WINTER 2011 EVENTS


EVENT CALENDAR

To view the schedule in Google calendar form, click here.

REGISTER FOR AN EVENT

To register, visit the Seminar Registration site.

EVENTS LISTED BY DATE

JANUARY FEBRUARY MARCH APRIL MAY

 

JANUARY

University Assessment Conference
Friday, January 7, 9am - 4pm, Eberhard Center
This one-day conference is designed to foster discussion about assessment practices in use at Grand Valley State University. How are units, colleges, and individuals making decisions based on summative and formative assessment findings? A nationally known keynote speaker will help connect our work at GVSU to best practices across the country. Breakout sessions will be led by faculty and staff.
The keynote speaker will be Dr. Trudy W. Banta, Vice Chancellor for Planning and Institutional Improvement, and Professor of Higher Education, at Indiana University-Purdue University, Indianapolis. As an assessment movement heavyweight, Dr. Banta has received numerous national awards for her work and has consulted with faculty and administrators worldwide on the topic of outcomes assessment. Also, she has written/edited some 16 published volumes on assessment, the latest being “Designing Effective Assessment: Principles and Profiles of Good Practice.”
Conference Website
 
Faculty/Staff Fridays in the Writing Center
January 14 and 28, Febuary 11 and 25, March 11 (ALL DAY--this is during Spring Break) and March 25, 12 - 5pm
Fred Meijer Center for Writing & Michigan Authors, 120 LOH
 
Join your colleagues for quiet writing time. We'll provide a work station, snacks, coffee, and tea. No reservations required.
 
 
Orientation for New SWS Instructors
Wednesday, January 12, 3 - 4pm, 302E DEV
Friday, January 14, 1 - 2pm, 1104 KC
 
Kay Losey, Writing
 
Designed for new SWS faculty, this workshop provides a basic overview of the goals of the SWS program and the requirements of SWS-designated courses. In addition, it offers examples of how the SWS requirements might be fulfilled, including assignment ideas, ways to incorporate writing instruction into classes, and suggestions for dealing with the “paper load.” Participants will leave with a wealth of resources, including numerous handouts, a book, and a list of useful websites.
 

Adjunct Academy
Saturday, January 15, 8:30am - 12:30pm, 111D DEV

Sessions led by part-time faculty, for faculty who teach part-time. This event takes place twice a year and provides faculty with an opportunity to come together, meet colleagues, learn teaching strategies and discuss ways to improve student learning.

Introduction to Student Response Systems (Clickers)
Tuesday, January 18, 10am - 11am, 2201 KC
Thursday, January 20, 9am - 10am, 303C DEV

Christine Rener, Pew FTLC & Karen Burchard, Information Technology

This hands-on session introduces pedagogical and technological aspects of using clickers effectively. We will address how to develop in-class activities that engage students and provide students with opportunities to think critically and test their understanding about what they are learning.
 

Research Assignment Design Brown Bag Discussion
Wednesday, January 19, noon - 1 pm 1142KC
Friday, January 21, noon - 1 pm 302E DEV

Peter Coco, Hazel McClure, University Libraries

Help your students write better research papers by giving them better assignments. Recent studies show that the many otherwise effective research assignment handouts don’t provide students with key guidance on how they should do their research.  Assignments that provide that guidance can challenge students to critically engage with their research process and resist the temptations of plagiarism and “good enough.”  Using the University Libraries’ Research Guidance rubric, we’ll focus on solutions that work across the curriculum. Faculty will be invited to discuss their own successes and challenges with research assignments.

 

International Student Experiences: Students Sharing Information About Adjustment To Academic Life
Tuesday, January 25, 1 - 3 pm, 2215/2216 KC
Wednesday, January 26, 2 - 4 pm, U Club, 107C DEV

Moderated by Kate Stoetzner, Director of International Student and Scholar Services. International students will participate in a panel/discussion about their academic experiences at GVSU.
 
Backward Design for Course Development
Wednesday, January 26, 3 - 5 pm,  (Downtown TBA)
Thursday, January 27, 1:30 - 3:30 pm, (Allendale TBA)

Glenna Decker, Educational Technology

Understanding by Design is a framework for course development that aligns assessment with instruction. It provides a process for rethinking instructional practices that are effective for developing student understanding. Using the framework developed by Wiggins & McTighe, in this workshop we will apply the principles of Backward Design to course development.  This strategy for developing any course or aspect of a course is useful for all delivery methods, and may be especially timely for those developing and teaching online and hybrid courses.  Participants are asked to bring a syllabus.  Using it, we will analyze one or more aspects of your course to which we will apply Backward Design. Participants will leave with at least one clear example from their own course and an ability to apply it to others.
 
