Faculty Associates

The Faculty Associate designation is a recognition of significant leadership capabilities and considerable expertise. In general terms, Pew FTLC Faculty Associates partner with the Pew FTLC to offer programming that offers guidance and examples for success to GVSU faculty. Faculty Associates serve by leading Mentoring groups or Faculty Learning Communities.

Faculty Learning Communities

Through faculty learning communities, faculty support one another as they adopt new teaching methods and assess resulting student learning. These communities of practice are proposed and led by faculty with a particular interest and/or expertise and are supported through internal grant funding. The particular responsibilities of a Faculty Associate facilitating a faculty learning community are:

  • Convene a small group of faculty around a particular teaching topic over the course of a semester or academic year
  • Craft a description of the community and establish participant learning objectives
  • Propose and manage the faculty learning community grant budget
  • Establish the meeting schedule and work with Pew FTLC staff to reserve rooms and order refreshments 
  • Identify resource materials and work with Pew FTLC staff to order books/resources for participants
  • Participate in an orientation session for faculty learning community facilitators

Mentoring

Mentoring – particularly for early-career faculty – plays a pivotal role in long-term faculty success and, thus, the Pew FTLC offers several evidence-based mentoring programs. The particular responsibilities of a Faculty Associate facilitating a mentoring group are:

  • Convene a small group of new faculty on a regular basis during the 2019-2020 academic year, during which time the faculty mentor creates a climate where newer faculty are free to ask questions, form relationships outside their discipline, and locate expertise across campus.
  • Participate in an orientation session for faculty mentoring group facilitators
  • Review and select readings, discussion prompts, and supplemental materials that will engage faculty from diverse fields and with a broad range of higher education experiences
  • Facilitate discussions of readings and topics of interest to participating faculty in order to expand their teaching to include engaged pedagogies
  • Assist faculty in locating the wide variety of campus resources within their department, college or elsewhere in the university

Meghan Cai (Modern Languages and Literatures)

Nancy DeFrance ( Education Program–Department of Literacy Educational Foundations & Technology)

Amber Dierking (University Libraries)

Megan Freudigmann (Education Program—Teaching and Learning)

Emily Frigo (University Libraries)

Richard Geisel (Education  Program—Educational Leadership and Counseling)

Janel Pettes Guikema (Modern Languages and Literatures)

Erica Hamilton (Education Programs–Department of Literacy Educational Foundations & Technology)

Jon Hasenbank (Mathematics)

Maya Hobscheid (University Libraries)

Kevin Holohan (Educational Foundations)

Joe Jaquot (Biology)

Whitt Kilburn (Political Science)

Amy Masko (English)

Dauvan Mulally (Writing)

Kathryn Ohle (Education Program–Teaching and Learning)

Jeremy Robinson (Modern Languages and Literatures and Area Global Studies)

Dawn Rutecki (Integrative, Religious, and Intercultural Studies)

Gayle Schaub (University Libraries)

Jamie Owen De Schryver (Psychology)

Jerry Stinnett (Writing)

Terry Stockton (Education Program–Department of Literacy Educational Foundations & Technology)

Susan Strouse (Nursing)

Michael Vrooman (Modern Languages and Literatures)

David Zwart (History)

 

 


Page last modified October 11, 2021
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