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Directories

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May 5 Everything You Wanted to Ask about Assessment, but were afraid to ask (or had more important stuff to do)
 
May 6 Developing a First-Year Seminar
 
May 7 Imagining the Future of Education in the Sciences at Smith
 
May 8 Effective Group Work
 
May 9 Online/Blended Learning: Discussion & Faculty Showcase
 
May 12 How to Help Students Create Academic Conversations with Source Materials in their Writing
 
May 13 Neurodiversity in the Classroom: Implications and Strategies for Teaching and Advising Students with Autism, Attention Deficit Disorder, and Executive Functioning Disorders
 
May 14 Global Collaborative Online Learning
 
May 19 Reaching Public Audiences: Writing and Placing Op-Eds and Commentary
 
May 20 Eat, Write, Talk 2.0: Building Your Integrative Knowledge Portfolio without Fuss (but with Food)
 
May 21 Teaching with Objects
 
May 21 Liberal Arts Advising
 
May 22 Climate Change 2014: Impacts, Adaptation, and Vulnerabilit
 
May 22-23 The Environment and Sustainability across the Five Colleges
 
May 28 Tenure and Promotion Workshop

 


Minh Ly, Assistant Director of Assessment, Institutional Research
Time: 12:00-1:00 (lunch provided)
Location: Campus Center 204

The external demand for assessment from grant funding agencies has been increasing over the last decade. Join us for a conversation on how to address those assessment questions in your grant applications. Sponsored by the Office of Corporate and Foundation Relations.


Alice Hearst, Director, First Year Seminars
Julio Alves, Director, Jacobson Center for Teaching, Writing & Learning

Time: 9:00-12:00 (refreshments provided)
Location: Lilly Hall, 2nd Floor Conference Room

In this half-day workshop, FYS/WI instructors will consider a range of questions and topics focused on FYS teaching and learning. FYS instructors will exchange ideas for designing FYS syllabi, building intellectual and social learning communities among their first-years, connecting the FYS to Smith’s resources, and crafting good assignments that help students learn to write, speak and think better. We will discuss the use of peer tutors and the writing assessment project. We will also make every effort to reserve time for discussing whatever particular issues the workshop participants wish to address.

For additional information and questions, e-mail Alice Hearst, Director of the First-Year Seminar Program, (ahearst@smith.edu). Sponsored by the Office of the Provost. Faculty who participate in the workshop will also receive a $100 stipend.


Patricia DiBartolo, Faculty Director, Clark Science Center
and members of Science Planning Committee

Time: 9:00-2:00 (refreshments and lunch provided)
Location: Alumnae House Conference Hall

What will teaching and learning look like in our classrooms and lab spaces in the next few decades? What learning and institutional goals inform our work as educators?  What kinds of structures and processes can we imagine that will support our use of innovative and best-practices pedagogies? In our recent white paper, The Sciences at Smith: Vision for the Future 2015, Science Planning Committee proposed the launching of a strategic planning process to articulate our shared curricular vision for the future. This workshop represents a continuation of the conversation begun with our white paper project and represents the official launch of our strategic planning process.  We will reflect on best-practices pedagogies in education and discuss ways in which we can foster a culture of curricular excellence and innovation.  With this work, we may begin to think differently about our curriculum going forward.  Come share your ideas about teaching, learning, and science education at this exciting juncture.  Help shape the future of the sciences at Smith. 

Sponsored by the Office of the Provost. Faculty who participate in the workshop will also receive a $100 stipend.


Michael Knodler,Civil and Environmental Engineering, UMass
TreaAndrea Russworm, English, UMass

Time: 2:00-3:30 (refreshments provided)
Location: Conference Center Oak Room (downstairs)

In this workshop we will discuss the differences between assigning "group work" and establishing "teams" in the college classroom. Topics covered will include how to form and assess teams throughout the semester. We will also offer and demonstrate a range of sample in-class activities that we have used in our team-based courses in our respective disciplines in the Humanities and in Engineering. Sponsored by the Sherred Center for Teaching & Learning and the Office of the Provost.