Teaching Fundamentals for Online/Hybrid Course Delivery
Session 1: January 28, 2 - 4pm (Downtown TBA)
Sessions 2 & 3: Online through February 11
Session 4:  February 11, 2 - 4pm (Downtown TBA)
Please note: Both in-seat sessions are required, as well as active participation during the online portion.

Glenna Decker, Educational Technology

In this series we will discuss the basics for developing a course with the online or hybrid designation.  Designed to provide a starting point and to meet the requirements stated in the faculty handbook, we will orient you with resources and tools to begin your planning process with a foundation of quality standards.  This session is a blended format, with half in-seat and half online.
Topics include establishing a foundation for online/hybrid course design and delivery, applying established quality standards, workload balance for faculty and students and an introduction to ADA compliance.
Required Prerequisites:
As we will not engage in hands-on training during this workshop, participants are expected to have a basic competency with computer usage and Blackboard. Please use the following as a guide and alert the facilitator (Glenna Decker, deckerg@gvsu.edu) if you do not meet these competencies.  
Please have experience with:
Basic computer skills
  • Sending and receiving attachments via email
  • Downloading software and/or documents
  • Experience/familiarity with different file formats, especially Rich Text Format (.rtf), Microsoft Word Document (.doc or .docx), and Text document (.txt)
  • Familiarity with using plug-ins (e.g. PDF reader, Flash)
Blackboard Skills:
  • Making your course available
  • Posting an announcement
  • Posting faculty/contact information
  • Adding, removing, or editing content items
  • Creating, adding, and organizing content in folders
  • Adding external links
  • Creating a discussion board forum
  • Emailing from Blackboard
  • Identifying or working with your library liaison
There are several  Blackboard workshops prior to the Fundamentals class for those of you who need an introduction or will find it useful to brush up on the required skills. Registration for Blackboard workshops is through the IT section of the Seminar Registration site.
 
 
Understanding Media: Celebrating the Centennial Birthday of Marshall McLuhan
Jan 28, 3 - 4:30pm, 2263 KC
Feb 25, 3 - 4:30pm, 2263 KC
Mar 25, 3 - 4:30pm, 2263 KC

Corey Anton, School of Communications

 “Johnny can’t read not because Johnny can’t read, but because Johnny can’t imagine long term goals.”  Marshall McLuhan


As part of the many national and international celebrations commemorating the centennial of Marshall McLuhan’s birth in 1911, this three-part workshop devotes time to discussing and assessing Marshall McLuhan’s most prophetic and controversial book: Understanding Media.   If many books on the media are outdated soon after their publication, McLuhan’s book, on the contrary, has grown more relevant and more intelligible through the years.  It perhaps took 40 years of social change for people to see what McLuhan presciently saw way back then.


These three-part reading and dialogue sessions are for anyone: faculty, students, others interested in and concerned about the rapidly changing communication environment.   We all have witnessed and feel the many changes ushered in though advances in electric and digital media.  In all areas of our lives (family, personal relationships, workplace practices, education, politics, news, economics, etc.), we notice their impact.  We might benefit from pausing for a moment and taking a step back to carefully consider this classic text and what it offers.  Accordingly, over the three sessions we will study and discuss chapter assignments from the book.  


Session I:  January 28th 3 - 4:30pm    2263 KC     CH. 1-7
The workshops will start with Part I of the book. Participants and attendees should have read (studied) the first seven essays that comprise PART I for the first session. In the session, we will discuss the meaning of the main themes: “The medium is the message,” “Media Hot and Cool,” “Narcissus as Narcosis,” and outline key concepts and terms:  explosion/implosion, centralization/decentralization, auto-amputation, global village.  The first session will attempt to reveal the basic framework used throughout the book. Reading DUE Chapters 1-7


Session II:  February 25th 3 - 4:30pm    2263 KC    CH. 8-24
In the second session of the workshop, we will read chapters focusing on the history of communication technologies prior to the telegraph.   We will attempt to understand the meaning of mediation by exploring the role of alphabetic literacy, mirrors, printing press, etc. Reading DUE Chapters 8-24


