Faculty Development at Muskingum University
Muskingum University is dedicated to the proposition that both individuals and societies benefit from a disposition towards, and the practice of, life-long learning. The university actively seeks-out, promotes, and develops and implements programs and opportunities that will benefit faculty at all levels of their careers, that will enhance their teaching, research and professional abilities, and will keep the university's classrooms current and envigorated, and its students engaged.
Faculty Development Resources/Opportunities
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Internal Faculty Development Opportunities
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General Web Resources
- See, also, "Retention" and "Undergraduate Research," below.
- Thought-provoking 2014 article from Inside Higher Ed on e-portfolios.
- "Class-Sourcing" as a Teaching Strategy.
- "Best Teaching Practices," a well-researched resource guide (with extensive reference notes) from the City University of New York.
- "Why Don't Students Like School?"
Excerpt in American Educator (Spring, 2009) from the interesting book of the same name by Daniel Willingham, a cognitive scientist at the University of Virginia.
- "It's the Little Things that Count in Teaching: Attention to the less 'serious' aspects can make you a more effective instructor." Chronicle of Higher Education, September 2013.
- Strategies for Creating/Maintaining a Positive Classroom Environment.
- Tips from University of Delaware Center for Teaching and Assessment of Learning.
- "Positive Classroom Motivational Environments: Convergence Between Mastery
Goal Structure and Classroom Social Climate."
- "Shaping Courses and Activities through an Understanding of the Cognitive, Moral and Emotional Development of Students."
- Michigan State University webpage of Resources.
- "College Student Development: The Journey from Freshman to Graduation." (University of Central Florida)
Information on typical struggles by year, and related issues
such as international student culture shock and adaption, plus suggestions on how to help affected students.
Advice on Syllabi, the Communication of Expectations, and Reducing Grading Controversies.
First Year Seminar/Students: National Resource Center for the First Year Experience website.
- What is it Like to be a First-Year Student These Days?
- Results from UCLA Cooperative Institutional Research Program (CIRP) Survey.
- "Understanding How First-Year Seminars Affect Persistence."
- "The Impact of First-Year Seminars on Student Involvement
_and Engagement in Good Educational Practices." (Ppt presentation from the National Resource Center.
- NACADA: "Improving the Odds for Freshman Success."
- Helping First Year Students Succeed: "Metacognitive Pestering for Beginning Students."
- Sophomore Year Resources (National Resource Center for the First Year Experience and Students in Transition).
Getting Published: Resources from Florida Gulf Coast University.
Grants and Foundations Resources:
Learning Communities: National Resource Center.
Learning Outcomes/Assessment Resources: National Institute for Learning Outcomes Assessment (NILOA) website.
- Preventing Plagiarism: Suggestions for Instructors (Turnitin.com).
- Resources on Plagiarism Awareness for Instructors and Students from Purdue University
- Interesting: "An Assignment that Prevents Plagiarism" from Magnapubs.com
Professional Association Directory.
Resources related to international education/students from the Association of International Educators: NAFSA.
Retention: "Faculty Roles in Student Retention" (Resource Page, Penn State University)
Sophomore Year Resources (National Resource Center for the First Year Experience and Students in Transition).
Undergraduate Research: Council on Undergraduate Research resources for faculty.
- CUR Quarterly. Interesting articles on what others are doing elsewhere.
Upcoming External Seminars/Programs
Websites Listing Conferences, Seminars and Other Opportunities:
- Teaching and Learning Conference Listings from
- Academic Conferences/Seminars/Workshops, World-wide and Online
CIC 2014 Seminar on the Odyssey
The Center for Hellenic Studies (CHS)
and the Council of Independent Colleges (CIC) are cosponsoring a
seminar on the Odyssey, to be held on the Center’s Washington, DC, campus July
22–26, 2014. The seminar is open to full-time faculty members in all
fields at CIC member colleges and universities. Gregory Nagy, Francis
Jones Professor of Classical Greek Literature and
Professor of Comparative Literature at Harvard University, and Kenneth
Scott Morrell, Associate Professor of Greek and Roman Studies at Rhodes
College, will lead the seminar. This seminar will offer faculty members
the opportunity to extend their knowledge of ancient sources and
to develop strategies for incorporating them into courses.