Bios:
Michael Knodler is an Associate Professor in the Transportation Engineering Program in the Department of Civil and Environmental Engineering at the University of Massachusetts at Amherst.  In addition, he is Director of the University of Massachusetts Traffic Safety Research Program (UMassSAFE) and Associate Director of the Human Performance Laboratory, which includes the UMass Driving Simulator. His main areas of research are related to traffic safety, operations, and design and he teaches classes in these same areas.  Professor Knodler was in the inaugural class of team-based learning (TBL) fellows at UMass during the 2011-12 academic year. Professor Knodler has won several teaching awards, including the College of Engineering Outstanding Teacher Award in 2013, the James L. Tighe Teaching Award in 2011 and the ASCE Outstanding Teacher Award in 2010.

TreaAndrea M. Russworm (Ph.D. in English, University of Chicago) is an Assistant Professor of English at the University of Massachusetts, Amherst where she teaches classes in American studies, popular culture, and new media.  Her articles have appeared in Teaching Media, FlowTV, and in the anthologies Watching While Black and Game On, Hollywood! She is the co-editor of two edited collections in progress, and her monograph, Blackness is Burning, is forthcoming from Wayne State University Press. She also teaches all of her classes using the team-based learning model.


Joseph O’Rourke, Associate Provost & Dean for Academic Development
Time: 12:00-3:00 (lunch provided)
Location: Ford Hall 240

We will start with a lunch discussion, updating participants on the activities of the Online Learning Task Force, followed by short presentations by a number of faculty describing their ongoing or planned projects and activities aimed at enhancing courses with online technologies. With this background, we hope to engage participants in a general discussion of the College's future directions in this arena.

Sponsored by the Office of the Provost. Faculty who participate in the workshop will also receive a $100 stipend.


Sandra Jamieson, Director of Writing across the Curriculum and Professor of English, Drew University
Time: 9:00-1:00 (refreshments and lunch provided)
Location: Campus Center 205

This interactive workshop will begin with an overview of Citation Project research on the source-based writing produced by first-year college students at sixteen US colleges and universities. The research shows on how students engage with, incorporate, and document the sources they select. Findings indicate that students struggle with sources and suggest that faculty should focus more attention on how writers create academic conversations with source material, beginning with reading and engaging with sources and then moving to paper production. The American Library Association identifies these as “threshold concepts” that students must master before than can do more than mimic the academic process, but research by Project Information Literacy (PIL) suggests that assignments are not sufficiently attentive to the ways students conceive of research and source use. In this workshop, participants will be introduced to the methods of citation context analysis used to analyze Citation Project papers and then invited to practice reading and analyzing student texts and source engagement themselves. This activity reveals how effectively students are understanding and using the sources they cite as they leave the first-year and move into writing across the curriculum courses. Participants will also explore the implications of these findings and use the writing they analyze to help them develop assignments and methods of feedback that will enable students to enter more fully into academic conversations with reading materials and think more critically about issues raised in their courses.

Sponsored by the Jacobson Center for Teaching, Writing & Learning and the Office of the Provost. Faculty who participate in the workshop will also receive a $100 stipend.

Bio
Sandra Jamieson is a Professor of English and Director of Writing Across the Curriculum at Drew University and is one of three principal researchers for the Citation Project, a multi-institution research project whose purpose is to compile an aggregate description of how writers use the research sources they cite.  She is currently co-authoring a book documenting Citation Project findings, Struggling with Sources, under contract with Parlor Press. She is also co-editing a collection of essays exploring student researched writing and a collection on Information Literacy. Previous publications include The Bedford Guide to Writing in the Disciplines: An Instructor’s Desk Reference (co-authored) and Coming of Age: The Advanced Writing Curriculum (co-edited).  She has published articles on the vertical writing curriculum, plagiarism, writing across the curriculum, textbooks, multi-cultural education, and engaged reading.