Session III:  March 25th   3 - 4:30pm   2263 KC     CH.  25-33
The third and final session will focus on the final chapters of Understanding Media.  We will examine the meaning of the electrical age, focusing upon key themes that emerge with electricity: the telegraph, radio, television, automation, etc.  Reading DUE Chapters 25-33


FEBRUARY
 

 

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Competitive Grants due Online
February 1
 
Faculty Awards Convocation
Thursday, February 3, 4pm, 122E DEV
 
 
Pedagogical Trading Zone: Creating Effective Questions for Student Response Systems (Clickers)
Tuesday, February 8, noon - 1pm, 303C DEV
Wednesday, February 9, 10 - 11am, 1142 KC

Christine Rener, Pew FTLC

This hands-on session will focus on learning-centered question design, question types, and strategies for using them in class. This session is geared toward faculty with some familiarity with clickers. Bring examples of successful activities incorporating clickers to share with others.
 
 
Introducing Google Docs into the Classroom and Our Professional Work
Thursday February 10, noon - 1pm HRY TBA
Friday, February 11, 11am - 12pm, DEV TBA

Charlie Lowe, Writing

This workshop provides strategies for using Google Docs for student projects, in classroom management, and with the work that teachers do as writing professionals. The workshop will include some hands on experience with using the word processor, spreadsheet, and presentation applications in Google Docs.
 

Developing a Community of Inquiry in a Hybrid or Online Course
Monday, February 14, 3-4pm, (hands-on session) Location TBA
Online from 2/14/2011 – 2/25/2011

Glenna Decker, Educational Technology

In this two week online workshop, we will discuss practices developing a Community of Inquiry.  Participants will develop an understanding of the three presences (teaching, social and cognitive) that interact to create the online learning experience, and learn how to use the Community of Inquiry Framework in the course development process, with an emphasis on the development of activities that foster the development of social learning.

This will be an interactive workshop and participants are expected to fully participate and contribute to the discussion several times each week.
 
Inclusion and Diversity in the Classroom     
Wednesday, February 16, 3 - 4pm, 2201 KC
Thursday, February 17, 3 - 4pm, 303C DEV

Kathleen VanderVeen, Director, Disabilities Support Services, Marlene Kowalski-Braun, Director, Women’s Center

This interactive workshop will explore strategies for creating inclusive classrooms. Through the use of case studies, faculty members will explore cultural triggers and how to react to them in the classroom to optimize learning and student development. Participants will learn strategies to handle cultural conflicts in the classroom while welcoming students’ multiple identities and perspectives.

 
Using Google Like a Librarian
Wednesday, February 16, 1 - 2:30pm, Steelcase Library Classroom
Thursday, February 17, noon  - 1:30pm, Steelcase Library Classroom
 

Mary O’Kelly, University Libraries & Kim Kenward, Educational Technology

Your students are using it.  You are using it.  Why not get the most out of Google tools?  This workshop will show you some advanced tips and tricks for getting the most precise results from your Google searches.  We will show you how to use Google Docs to collaborate with colleagues and students.  We’ll also cover the use of Google Scholar and Google Books for scholarly research.  Workshop participants will benefit from learning more efficient and effective techniques for web searching and research, and from an increased understanding of the collaborative nature of many Google tools.  

Participants in this workshop:
   - will know how to use many of the fun and interesting advanced search options in Google
   - will set up a Google account and know how to create, edit, share and upload files
   - will learn what Google Scholar and Google Books are, and how they and their students can use those tools for research.
 
Come listen to an Inside Higher Ed audio conference, "Responding to Academically Adrift: What Colleges Can Do."
Friday, February 18, 1 - 2pm, 1142 KC
The book Academically Adrift: Limited Learning on College Campuses has set off a national debate on rigor and the college curriculum. The findings are based on student scores on the Collegiate Learning Assessment, as well as student surveys and transcript analysis. The book calls for colleges to be more demanding of students and more consistent in their requirements. Richard Arum, one of the authors of the book, will present the findings and advise colleges on the steps they can take to respond to the issues raised. Among the topics he will cover: (1) an overview of the study and its results, (2) steps colleges can take to promote rigor - policies at the faculty, departmental, institutional and sector levels, and (3) ideas on how to communicate about issues of rigor with students, parents and the public.

