: email@example.com
Advancing Social Justice, by Tracy Davis and Laura M. Harrison
Many educators are committed to diversity, multiculturalism, and social justice but are unsure of how to realize these commitments in the classroom. The gap between our values and teaching practices continues to grow as we grapple with questions such as: what does it mean to have a social justice-based curriculum and how does it apply to my students? In Advancing Social Justice: Tools, Pedagogies, and Strategies to Transform Your Campus, Davis and Harrison help educators gain a clear understanding of what social justice is, along with describing effective practices to help us embrace a broad social justice approach both inside and outside of the classroom. Advancing Social Justice underscores that social justice is not an add-on to student learning; rather, it must be treated as the essence of education. You should consider this seminar if you are curious about how you might design and implement social justice interventions in your courses.
Kate Schaab will facilitate this Faculty Study Seminar. To join the group, contact: firstname.lastname@example.org
Multimodal Literacies and Emerging Genres edited by Tracey Bowen and Carl Whithaus
Are you interested in increasing student engagement in writing projects? One possibility is to move beyond traditional academic essays and research projects by integrating multimodal writing into your course. Multimodal writing assignments invite students to work “across multiple modes of communication” and offer new opportunities to learn, experiment, and make meaning that are increasingly critical to future success.
Over the last several years, digital and information technologies have allowed scholars to consider new possibilities for student research and writing. This collection of essays discusses these new possibilities and explores “how understandings of genre and media can be used in classrooms to help facilitate students’ development as writers able to work across modes and across genres.”
This seminar will be beneficial if writing is essential to your course, whether you are already using writing assignments that ask students to compose in various genres and/or media types, or are just interested in discussing these possibilities and potential challenges.
Shane Winterhalter, Coordinator of the University Writing Program, will facilitate this Faculty Study Seminar. To join this group, contact shane.winterhalter@UND.edu