October 7, 2020, 4:00-5:00 PM
You just received tenure: Congratulations! Now, what? In academia, we understand the need for mentoring newly-minted PhDs we hire as assistant professors. However, even though we increasingly recognize the need for post-tenure mentoring, universities do not always offer such mentoring programs in an organized manner. At UMW, we have repeatedly heard about this gap from colleagues, particularly women, and have decided to take the first step to address it.
This panel brings together five senior faculty members who will share their experiences, insights and their advice and begin a conversation about post-tenure mentoring:
* Dr. Janet Asper, CAS-Chair of Chemistry and Physics
* Dr. Rosalyn Cooperman, CAS-Political Science and International Affairs
* Dr. Betsy Lewis, CAS-Assistant Dean
* Dr. Debra Schleef, Associate Provost Institutional Analysis-Effectiveness
* Dr. Marie Sheckels, College of Education
We intend this conversation to inform us as to how we should proceed in the future with sessions on specific topics of interest.
In summer 2020, we learned the power of community to support teaching and learning. This fall, the Center for Teaching and Digital Learning Support will join with Steve Greenlaw and Anand Rao (co-facilitators of this summer’s Compelling Courses learning community) to provide bimonthly, open spaces for faculty to share teaching successes, challenges, and ideas. No agenda, other than having space and time to be together and learn from one another.
With the pandemic still with us, parents and caretakers of all varieties may be finding themselves burning out, struggling to balance their caretaking roles with their academic roles, and in need of a space to talk, plan, and even dive into some of the available research. Research in various fields have identified potential difficulties for primary caretakers in academia and these difficulties may be exacerbated by the pandemic. Faculty Fellow, Elizabeth Johnson-Young, will facilitate a monthly virtual gathering on one Friday each month from 12-1pm. Meetings will be designed primarily to support one another and will be flexible in terms of content and planning to ensure we are working best for the group. Topics might include: balancing a double caretaker role at home and in the classroom; brainstorming and writing best tips and tricks for balance and self-care; and impacts on our research time, including how we might value and transform the work we do as caretakers and academics into presentable and publishable research.
Have you been trying to finish a writing project or wrap your head around starting one? Join our Faculty Fellow, Melissa Wells, for a monthly virtual writing retreat. Whether you want to talk out a new project (maybe even SoTL—Scholarship of Teaching and Learning—where you research your own teaching practice) or write in peace in your own private “study carrel” breakout room, this group will be flexibly designed to meet your individual needs.
Presenters: Dr. Alexandra Dunn, College of Business with Dr. Haley Woznyj, Assistant Professor of Management-Longwood University & Dr. Andrew Bennett, Assistant Professor of Management-Old Dominion University
After receiving a VIVA (academic library consortium of Virginia) Course Redesign Grant, my colleagues and I are interested in learning more about OER textbooks. These will be two separate studies, but we are beginning both this semester. First, we are interested in student perceptions of OER textbooks and how students interact with OER books. Next, we are interested in faculty barriers to adopting OER textbooks. We want to know more about both personal motivations and book characteristics that are preventing the adoption of OER books to then provide recommendations for ways to improve OER books and increase faculty adoptions. Both of these studies will be launched this semester, so we are interested in brainstorming additional areas for exploration around student usage and faculty barriers to adoption.
In summer 2020, we learned the power of community to support teaching and learning. This fall, the Center for Teaching and Digital Learning Support will join with Steve Greenlaw and Anand Rao (co-facilitators of this summer’s Compelling Courses learning community) to provide bimonthly, open spaces for faculty to share teaching successes, challenges, and ideas. No agenda, other than having space and time to be together and learn from one another.
Join Janie Lee, Maya Mathur, Gary Richards, and Danny Tweedy from the department of English and Linguistics as they share their experiences with teaching race in the age of BLM, addressing the legacy of slavery in southern and American studies, and incorporating race-related topics into the curriculum. The panelists will also facilitate breakout sessions where participants can discuss teaching race in and across other disciplines.
In summer 2020, we learned the power of community to support teaching and learning. This fall, the Center for Teaching and Digital Learning Support will join with Steve Greenlaw and Anand Rao (co-facilitators of this summer’s Compelling Courses learning community) to provide bimonthly, open spaces for faculty to share teaching successes, challenges, and ideas. No agenda, other than having space and time to be together and learn from one another.
Have you been trying to finish a writing project or wrap your head around starting one? Join our Faculty Fellow, Melissa Wells, for a monthly virtual writing retreat. Whether you want to talk out a new project (maybe even SoTL—Scholarship of Teaching and Learning—where you research your own teaching practice) or write in peace in your own private “study carrel” breakout room, this group will be flexibly designed to meet your individual needs.
Presenter: Dr. Debra Hydorn, CAS-Mathematics
Infographics have become a common method for communicating science and offer an engaging way to inform K-12 students and the general population. An online search for “science infographics” reveals a vast variety of infographics, from those professionally produced for government agencies and science magazines to some that are less sophisticated but equally engaging that are created using simple-to-use and easily accessible online infographics tools. Using infographics to effectively communicate science relies on the graphical and quantitative literacy skills of both the producer of the infographic and the audience for the infographic. I have developed a first-year seminar on infographics that introduces students to the components of infographics and visual communication. The course focuses on the content and design of infographics and some tools for creating for creating them. By examining a wide variety of infographics students identify the features that make them effective which they then use to develop a rubric for evaluating infographics.
Two quotes by Gareth Cook, author of Best American Infographics, support the importance of developing our students’ ability to communicate through infographics: “We find ourselves in the era of big data, a time when information moves faster than ever, and infographics provide us with quick, often influential bursts of insight and knowledge. They are a mesmerizing new way of seeing and understanding our world” and “The same forces that have made it possible for infographics to proliferate have also made us hungry for them. We are deluged with information, and infographics promise to make sense of it… the best of them bring clarity, answering urgent questions and making us think.”