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. For more information about Faculty Study Seminars, contact Jeffrey Carmichael, 777-4233.
Engaged Writers and Dynamic Disciplines: Research on the Academic Writing Life by Chris Thaiss and Terry Myers Zawacki (Heinemann, 2006).
As part of our year long effort to help programs and departments think about student writing across their curriculum, Chris Basgier will lead a faculty study seminar on Chris Thaiss and Terry Myers Zawacki’s (2006) Engaged Writers and Dynamic Disciplines: Research on the Academic Writing Life.
In this book, the authors compare faculty and student perceptions of academic writing in the disciplines in order to develop recommendations for individuals as well as programs looking to integrate writing more fully into students’ learning experiences. Engaged Writers and Dynamic Disciplines was described by one reviewer as “an exceptionally thoughtful investigation of writing in the academic disciplines . . . a smart and elegant book.” We encourage you to consider inviting your departmental colleagues to join the Faculty Study Seminar with you as on way to enhance collaboration and coordination across your curriculum.
Faculty interested in taking part in the FSS should email Chris Basgier at christopher.basgier@UND.edu
with your contact information (e-mail and phone). You will be contacted for your schedule in order to set an initial meeting date.
Whistling Vivaldi : How Stereotypes Affect Us and What We Can Do by Claude M. Steele (W.W.Norton & Co. 2010).
“Stereotype threat” describes the anxiety people feel in a situation in which they might be judged or treated in a negative way due to stereotypes about a group to which they belong. It can affect people in various ways and, because there are stereotypes about all groups, it can affect anyone. In higher education stereotype threat may impact the performance of women in math or engineering; men in nursing or elementary education; Native American students in discussion based classrooms; or African American students on standardized test. The implications for our classrooms and institution are great. What can we do about it?
In Whistling Vivaldi, Claude Steele turns to findings from social psychology to suggest strategies and interventions for mitigating stereotype threat. In what has been described as a “readable, inclusive, research-based, concrete, and hopeful” book, Steele summarizes research that shows how the concerns students face as a result of these stereotype threats affect a wide range of educational outcomes. He explains how the threat of a stereotype, and the extra efforts required of students who try to dispel it, interfere with academic success. The additional stress and anxiety, which can operate without awareness, can lead to underperformance in the classroom. Steele offers practical advice for educators to help counteract these messages.
This study seminar is open to both staff and faculty and will be co-facilitated by Sandra Mitchell (Associate Vice President for Diversity and Inclusion) and Anne Kelsch (Director of Instructional Development). The group will meet four times during the semester, at times mutually agreed to by participants, to read and discuss the book (books provided). If you are interested in participating, contact Anne Kelsch at firstname.lastname@example.org or 7-4233 with your contact information (e-mail and phone). You will be contacted for your schedule in order to set an initial meeting date.
Locus of Authority: The Evolution of Faculty Roles in the Governance of Higher Education by William G. Bowen & Eugene M. Tobin (Princeton University Press, 2015).
A recent Inside Higher Ed article describes a new book by William G. Bowen and Eugene M. Tobin as “seek[ing] to deliver a friendly but urgent message about the importance of shared decision-making to higher education’s future.” It is exactly that sense of urgency about the need to “do more” with shared governance at UND that led to many large-scale discussions on leadership and governance over the last 18 months.
To build on and sustain the momentum already generated, Bowen’s and Tobin’s book will be the focus of a Faculty Study Seminar opportunity in spring 2015. In Locus of Authority: The Evolution of Faculty Roles in the Governance of Higher Education, the authors suggest “we need new ways, maybe even radically new ways, of engaging faculty members and administrators in discussions of options, and how to seize them, that will cut across departmental lines and at times across campus and even institutional boundaries.” Might Bowen and Tobin have advice for us as we continue to consider ways to strengthen collaborative governance at UND?
If you’re interested in learning more about the collaborative governance evolution that Bowen and Tobin suggest we need, please consider joining this Faculty Study Seminar reading group, which will meet during the spring semester, at times mutually agreed to by participants, to read and discuss. Books will be provided by the Provost’s Office, and your only obligation is to read and engage in discussion.
To sign up, e-mail Anne Kelsch (email@example.com) with your contact information (e-mail and phone). You will be contacted for your schedule in order to set an initial meeting date.