The seminar, designed for non-specialists, addresses the challenge of
keeping alive in undergraduate education classical texts such as the
Homeric Hymns, the poetry of Hesiod, and the Histories of Herodotus that a generation ago were read and
understood by every college graduate. Full-time faculty members at CIC
member colleges and universities in all disciplines who might have
occasion to use classical texts in their courses are
encouraged to apply. This seminar will offer an opportunity to examine
the many dimensions of the Odyssey in its various historical contexts and explore how the
poem (to be read in translation) can be studied in courses that address a
variety of literatures and disciplines.
For the faculty members selected by the CIC to participate, the cost of rooms,
most meals, books, and the seminar program itself will be covered by
CIC, CHS, and the Andrew W. Mellon Foundation. The only expense to
participants or their institutions will be transportation
to and from Washington, although CIC will offer reimbursements of up to
$200 for travel expenses.
The selection process is based on nominations by chief
academic officers [VPAA], rather than by direct application. The CIC deadline for submitted nominations is January 17, 2014.
- Internal, Muskingum University, deadline for nomination consideration is January 13, 2014.
Further information, including guidelines and the online nomination materials, is available on CIC’s website at www.cic.edu/AncientGreece. Questions about the seminar may be directed to Stephen
Gibson, CIC’s director of programs, who can be reached by telephone at (202) 466-7230 or by email at email@example.com.
CIC 2014 Seminar on Teaching Interfaith Understanding
The Council of Independent Colleges (CIC) and Interfaith Youth Core (IFYC) have announced two multidisciplinary seminars on Teaching Interfaith Understanding for full-time faculty members. The seminars have the intention of broaden ing faculty members’ knowledge and perspective to help them strengthen the teaching of interfaith understanding, develop new courses and other resources, and encourage the development of a growing network of faculty members who are committed to teaching this subject. The seminars, offered by CIC and IFYC and generously supported by a grant from the Henry Luce Foundation, will cover most costs of participation for those faculty members who are selected.
The 2014 seminars are concerned with how interfaith understanding can be taught effectively in the college classroom, so that students are equipped for interfaith engagement and leadership both in the classroom and beyond. These seminars, led by leading scholars and IFYC staff, will examine the substantial theoretical questions inherent in teaching interfaith understanding and explore the practical work of translating these ideas into courses. Participating faculty members will have opportunities to develop teaching resources such as syllabi and course modules that may be shared online with colleagues at many other institutions. The seminars will be especially helpful both to faculty members who are interested in teaching an entire course on interfaith understanding, as well as those interested in strengthening interfaith themes in existing courses. While the seminars in Cambridge and Chicago share common goals, each will be shaped by the expertise and research interests of the seminar leaders.
Each day of the seminars will focus on a particular dimension of interfaith understanding—such as models of interfaith collaboration and pedagogies for teaching interfaith cooperation—and will include both theoretical and applied work. The seminars will blend textbased discussions of key concepts, experiential activities such as site visits, practicing models of interfaith dialogue, and tools to teach interfaith cooperation.
Twenty-five participants will be selected for each seminar by competitive nomination. Faculty members who wish to participate should ask the chief academic officer of their institution to send a letter of nomination that emphasizes the nominee’s qualifications and the opportunities that the nominee will have upon returning to campus to incorporate what has been learned into his or her teaching.
Lodging, most meals, and reading materials will be provided, thanks to generous support from the Henry Luce Foundation. Participants or their institutions are expected to cover transportation to and from the seminar locations.