Back to workshop list


Karen Boutelle, Andrew Donahue and Michael Luciani, Landmark College
Time: 9:30-1:00 (refreshments and lunch provided)
Location: Campus Center 205

Smith, like many colleges across the country, has seen an increase in the number of students with disabilities such as Autism, Attention Deficit Disorder, and a range of mental health challenges. These otherwise gifted and talented students may struggle in one or more areas that impact their academic success: communication, understanding expectations and rules, recognizing social and professional norms, setting priorities, juggling commitments, completing assigned coursework, working in groups, navigating interpersonal interactions, emotional regulation, etc. Their internal struggles sometimes present as behavioral concerns, leading to breakdowns in faculty student relationships, classroom disruptions, and lost opportunities for the student and the college community when students withdraw. Faculty are challenged with understanding ways to recognize the source of these difficulties and in learning how to advise, instruct, engage, and assess these students. Today’s presenters will explain some of the latest research on these disorders and talk about practical ways that clarity, creativity, and collaboration can aid student development and foster academic success over time.

Sponsored by the Office of Disability Services and the Office of the Provost. Faculty who participate in the workshop will also receive a $100 stipend.

Bios:
Karen Boutelle, M.Ed., PCC, Associate Director of the Landmark College Institute for Research and Training (LCIRT). Her experience in the field of education spans three decades and includes work with students from kindergarten through graduate school. At Landmark College, she has served as faculty member, associate dean, and founding director of the Coaching Services department. Karen is a Professional Certified Coach, and earned a Georgetown University Leadership Coaching Certificate. Her areas of expertise extend to adult development, transformational learning, and working with students and adults who have executive function challenges. She co-authored “Executive Function Coaching for College Students with Learning Disabilities and ADHD: A New Approach to Fostering Self-Determination,” Journal of Learning Disabilities Research & Practice (11/09). Recently, she completed a two-year somatic psychotherapy training program and is currently exploring the intersection of mindfulness practices, adult development, and leadership coaching.

Andrew Donahue, Coordinator Autism Spectrum Disorder programs at Landmark College.

Michael Luciani, Dean of Students (B.A. Assumption College; M.B.A., Assumption College) As Dean of Students, Michael provides vision and leadership in managing the departments within the Student Affairs department, including Residential Life, Counseling & Health Services, Athletics, Student Activities, Adventure Education, Judicial Affairs, New Student Orientation and Student Leadership Programming, with the ultimate objective of developing and sustaining a vibrant campus community that values diversity and where students are actively engaged in their education, personal growth and development. As the Chief Student Affairs Officer, Michael is also charged with leading the strategic planning process for Student Affairs and for providing leadership in the development and evaluation of all Student Affairs programs, services, policies, regulations and publications.


Jon Rubin and Sarah Guth, Collaborative Online International Learning (COIL)
Time: 9:00-3:00 (refreshments and lunch provided)
Location: Lewis Global Studies Center

This workshop provides an opportunity for faculty to explore global initiatives that integrate online partnerships and global voices with teaching, scholarship and campus life.  Jon Rubin of COIL will share best practices in the field of collaborative on-line learning along with strategies for building effective global curricular partnerships. Participants will work in groups to discuss their own teaching and brainstorm ways of enhancing global perspectives in their teaching.  The session will end with feedback and suggestions for faculty interested in applying for the Lewis Center's Global Outreach Grants.

Sponsored by the Lewis Global Studies Center and the Office of the Provost. Faculty who participate in the workshop will also receive a $100 stipend.

Bios:
Jon Rubin is the Director of the SUNY Center for Collaborative Online International Learning (COIL), which is a unit of the State University of New York’s Office of Global Affairs. He has also recently directed the National Endowment for the Humanities funded: COIL Institute for Globally Networked Learning in the Humanities, which has engaged 22 U.S. and 26 international universities in developing collaborative, shared, networked classrooms. He was Professor of Film and New Media at SUNY Purchase College where he developed a Cross-Cultural Video course in which SUNY students co-produced videos over the Internet with students in Turkey, Lithuania, Mexico, Belarus, and Germany. His own films have been shown at the Museum of Modern Art and at the Whitney Museum in NY. As a media artist he is best known for his Floating Cinema, a choreography of media images moving across the water at night. He has received Guggenheim, National Endowment for the Arts, Ford Foundation and Fulbright fellowships.

