The majority of our in-person activities have been postponed or moved online.  We are open for business virtually – please contact us with any questions. Direct inquiries to or 616-331-3498. 

Fall 2020 NCFDD Guest Expert Webinar Schedule

Portrait of Dr. Della Mosley

Bracing for and Embracing the Fall as a Blkademic
September 15

Portrait of Dr. Brandy Simula

Building and Leading Successful Research Teams
September 22

Portrait of Dr. Rosemarie Roberts

How to Engage in Healthy Conflict
October 8

Portrait of Dr. Pauline Maki

Women's Brain Health at Midlife- What Does Menopause Have to Do With It?
October 27

Portrait of Dr. Carlita Favero

How to Manage Stress, Rejection, & the Haters in Your Midst
November 12

Portrait of Dr. KerryAnn O'Meara

Developing a Career as a Community Engaged Scholar
November 24

20F NCFDD Webinar Calendar

Recognizing the unique vulnerabilities Black academics (Blkademics) are facing in the current sociopolitical and campus climate, this interactive webinar will provide attendees with practical strategies to help them as they begin the fall semester. By increasing awareness, reflecting on holistic wellness needs, and getting clear on the strategies that resonate on a personal level, Blkademics will better be able to brace for and potentially embrace the semester ahead after attending this NCFDD webinar. Grounded in counseling and prevention psychology, Black feminism, and solution-focused theories, this webinar will offer Blkademics empirically-grounded and culturally-relevant strategies for surviving and being well as an academic today.

For more information and to register, visit the NCFDD Events listing.

  • Are you wondering how to build your research group or lab to be a productive, happy working environment?
  •  Do you have an existing research team and are feeling overwhelmed trying to manage the work of the team?
  •  Do you wish there was a way to help your research team work better together?

This webinar will provide attendees with skills for developing a productive and successful research team, group, or lab, managing the work of the team, and creating a collaborative and inclusive culture across research team members. Appropriate for researchers leading teams ranging from 1-2 undergraduate assistants to large, geographically disperse teams consisting of research assistants and professional staff,
the webinar will provide an overview of the work involved in running research teams from hiring to project completion. The webinar will discuss concrete, practical issues such as creating and assigning work tasks as well as conceptual and ethical issues related to dealing with conflict. Participants will leave the webinar having identified the core values that guide their ideal research team, determined the general and technical skills members of their research team need to be successful, and developed their vision for what their own successful research team will accomplish and how its culture will guide the core work of the team.

For more information and to register, visit the NCFDD Events listing.

  • Do you often feel drained by departmental drama?
  • Do you feel unclear how to handle conflicts that arise in your department?
  • Are you unsure when, where, and how to manage conflict with people who will be
    voting on your tenure?

Academics are notoriously conflict avoidant and the inability to manage conflict can result in negative physical, emotional, and relational consequences for tenure-track faculty. So why not learn early in your career to master the SKILL of healthy conflict so that you can effectively manage conflicts as they arise and avoid carrying around all of the negative energy, anger and resentment in your mind and body. In this webinar, you will learn: 

  • How conflict-management is an essential part of thriving in the Academy.
  • How to decide when to push-back and when to pull back in the face of conflict.
  •  The difference between healthy and unhealthy conflict.
  •  How to get clear about the role that power plays in resolving departmental
  • Ten tips for engaging in healthy conflict.

For more information and to register, visit the NCFDD Events listing.

Dr. Pauline M. Maki is Professor of Psychiatry, Psychology and Obstetrics & Gynecology and Associate Dean for Faculty Affairs at the University of Illinois at Chicago (UIC). She also serves as Senior Director of Research at the UIC Center for Research on Women and Gender. Dr. Maki received her Ph.D. from the University of Minnesota and postdoctoral training at the Johns Hopkins University School of Medicine and the National Institute on Aging. For the past 25 years, she has led a program of NIH-funded research on women, cognition, mood and dementia, with a particular focus on the menopause. She uses multiple methods including clinical trials of hormonal and non-hormonal treatments for menopausal symptoms, cohort studies of the natural history of cognition and brain function across the menopausal transition, and neuroimaging studies.

For more information and to register, visit the NCFDD Events listing.

  • Are you stressed?
  • Do you feel devastated when your articles and/or grant proposals get rejected?
  •  Is the pressure of publishing/funding your work making you sick?

If any of this sounds familiar and you have difficulty managing the negative energy and rejection in your environment, please join us to learn:

  • The impact that stress and negativity can have if they are not managed
  • Identify the most common areas of stress in academic life
  • Concrete strategies for managing the physical, emotional, and attitudinal effects
    of stress

For more information and to register, visit the NCFDD Events listing.

Drawing on studies of exemplar, highly impactful engaged scholars, Dr. O'Meara shares examples of high impact community engaged scholarship and strategies adopted by engaged scholars to succeed in reward systems that are not yet fully inclusive of this work. We consider ways in which projects with community partners might be designed to document expertise or knowledge drawn on, impact, and significance.

For more information and to register, visit the NCFDD Events listing.


Effective Teaching: Classic and Contemporary Thought


This ongoing series will feature two FLCs each semester, one delving into a foundational text of progressive educational philosophy (e.g. Rousseau, Dewey, Hooks), the other providing a contemporary lens and practical approaches to confront today's pedagogical challenges.  All faculty are welcome to join one or both FLCs.