Seminar Dates and Locations:
June 15–19, 2014 · Lesley University · Cambridge, MA
August 3–7, 2014 · DePaul University · Chicago, IL
For further information: www.cic.org/meetings-and-events/Faculty-Development/Pages/Interfaith.aspx
CIC 2014 Seminar on Teaching Pre-Modern European Art: The Uses of Antiquity.
This year's CIC seminar on Teaching Pre-modern European Art in Context will be held July 13-15, 2014 at the University of Chicago's Smart Museum of Art. The seminar on "The Uses of Antiquity" is especially valuable for faculty members who teach art history or related fields at institutions without large campus museums or proximity to major art museums. The goal of the seminar is to strengthen the teaching of art history to undergraduates
at smaller colleges and universities.
There is no seminar fee for faculty members selected to participate.
Seminar materials, lodging, and some meals will be covered with support
from CIC, the Smart Museum of Art, and the Samuel H. Kress Foundation.
Participants or their institutions will be expected
to cover the cost of transportation to the seminar.
From the CIC: "Renaissance and Baroque artists who adopted classical styles, quoted
from ancient artworks, and depicted ancient subject matter had many
different purposes in mind. The early modern European response to
antiquity could, among other things, assert cultural authority;
serve as a morality tale about the dangers of empire or the inevitable
decline of civilizations; express a mood of nostalgia; play out
contemporary rivalries; and advertise the learning of the artist or
portrait sitter. The seminar will take as its starting
point European objects spanning the years 1300–1800 at the Smart Museum
and participants also will have the opportunity to examine prints and
rare printed books in the Regenstein Library's Special Collections
Research Center, principally the very large collection
of the Speculum Romanae Magnificentiae and related prints after Roman
monuments and antiquities, considering the role of prints, books, and
other small objects in disseminating and popularizing classical styles
and imagery. Participants will visit local sites
such as the University’s Oriental Institute, campus and neighborhood
murals, and the nearby Museum of Science and Industry to think about how
participants can use their own local resources creatively to discuss
with students ways in which artists, architects,
patrons, and others have understood and reinterpreted the past.
Pedagogical discussions will address close looking, the relationship of
texts to objects, and ways faculty members can help students think
critically about the texture of history and the practices
and decisions of artists."
For further information: www.cic.edu/meetings-and-events/Faculty-Development/Pages/Art-History.aspx
(Note: The standard work on this subject is still Roberto Weiss, The Renaissance Discovery of Classical Antiquity. See also, Phyllis Bober and Ruth Rubenstein, Renaissance Artists and Antique Sculpture: A Handbook of Sources. Jacob Burckhardt's classic, "The Civilization of the Renaissance in Italy," also presents an interesting perspective.)
CIC Workshops for Department and Division Chairs:
"Promoting Institutional Effectiveness Through Collaboration."
The Workshops for Department and Division Chairs focus on collaborative strategies and practical approaches that chairs can implement upon their return to campus. The workshops are designed to serve both experienced and new chairs of departments or divisions at nonprofit, independent colleges and universities. Registration is limited to chairs and other academic administrators at private colleges and universities. Each workshop can accommodate 100 participants.
For more information: CIC Workshops.
Muskingum University Faculty Development Grants
Faculty Development Grant Activity (Final) Report Template.
Muskingum University "Enhancing International Learning Grants."
Muskingum University Summer Muskie Fellow Grants
2014 Summer Muskie Fellow Proposal Memo/Information.
Two Participation Tracks This Year:
- Faculty-Student Research.
- Muskingum County Business Incubator (MCBI).
MCBI/Muskie Fellows-Related Information:
Muskingum University Faculty Development/Student Success Workshop Series
Spring 2014 Workshops
“Teaching Writing and Reading in English to Non-Native Speakers.”
- Meri Linn McCollum, Director of International Admission & Immigration Services Operations,
Coordinator of Study Abroad, English Support Program Coordinator.
- 11:00 am. Caldwell 370.
"Writing it Out: Publishing Opportunities for Students and Faculty."
- Vivian Wagner, Associate
Professor of Journalism.