Sarah Guth is the Program Coordinator, SUNY Center for Collaborative Online International Learning (COIL). Before coming to COIL, Sarah taught English as a Foreign Language at the University of Padova, Italy where she began implementing the use of technology for language learning. For over a decade she has carried out globally networked learning projects partnering her students in Italy with students from the U.S., the Middle East, Europe and Africa. Her research interests lie in the areas of computer-mediated communication and the use of technology in language learning; intercultural communication; globally networked learning; and the normalization of collaborative online international learning in higher education. She has published and presented internationally on the topic of technology and foreign language learning with a specific focus on bringing cohorts of students from diverse lingua-cultural backgrounds together to enhance their learning. She returned to the U.S. in 2013 to bring this expertise to COIL and focus on the support and development of globally networked courses.


Maggy Ralbovsky, Morrison & Tyson Communications
Time: 12:00-2:00 (lunch provided)
Location: Campus Center 205

Peer instruction and other interactive teaching methods have been shown to dramatically One of the most resonant ways for faculty members to share their work and views is through op-eds. Both new and legacy media outlets are eager to present diverse expert voices and perspectives to their readers, viewers, and listeners. Successful op-ed placement involves art, strategy, timing and (sometimes) connections. In an interactive format, this workshop will address the ways in which public writing differs from academic writing, the development of an authentic voice, the balance of personal and analytic, and the do’s and don’ts of op-ed pitching and placement. Sponsored by the Office of College Relations and the Provost.

Bio
As a national media relations consultant, Maggy Ralbovsky develops communications strategies and advises a number of the country's leading colleges, universities, policy institutes, and foundations. This work includes providing counsel to those interested in sharing knowledge with the public, via opinion articles and media interviews.  Prior to joining Morrison & Tyson Communications, in 1994, Maggy was a member of the university relations team at the University of Michigan, where her responsibilities included presidential speechwriting, media relations, and leadership communications.  She came to the University of Michigan by way of The New York Times, where she had been a business correspondent. She graduated from Georgetown University and received an MBA from New York University.


Jessica Bacal, Director of the Wurtele Center for Work and Life
Jennifer Walters, Dean for Religious Life
Time: 9:00-2:00 (transportation, breakfast and lunch provided; van will leave at 9:00 from the circle just behind College Hall)
Location: Bechtel Environmental Classroom, MacLeish Field Station

Over the past year, the Wurtele Center for Work & Life implemented a curriculum with students in several concentrations, engaging them in reflection and conversation about meaningful learning moments, and guiding them to write short reflective essays (500 to 700 words) in online portfolios. During this workshop, Jessica Bacal and Jennifer Walters will take you through the same process, teaching a protocol for conversations that will help you to excavate and record your own experiences. Students have made use of this kind of writing in graduate school applications and job interviews, and you will likely find additional uses for it. Also, in creating a portfolio, you’ll get a sense of what many Smith students are beginning to do, and will have the opportunity to consider how it might be valuable in the classroom.

Sponsored by the Wurtele Center and the Office of the Provost. Faculty who participate in the workshop will also receive a $100 stipend.


Nan Wolverton, Tom Scheinfeldt and Arden Kirkland
Time: 9:30-4:00 (lunch provided)
Location: Herter Hall, UMass

The workshop is an opportunity to learn about teaching material culture, especially clothing, dress accessories and textiles from various collections in the Valley. The workshop agenda includes:

  • How to teach students to look at and engage critically with objects
  • How to incorporate objects from local museums and archives into your classes
  • Lively discussions on the difference between engaging with material culture and looking at representations of objects online, with insights into the advantages of both
  • Overview of different types of collections and interfaces available online and an understanding of what these interfaces provide
  • Introduction to the Historic Dress project website using the OMEKA software tool, and ways it can be used in teaching.
  • An open discussion of takeaways.

Sponsored by a Five College Digital Humanities grant.

Bios
Nan Wolverton
is the Director of the Center for Historic American Visual Culture at the American Antiquarian Society, Lecturer in American Studies and Art History at Smith on material and visual culture, and Director of Historic Northampton.  She has led seminars for scholars and teachers on how to use objects and images as tools in research and in the classroom.  She will focus on core training in teaching with objects, real and virtual, and help to identify the advantages of each.