FLCs inaugurating the series this fall (Fall 2020):

  • Pedagogy of the Oppressed by Paolo Freire.  In our current situation, Freire's 1968 classic is as relevant and indispensable as ever.  Freire sheds light on the oppressive power dynamics inherent in what he calls the "banking model of education," in which the all-powerful and all-knowing instructor's role is to dispense intellectual capital to passive students, who are denied agency in their learning.  As a solution, Freire discloses how teachers can engage in partnership and dialogue with students, empowering them to realize their potential.  Facilitated by David Eick, Modern Languages and Literatures and Pew FTLC Faculty Fellow.
  • How Learning Works: Seven Research-Based Principles for Smart Teaching by Susan Ambrose et al.  How do students' brains function?  What must happen in order for learning to occur?  In this FLC instructors will glean applicable tips drawn from research in cognitive psychology, anthropology and neuroscience.  Facilitated by David Eick, Modern Languages and Literatures and Pew FTLC Faculty Fellow.

The Winter 2021 installment of this series includes:

  • Emile (Rousseau)   What can twenty-first century instructors in a crisis glean from this Enlightenment treatise designed to educate citizens for democracy?  "Perhaps the most prominent educational radical of all" according to Susan Blum , a key influence on Maria Montessori, Rousseau proposed learning approaches we would characterize today as experiential, student-centered, and deep in Emile: or On Education (1762). Upon its publication Rousseau was forced to flee France for England, and the work was placed on the Vatican's Index of forbidden books, where it remained until 1966.  Facilitated by David Eick, Modern Languages and Literatures and Pew FTLC Faculty Fellow.
  • What the Best College Students Do by Ken Bain.  What do the best college students do, and how can we empower GVSU students to adopt similar approaches?  In What the Best College Teachers Do Ken Bain and his research team identified commonalities in the approaches of successful instructors and distilled them into practical tips the rest of us can follow. He similarly discloses common threads in What the Best College Students Do: imbued with a growth mindset, they take risks, shrug off failures, follow their intellectual curiosity, and aim even higher than straight A's. Participants in this FLC will glean ways in which to support students in cultivating fruitful habits for academic and lifelong success.  Facilitated by David Eick, Modern Languages and Literatures and Pew FTLC Faculty Fellow.

Learn more about these FLCs and the others opening this Fall at our Current Faculty Learning Communities webpage.  Interested in joining an FLC?  Submit an FLC Application through our online grants system.

Fall FLCs are OPEN!

Faculty Learning Communities (FLCs) bring faculty together to foster a 1-2 semester-long conversation on a topic of mutual interest and encourage an application of the knowledge gained.  Each FLC consists of a facilitator and a group of at least four faculty.  Click the linked titles below to learn more about these exciting Fall topics!

Inclusive Teaching Practices Toolkit

NEW RESOURCE—Inclusive Teaching Practices Toolkit

ACUE just introduced a set of FREE resources—including videos and downloadable planning guides—that can be immediately put to use to benefit both faculty and their students.  These practices are tailored for online teaching but are also relevant to the physical classroom.  By implementing inclusive teaching practices, faculty create learning environments where all students feel they belong and have the opportunity to achieve at high levels.


The Inclusive Teaching Practices Toolkit was developed in collaboration with Dr. Marlo Goldstein Hode, Senior Manager, Strategic Diversity Initiatives, Office of Diversity, Equity and Inclusion, University of Missouri-St. Louis.

National Center for Faculty Development and Diversity (NCFDD)

Grand Valley State University has joined the National Center for Faculty Development and Diversity (NCFDD), a nationally recognized, independent organization providing online career development and mentoring resources.  Our Institutional Membership begins May 1, 2020.

The subscription entitles ALL faculty, academic staff, post doc and graduate students access to tools to increase research and writing productivity and improve work-life balance.  These tools include:

To access this resource, you need to register:

  1. Go to
  2. Under "Select Your Institution," choose "Grand Valley State University"
  3. Select "Activate my Membership"
  4. Complete the registration form using your GVSU email address
  5. Check your GVSU email account to find a confirmation/welcome email. Click "Activate Account" in the email.

Please contact Dana Munk ( if you have questions or concerns.

Twitter feed for @GVSU_PewFTLC

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Happy (ALMOST) New Semester! Classes begin Monday--we hope you take this weekend to rest and prepare for a fantastic fall semester!
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We are committed to continuing to educate ourselves on racial injustices and take actionable steps to work toward dismantling systemic & structural racism. 99 Things White People Can Do for Racial Justice is a great place for all of us to start.…

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The Robert and Mary Pew Faculty Teaching and Learning Center serves as a catalyst for promoting a culture of teaching excellence at Grand Valley State University.  Rooted in a liberal education tradition and informed by the scholarship of teaching and learning, we advocate innovative teaching and student-centered pedagogies.  We partner with faculty as they prepare students to contribute meaningfully to their professions and societies.

Promoting a scholarly approach to teaching and learning, supporting reflection on professional practice, encouraging growth at all career stages, and rewarding innovation in teaching.