The conference is open to all but space is limited, so please RSVP to Jeffrey Mutch, Office of Integrative Learning (mutchje@gvsu.edu)
 
Supporting Scholars - CANCELED
Friday, February 18, 12:30 - 4pm, Eberhard Center
A workshop to support scholars preparing dissertations, book chapters or other daunting publications.
 
General Education Campus Fora
Tuesday, February 22, 1:30 - 3:30pm, 2204 KC
Thursday, February 24, 1:30 - 3:30pm, 122E DEV
Monday, February 28, 2 - 4pm, 122E DEV
Wednesday, March 2, 9 - 11am, 2204 KC
 
The General Education Committee (GEC) is proposing several revisions to the General Education Program. Before making the proposal official, the GEC seeks your input. Faculty, staff, and students are encouraged to join us at an open forum.
 
 
“Spirited Discussions About Teaching”
Reception dates:
Thursday, February 24, 4 - 6pm, 325 Lake Ontario Hall
Wednesday, March 16, 4 - 6pm, Gordon Gallery, 103E DeVos Center
Join the Pew FTLC and GVSU international faculty for an informal gathering to share teaching experiences and ideas, and establish new mentoring relationships.
Faculty are welcome to attend one or both events.

Please RSVP by emailing Dana Munk, Faculty Fellow, Pew FTLC at munkd@gvsu.edu by February 17 for the February 24th reception or March 2 for the March 16 reception.
 
Working with Second Language Writers, Part I
Wednesday, February 23, 3 - 4pm, 302E DEV
Thursday, February 24, 11 - 12pm, 2201 KC  

Kay Losey, Writing

This workshop is designed for faculty members who want to be more effective instructors of our international and immigrant writers.  During this workshop we’ll watch an excellent 30 minute DVD, Writing Across Borders, which provides an overview of the major issues confronting non-native writers at the university level. After the DVD we’ll discuss some of the ideas raised in the DVD, and I’ll present a range of activities and strategies for helping our non-native writers succeed. This workshop will help you think differently about the non-native writers in your classes.
 
 
Teaching and Performance: Performance Strategies for the Classroom
Thursday, February 24, 9 - 10am, 302E DEV
Friday, February 25, 10 - 11am, 2201 KC

Kurt Ellenberger, Pew FTLC & Kathryn Steiler, Music

The performance aspect of teaching can be both daunting and exhilarating.  Like it or not, when we walk into a classroom we walk onto a “stage” of sorts, yet, as scholars, our training in this is minimal at best. Performing artists are well versed in the strategies and the preparation required for successful delivery. Join us for a discussion of “teaching as performance” that will include strategies for maximizing your delivery and making your classroom more vibrant and dynamic.
 
Understanding Media: Celebrating the Centennial Birthday of Marshall McLuhan
Feb 25, 3 - 4:30pm, 2263 KC
 
Corey Anton, School of Communications
 
In the second session of the workshop, we will read chapters focusing on the history of communication technologies prior to the telegraph.   We will attempt to understand the meaning of mediation by exploring the role of alphabetic literacy, mirrors, printing press, etc. Reading: Chapters 8-24

 

MARCH

 

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Being “Real” in the Classroom
Tuesday, March 1, 3 - 4pm, 1142 KC
Wednesday, March 2, 3-4pm, 499C DEV

Dana Munk, Pew FTLC

Research with students has suggested they believe the most effective teachers are those who place a high value on student/teacher relationships. Furthermore, students felt this emphasis on relationship building was more important to them than a faculty’s love and knowledge of subject matter, or enthusiasm in the classroom. This workshop will focus on discovering how participant’s social location impacts teaching behavior and discuss strategies for developing “real” relationships with students.
 
 
Topic, Topic, Who’s Got A Topic? Helping Students Find And Refine A Research Topic- CANCELED
Wednesday, March 2, 3 - 4pm, 1142 KC
Thursday, March 3, 10 - 11am, 302E DEV

Mary O’Kelly, Peter Coco, University Libraries

Getting started can be the most hand-wringing part of a student research project. Come learn about coaching students through this important first step, hear about a process to get them started, and share some of your own best practices. Participants will get new ideas for brainstorming a topic; writing a research question; guiding students to think through what kind of information they need to answer that question; and where to look for that information.
 
