Writing Lives & Teaching Lives Series: How Faculty Integrate Scholarship and Teaching
I’ve used the workshops, especially the group discussions, to improve my own writing skills/productivity, but I’ve also taken these lessons back to my research group in order to develop a culture of writing.
-Tim C. Sell, Associate Professor of Physical Therapy, Director of the K-Lab
SPRING 2018: Teaching as Public Scholarship
Getting Personal and Going Public: A Process for Writing from Your Teaching and Academic Work. Thursday, March 1, 1:30-3:00. Forum for Scholars and Publics. Old Chem 011. The work we do is rich with narratives which can help us better understand our students and ourselves as our practices evolve. They’re also worth sharing with the wider public inside the academy and beyond. How can faculty take their ideas about teaching into public domains? What are our responsibilities and opportunities for doing so? Join a discussion with novelist, columnist, humorist, and Inside Higher Ed writer John Warner. In this interactive session, we’ll explore the process of translating life and work into stories and scholarship.
John Warner’s first book (My First Presidentiary: A Scrapbook of George W. Bush co-authored with Kevin Guilfoile) was written primarily in colored pencil and turned into a Washington Post #1 best seller. Since then he’s published a parody of writing advice , more politically minded humor, a novel, and a collection of short stories. From 2003 to 2008 he edited McSweeney’s Internet Tendency for which he now serves as a contributing editor, and writes a weekly column for the Chicago Tribune on books and reading. Since 2000 he’s held a series of teaching positions at the University of Illinois, Virginia Tech, Clemson, and College of Charleston, experiences which he mines for his Just Visiting blog at Inside Higher Ed. His writing for IHE has resulted in two forthcoming books on the teaching of writing, Why Can’t They Write?: Killing the Five-Paragraph Essay and Other Necessities (Johns Hopkins UP) and the tentatively titled Not a Writing Textbook: Experiences for the Developing Writer (Penguin/Random House).
Integrating Research and Teaching. Friday, April 13, 12-1:15. Perkins 217. How do research faculty make the turn to studying their teaching? Join a discussion with Professor Leslie Schiff and Professor Julie Reynolds about their National Science Foundation-funded research into teaching in STEM disciplines. Drs. Schiff and Reynolds will discuss their collaboration on the grant, how their own research has informed their teaching, and why they study teaching and learning in their fields. Participants will (1) learn strategies to integrate their research and teaching roles; (2) understand motivations for engaging in scholarship about teaching; (3) identify possible pathways for their own work as teacher/scholars and the Scholarship of Teaching and Learning (SoTL). Lunch will be provided. Please RSVP to email@example.com.
Leslie Schiff is a Professor of Microbiology and Immunology and Associate Dean for University Curriculum at the University of Minnesota. Julie Reynolds is an Associate Professor of the Practice in Biology at Duke University. She leads the $3 million NSF funded project Collaborative Research: Accelerating the pace of research and implementation of Writing-to-Learn pedagogies across STEM disciplines.
FALL 2017: Balancing Teaching and Scholarly Productivity
Creating and Sustaining Writing Groups. Thursday, September 7, 1:30-3:00 in Perkins 218. How can writing groups help you advance your scholarship during the academic year? Faculty who’ve participated in writing groups will share their own motivations, successes, and strategies. Participants will (1) Learn about different types of writing groups; (2) Identify which type of writing group may work best for them; (3) Learn how to join existing groups or start their own.
Teaching with Time in Mind. Thursday, November 2, 1:30-3:00. Perkins 217. Teaching takes time and energy, two of our most precious and limited resources. In this workshop, we will discuss how to direct your time and energy to promote learning while also making time for your other responsibilities (especially writing). Participants will: (1) Track how they are spending their time and energy on teaching; (2) Assess the effectiveness of these choices for student learning; (3) Discover principles and strategies that enhance efficiency and learning. Workshop leader: Dr. Monique Dufour, an award- winning teacher with extensive experience in faculty development. Space is limited. RSVP to firstname.lastname@example.org.
Additional workshops to support faculty writing
- Developing a semester writing plan
- Overcoming writing blocks
- Balancing teaching and scholarly productivity
- How to collaborate effectively
- Cultivating readers for your work
- Creating and sustaining writing groups
- Making space for writing as a teacher/administrator
- Revising your writing space
- Supporting graduate students as writers