Tom Scheinfeldt is associate Professor of Digital Media and Design and Director of Digital Humanities at UConn-Storrs and the former Director-at-Large of the Roy Rosenzweig Center for History and New Media at George Mason University.  He has lectured and written extensively on the history of popular science, the history of museums, history and new media and the changing role of history in society. He will begin with an introduction to digital materiality, followed by “Around Digital Collections Website in 80 minutes,” a tour of six or seven different material culture collections sites and genres.

Arden Kirkland will provide an introduction to Omeka and a tour of www.historicdress.org.  Arden, along with Tom, is a member of the working group of the Five College digital humanities grant, which has developed this workshop.  She is the costumer at Vassar College where she has built a digital site for their historic clothing collection.


Lauren Duncan, Director of Liberal Arts Advising
Time: 10:00-1:00 (lunch provided)
Location: Campus Center 205

This workshop is for current and future Liberal Arts Advisers, although faculty interested more broadly in improving advising are welcome to attend. In this interactive workshop, we will discuss common issues that come up in liberal arts advising. Using case studies derived from real advising experiences at Smith, participants will work in small groups to develop promising solutions to problematic advising situations. Please feel free to contact Lauren Duncan (lduncan@smith.edu) with ideas for case studies you would like to discuss.

Sponsored by the Office of the Provost. Faculty who participate in the workshop will also receive a $100 stipend.


Paul Wetzel, Environmental Research/Monitoring Coordinator
Time: 12:00-3:00 (lunch provided)
Location: Center for Environment, Ecological Design & Sustainability (CEEDS)

On 29 March, Working Group II released its contribution to the IPCC Fifth Assessment Report, Climate Change 2014: Impacts, Adaptation, and Vulnerability. From 12-3 pm on Thursday, May 22nd, CEEDS will host a faculty development workshop to discuss this report. The afternoon will begin with lunch and a presentation by Dr. Paul Wetzel on Climate Change and the Impacts to Agriculture. We will then use the remainder of the afternoon to discuss the report, answering questions you may have, addressing implications, and thinking about how this might affect what we do at Smith – in our teaching, in our research, in our operations. Sponsored by CEEDS.


Time: Thursday, 4:30-8:00; Friday, 9:00-1:30
Location: Hampshire College

The goals of this Mellon-funded workshop are to

  • meet faculty from across the Five Colleges, with particular emphasis on bridging the liberal arts and professional programs
  • learn about the resources at Hampshire College that might be shared across the Five Colleges (such as the Farm)
  • engage in a critical discussion of the soon-to-be released IPCC impact report
  • foster partnerships to take advantage of the Mellon grant to bridge the liberal arts and professional programs
Thursday
4:30   Reception on the Red Barn Deck or CSA Barn
5:30 Opening Remarks: Beth Hooker, Director of Food, Farm and Sustainability, Hampshire College
5:45 Dinner & Discussion of IPCC report; 'homework' paper sent in advance of workshop
Friday
9:00-10:30   Tour of Hampshire College Farm with Nancy Hanson & Shannon Nichols
10:30 Break at Thorpe House
11:00-12:30 Presentation of lessons learned from Mellon funded courses and collaborations (presenters TBD) and discussion of accelerated Master’s programs between the four liberal arts colleges and UMass-Amherst, led by Curt Griffin, UMass
12:30-1:30 Lunch (location TBD)

Sponsored by Five Colleges, Inc. Faculty who participate in the workshop will also receive a $100 stipend.


Joseph O’Rourke, Associate Provost and Dean for Academic Development, and Hayley Spizz
Time: 10:00-12:00
Location: College Hall 301, Emma Proctor Conference Room

The Office of the Provost invites faculty members to attend a workshop on the Tenure and Promotion process. This session will provide an opportunity for anyone approaching tenure and/or promotion reviews to meet with former members of the Tenure and Promotion Committee, John Davis, and Hayley Spizz from the Provost's Office. Information to help in the preparation and submission of materials will be provided, and sample dossiers will be available for viewing. There will be ample time for questions. This workshop is offered each January and May and faculty members may attend as often as they wish. Sponsored by the Office of the Provost.

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