 
Leading Class Discussions that Develop Critical Thinking
Tuesday, March 15, noon - 1pm, 324 KEN
Tuesday, March 15, 4:30 - 5:30 pm, 302E DEV
Wednesday, March 16, 3:30 - 4:30 pm, 1142 KC

Christine Rener, Pew FTLC

Would you like to increase student participation in class discussions? Would you like to see your students think more deeply about class material? In this session, we will explore several approaches to leading rich class discussions.
 

miBUG Meeting & 10th Annual Teaching & Learning with Technology Symposium

Friday, March 18, DEV Exhibition Hall
8:30 am - noon  – miBUG (Michigan Blackboard Users Group)
1 - 3:30 pm – Technology Symposium

 
Using Slideshare with Blackboard & Tips for Creating Content for Next Generation Presentation Tools
Monday, March 21, 1 - 2 pm, Location TBA
Friday, March 25, noon - 1 pm, Location TBA

Abby Bedford, University Libraries & Kim Kenward, Educational Technology

Easily embed top-notch presentations into Blackboard with Blackboard 9’s mashup tool.  We’ll show you how to upload to Slideshare, quickly embed in Blackboard, and will also provide some tips for creating visually striking and engaging presentations.  Need audio and/or video?  Not a problem!  We’ll also cover how to host presentations with Slideshare that include audio or require a video.
 
E-Books @ GVSU
Tuesday, March 22, 1 - 2 pm, 114A DEV
Wednesday, March 23, noon - 1pm, 114A DEV

Jeff Daniels, Doug Way, University Libraries & Kim Kenward, Educational Technology

GVSU has more than two dozen ebook platforms and this can cause confusion.  In this session we will discuss and look at the four platforms/vendors we feel generate the most questions.  We will be talking specifically about Ebrary, Netlibrary, Safari, and Ebook Library.  The focus will be on Content, Platform, Quirks/features, Model, and include time to actually use each platform.  Questions are welcome throughout the presentation and there will be time at the end for questions on other ebook platforms or issues as well.
 
Working with Second Language Writers, Part II
Wednesday, March 23, 3 - 4pm 302E DEV
Thursday, March 24, 11 - noon, 1142 KC

Kay Losey,Writing
 
This workshop is designed for faculty members who have already taken part in viewing and discussing the Writing Across Borders DVD, either this semester or previously. This follow-up workshop is designed to provide specific suggestions for working with second language writers related to assignments, feedback, evaluation, and cross-cultural communication. In addition, we’ll look at sample student writing and discuss appropriate responses to that writing. This workshop will give you specific tools you can use immediately in your classes.
 
Understanding Media: Celebrating the Centennial Birthday of Marshall McLuhan
March 25, 3 - 4:30pm, 2263 KC
 
Cory Anton, School of Communications
 
The third and final session will focus on the final chapters of Understanding Media.  We will examine the meaning of the electrical age, focusing upon key themes that emerge with electricity: the telegraph, radio, television, automation, etc.  Reading DUE Chapters 25-33
 

Managing Student Assignments In The Online Environment
Monday, March 28, 1 - 2pm, (Allendale TBD)
Tuesday, March 29, 1 - 2pm, (Downtown TBD)

Glenna Decker, Educational Technology

What are some ways that technology supports alternative assessment and managing student assignments? In this hands-on workshop, we will consider some options that Blackboard offers, such as the assignment tool, Blogs and Wikis. 

 

APRIL

 

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Competive grants due online
April 1

 

Fulbright Seminar and Reception
Friday, April 1, 3 - 5:30pm, University Club, DEV
 

Mark Schaub, Padnos International Center

Workshop for faculty on Fulbright grants, 3:00 to 4:15 p.m.
Recognition and reception of previous GVSU Fulbright awardees, 4:15 to 5:30 p.m. (light refreshments and wine available)
This workshop for GVSU faculty and staff is meant to provide eligible applicants[1] with information about core Fulbright opportunities for GVSU faculty. It will be led by Mark Schaub, GVSU Campus Fulbright Representative. Information that will be covered includes:
· The benefits of a Fulbright awards to you, to GVSU, to your students
· What kinds of Fulbright opportunities exist for U.S. Scholars
· How to find a Fulbright opportunity that is a good fit for you and your expertise and/or interests
· The process for application (and selection)
 
At 4:15 pm, previous Fulbright awardees will be invited to a reception to share their own experiences and insights with you on an informal and one-on-one basis. This year’s Fulbright winners will be acknowledged and celebrated. Please register for the workshop at www.gvsu.edu/seminar under the Teaching & Learning category. No sign-up or registration is required for the reception.
 

