Our New Liaison Wants to Connect With You

The Pew FLTC now has a dedicated liaison who will be working directly with, and for, part-time faculty at GVSU. Part of Michele Lussky's role will be to meet with PT faculty to listen to your concerns and ideas, connect people together, and collaborate on effective solutions. To that end, Michele:

  • Will be holding "Part-time Power Hours" periodically at all campuses over the course of the year. These informal meetings are an opportunity for you to be heard, to connect with Michele and others, and to collaborate on solutions. See dates to the left.
  • Invites you to join a private LinkedIn discussion group exclusively for PT faculty to share their ideas and concerns.
  • Welcomes phone calls, emails, or drop-ins to her office. Cell: 616.901.0579 Email: lusskym@gvsu.edu Office: LOH 304 Wednesdays 11a-1pm.
  • Is open to meeting you at a time and place convenient to you; just drop her a line

Michele DeVoe Lussky

Michele DeVoe Lussky has served GVSU as an Adjunct Professor of Writing since 2008. Prior to that she taught Composition and Literature for three years at Saginaw Valley State University and Delta College. She holds a B.A. from GVSU and an M.A. from Central Michigan University--both in English Language and Literature. Her academic interests include Jungian psychology, pedagogy as play, beat poet William Everson, and first-year retention. In addition to being a tireless activist for the environment, public education, and the arts, she is a Comprehensive Sexuality Educator who speaks to organizations on the subjects of sexual assault, victims' rights, and LGBTQ inclusion and rights.  Michele resides in Rockford with her life-partner of 19 years (who also happens to teach college Writing), Andrew. They have two adult sons, Ethan and Taylor; and a 7-year old son, Zared.


Teaching Tip. . .On Writing

Here's a strategy which is simple, yet highly effective. At the beginning of every class, project a writing prompt on the screen for the students to respond to. It could be anything--a metacognition prompt about the last assignment, an opinion about a news event, an assessment of the course (or themselves), a reflection on a reading, or a solicitation for questions/worries, etc. If you do this regularly, it has a number of important benefits:

  • It centers the students and brings them into the space of the classroom.  They will quiet themselves, put down their devices, tune out distractions, and focus on the class. Just a five minutes at the top of the class will help them make this transition.
  • The responses can provide the seeds of a healthy discussion.  Some students need time to compose their thoughts before contributing verbally, so they will appreciate the time articulate what they really want to say before they have to say it. And, our more introverted students will enjoy how the activity provides them with an opportunity to express themselves without speaking up--or it can serve as a quick reference for future discussions so as to avoid being tongue-tied in small or large group discussions.
  • Writing begets writing.  The best way to improve writing is to practice it regularly.  You may even see an improvement in essay exam responses and formal papers.
  • If you make the questions or prompts about the readings, this activity can take the place of regular quizzes.
  • How do you assess it?  You will want to glance over their work and give it a quick point or two--just for trying.  It could also be considered a participation point.  But if you do want the activity to compel them to do the reading--or as a substitution for a quiz--you will want to provide some kind of grade.