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Resilient Pedagogy

Minds That Matter Series

Strong Start Initiative

Summer Course Design Series 

Professional Development for Online/Hybrid Teaching at GVSU

Fall Learning Communities!

The following Learning Communities (LCs) are now accepting members!  These are open to faculty AND staff.  Register in our online grants system today!

• Ableism in Academia—What does it mean to be and to work outside of the so-called norm?
• AI & Humanities—How can we make pedagogically-sound, ethical use of the generative-AI in our classrooms?
• As We Have Always Done—How might we practice and teach anti-colonialism in our classrooms?
• Bringing Global Perspectives into the Classroom by Introducing International Virtual Exchange—How might we incorporate virtual exchange projects in our courses to promote intercultural dialogue and foster collaboration, problem solving, and global awareness in our students?
• ChatGPT and the Humanities—How can we make pedagogically-sound, ethical use of the generative-AI in our classrooms?
• Connected Teaching 2.0: Relational Cultural Theory in Praxis—How might faculty design, develop, and implement a Connected Teaching approach leveraging Relational Cultural Theory? (year-long)
• Cultivating Resilience and Stamina in the Elementary Classroom—In this post-COVID world, how might we better support elementary teacher interns, both emotionally and academically, building up their professional stamina?
• Demystifying Disability–Becoming an Intentional Ally—How can we be proactive and intentional in our efforst to design syllabi and inclusive classroom environments that support and respect individuals with disabilities?
• Designing Groupwork—How can we create tasks for our student groupwork in math that are effective for heterogeneous groups? (year-long)
• Engineering Pedagogy—How might we properly address systemic inequalities introduced by pedagogical practice in engineering?
• Finding the Sweet Spot: Challenging and Supporting Students—How do we support AND challenge students?
• How to incorporate Undergraduate Research into Courses—How can undergraduate research be incorporated into the courses of a regular undergraduate curriculum without increasing faculty and student workload? (year-long)
• Integrating Experiential Learning Across the CLAS Curriculum—How can we integrate experiential learning across the CLAS curriculum to ensure equitable access to improved student outcomes?
• Internships: Approaches, Strategies. and Best Practices—How can we help students get the most out of their internships?
• KCON 2023-24 Writing Circle—How might a discipline-specific writing group with writing buddies help support the scholarship goals of both novice and experienced nursing faculty and increase their comfort with academic writing? (year-long)
• Living and Learning from the Environment: An Environmental Humanities Perspective—How might we "teach" environmental humanities, broadly conceived?
• Rest as Resistance: Exploring New Conversations Supporting Mindful Living—How might mindfulness support the pursuit of rest as resistance?
• Supervising the Elementary Teacher Apprentice—In this post-COVID world, how might we better support elementary teacher apprentices, both emotionally and academically, as they begin their first intense fieldwork experience?
• Teaching Adult Learners in the LEADS Format—What are some effective strategies for connecting with adult learners in the accelerated LEADS format? (year-long)
• Teaching Trauma-Sensitive Mindfulness—What are the considerations to keep in mind to ensure that mindfulness practices are beneficial to students?
• Unity Amongst Unit Heads—How can unit heads/department chairs support each other in navigating their roles? (year-long)
• Women, Leadership, & Higher Education—Within higher education, how might women learn to lead with excellence and maintain their joy?