[1] Eligibility for most traditional Fulbright awards is limited to U.S. citizens, those with a PhD or terminal degree appropriate to their field, and a few additional requirements.

 
 
Improving Student Motivation: The Role of Teamwork and Self-Assesment Assignments
Wednesday, April 13, 2 - 3pm, 167 LOH
Thursday April 14, noon - 1, 302E DEV
 
Heather Gulgin, Movement Science

This session presents an active-learning case study and describes the incorporation of the following activities into a kinesiology course:
 - Semester-long teamwork assignments
 - Student self assessments
 - Team assessments
 - Self-growth paper
 - Peer teach project
 
These new methods were inspired by participation in the Honors College Scholars Institute pilot project last August. Kinesiology students reported improvements in self-confidence, communication skills, and study habits.
 

How to Retire Happy and Informed
Thursday, April 14, 1 - 5pm, 340 Bicycle Factory

Human Resources and Pew FTLC

It has been said that the retirement years are the best years of  your life. Planning carefully now will help make that a reality for you later. Planning carefully now will help make that a reality for you later. See the event flyer for more details.

 

 
"Collecting, Analyzing, & Using Faculty Evaluation Data" Webinar 
Tuesday, April 19, 1-2:30 pm, 2215 KC
 
Hosted by the Provost's Office and Pew FTLC
 
Faculty evaluation is a complex process that affects institutional quality and individual careers. But in practice, day-to-day evaluation does not often reflect what has been learned from years of research or what can be done to best make use of the data collected.This webinar will discuss how to use the collected data to improve evaluation practice and enhance faculty careers. Leading the webinar is Michael Theall, Professor of Education, Youngstown State University. His primary research is on faculty evaluation, professional development, organizational development, and student ratings of teaching. For more information about the webinar and presenter, please visit: http://tinyurl.com/5vc3tco. To register, please visit the seminar registration site, under the "Teaching and Learning" category no later than Tuesday, April 12. 

 

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MAY
 
Faculty/Staff Writing Retreat
May 2-6
Fred Meijer Center for Writing, LOH 120
Are you working on a dissertation, book manuscript, article, grant application, or other writing project that would benefit from five solid days of writing? Do you need a quiet space in which to write, the support of colleagues who are also writing, and feedback on your  work? If you’d like to make a great deal of progress on a writing project this summer, sign up to participate in one of the Faculty/Staff Writing Retreats.

Participants are expected to spend 7 hours per day on writing or writing-related activities and join other participants for lunch each day. We’ll write 9 a.m. - 5 p.m. each day of the retreat. In addition to having your own writing space, you may request feedback on your writing.
For more information and to download a registration form (due by   April 16), please see the writing center’s website:
http://www.gvsu.edu/wc/index.cfm?id=7D9ABD94-E2AA-61E6-C046F135F62DCA74
 
Thirteenth Annual Retreat On The Teaching Life
Monday, 12:30 pm until 3:00 pm Tuesday, May 9-10
Location: Khardomah Lodge, Grand Haven

Come to the retreat for rest, reflection, dialogue. Preference is given to first-time attenders. We ask that those who register stay for the entire retreat.

 
Active Learning & Student Engagement Series
May 18-20, 9 - noon, 202E DEV
 
Christine Rener, Pew FTLC
 
In this series of 3-hour workshops, active learning strategies and methods to increase student engagement will be explored. Discussions will address learning theories and include classroom activities. There will be time for hands-on adaptation work as well as peer feedback opportunities. Come to one session or to all.
 

FTLC Personnel Portfolio Workshops
May 23 - 27, 303C DEV
June 23 - 29, 1142 KC

Pew FTLC Staff

Personnel portfolios are reflective, evidence-based documents that describe the scope and quality of a faculty member’s teaching performance, scholarship/creative activity, and service. Working closely with faculty mentors, participants will compose their Integrative/Reflective Statement and prepare other supporting materials for the portfolio in accordance with their college and unit personnel policies.
Who should attend: Faculty who are preparing for pre-tenure and tenure reviews, or for promotion. Workshop mentors recommend that participants do not teach at the same time that they are participating in this workshop. Participants usually devote at least 12-15 hours during the week to work on their portfolios.


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Page last modified November 11, 2013