- 11:00 am. Caldwell 370.
"Blackboard Add-Ons, Blogs and Journals."
Academic Technology Committee.
- 11:00 am in Cambridge Hall 15.
Fall 2013 Workshops
"Resources for Faculty and Students: Barnes and Noble."
- Jessica French, Manager, Muskingum University Bookstore.
- 11:00 am. Boyd Science Center 336.
White Meet Grammar Girl:
it Mean to Revise?”
- Jane Varley, English Department Chairperson, Associate Professor of English.
- 11:00 am. Philip & Betsy Caldwell Hall Room 370.
"Teaching Writing to Science Students."
- Shelley Amstutz-Szalay, Assistant Professor of Biology.
-11:00 am. Location to be Announced.
Spring 2013 Workshops
March 19 (Two Workshops)
Presentation by Academic Technology Committee.
"Technology at Muskingum, 2013."
- 11:00 am, MH 200.
Also: "Teaching for Opportunities: Better Access, Experiences and Outcomes in
Dr Lisa Dierker, Professor of Psychology, Wesleyan
- 11:00 am, PBC 370.
"Advising Transfer Module Students." (Traditional Undergraduate)
- Larry Normansell and Emily Smith.
- 11:00 am, BSC 336.
Fall 2012 Workshops:
Special Program Sponsored by the Human Relations and Minority Affairs Committee, 11:00 am in BSC 336.
- "Making Change: Transformative Opportunities for Addressing Diversity on
- Speaker: Mari Norman Sunami.
- 11:00 am, BSC 336.
Academic Technology Committee.
- “Blackboard Ins and Outs: Entering Grades, Hosting Discussions, and ... More.”
- 11:00 am, BSC 336.
EXTRA - September 26
Writing Unit Training Workshop (Vivian Wagner)
- 5:00 pm to 6:30 in Cambridge 109 (Gooding Seminar).
- Faculty members who have not yet taken this workshop and would like to
designate one or more of their courses as writing unit courses are
invited to attend. In order for a course to be designated as a writing unit course, the
instructor of the course must have completed a training workshop. Workshop attendees need only bring a pen and paper; refreshments will be served.
Using the GradesFirst Student Advising Software (Jeff Zellers and Lisa Kasper), 11:00 am in BSC 336.
- GradesFirst is a system that is designed to improve the efficiency of
acdemic-related communications with students. Enhanced, and timely, communication
has been shown to improve academic performance and increase student retention and graduation. GradesFirst provides a central communications node for information sharing that can help us
to better assist our students and advisees to succeed. GradesFirst users may include faculty,
academic advisors, coaches, tutors, and students. Learn how the GradesFirst
system was used during our pilot semester in Spring 2012, plans for its expansion this year, and how you and your students can benefit from its use.
April 3, 2012
Workshop on the Zotero Research Browser Tool (Stacy Parker and Nicole Robinson).
March 13, 2012
Advancing English Proficiency and Academic Success: Supporting English
Language Learners Enrolled as Degree Candidates at Muskingum University (Jean Morris and Panel), Caldwell 370.
February 7, 2012
Promoting Undergraduate Research - Muskie Summer Fellows Program and Other Undergraduate Research Programs (Bil Kerrigan).
November 8, 2011
Student Emergencies and Active Intruders.
February 1, 2011
Using Learning Objectives to Create Effective Class Assignments
April 13, 2010
Advising the Advisors: Students Share Their Perspectives on Academic Advising
On-Line Learning: Delivering a Balanced Course
March 16, 2010
Course Learning Objectives
February 2, 2010
Conducting the Advising Appointment: Hands-On Workshop Session for New Advisors
November 17, 2009
Tips and Tricks for Managing the Nuts and Bolts of Advising
On-Line Teaching/Learning: The Student Perspective
October 13, 2009
Advising: Helping Students Find Their Way
On-Line Teaching/Learning: Is it for You?
Policy (APAP 220.5A)
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