Fall 2013 Faculty Writing Group
Description: According to the Harry Nillson song, “one is the loneliest number,” and that holds true in love and in writing. Being part of a writing group, however, can help you stay focused and make progress on scholarly writing, provide clarity when you are “in the muddle” of a project, and facilitate your overall writing process. Being part of a writing group also helps you learn about the fascinating work of your colleagues and share ideas across disciplines.
You will find a faculty writing group useful if you:
To apply, you should meet these criteria:
Location: Lovejoy Library 2nd Floor Conference Room LL 2017
Participants: Up to 8 people at this time (more may be available if there is enough interest)
Dates and Times: Thursdays, October 3, October 17, October 31, November 7, November 21, and December 5. All from 12:30 p.m. to 1:30 p.m.
Fall 2013 Book Clubs
Discussion Leader: Lynn Bartels
Location: Alumni Hall 0333
Book: Weimer, M.E. (2013). Learner-Centered Teaching: 5 Key Changes to Practice. (2nd ed.). San Francisco: Jossey-Bass.
Participants: First 10 registered faculty
Dates and Times: Thursdays, September 26, October 17, and November 7. All from 2:00 p.m. to 3:00 p.m.
About the book: "Like the first edition, this book is for faculty. However, it’s not a book exclusively for learner-centered converts. It’s also a book for faculty who think learner-centered ideas might be of interest, but they have questions and concerns. Are these ways of teaching that retain high standards and intellectual rigor? Are they ways of teaching that pander to students and encourage the sense of entitlement that so compromises the educational enterprise? Does this way of teaching diminish the role and importance of teachers? The book offers answers to these questions. It is a book for those interested in learning about these instructional approaches. It’s even a book for those who may not think they’re interested in learner-centered teaching but are concerned about students—their passivity, lack of motivation, disinterest in learning. It’s for teachers who wonder if there might be better ways to connect students with the power and joy of learning.” (Weimer, 2013, p. xi-xii)
Discussion Leader: Brian Henderson
Book: Bean, J.C. (2011). Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom (2nd ed.) San Francisco: Jossey Bass.
Participants: First 10 registered faculty
Dates and Times: September 13, October 18, and November 8. All starting at 1:00 p.m.
About the book: From the Foreword: “It is one of the best books on teaching and learning published in the last twenty-five years. It has become the book that cemented the legacy of writing across the curriculum in countless classrooms.” Weimer, 2011, vii
From the back cover: “The first edition of Engaging Ideas quickly became the ‘faculty development bible’; believe it or not, this new edition is even better. Refreshed by current research, new practical examples, and theoretically sound pedagogical principles, this is a book for teachers of all subjects, regardless of level or institution. Faculty who dip into these engaging ideas will find dozens of ways to promote their students’ success as thinkers and writers—and have fun doing so.” Carol Rutz, Director of the Writing Program, Carleton College.
Discussion Leader: Jessica DeSpain and Sara Laux
Location: Lovejoy Library 2nd Floor Conference Room
Book: Russo, R. (2009). Jumping from the Ivory Tower: Weaving Environmental Leadership and Sustainable Communities. University Press of America.
Participants: Up to 12 participants
Dates and Times: October 24 at 3:30 p.m.
About the book: “Jumping from the Ivory Tower demonstrates the positive results that occur when colleges work with communities to develop students with a sense of place. The book examines the role of colleges and communities in addressing today's environmental problems, including climate change and biodiversity loss, and shows how service learning changes both minds and behavior. Russo's work is based on two case studies of creating sustainable communities in Colorado and New Jersey. The book also examines the politics of environmental science through a careful consideration of traditional ecological knowledge, environmental justice, and eco-exclusions on a local and global level. It suggests methods to inspire leaders and assist communities in addressing environmental justice issues. Lastly, the book suggests ways to increase the number of women and minorities in the science field.” (more information available at: http://vufind.carli.illinois.edu/all/vf-sie/Record/11194901/Description)
Contact Dr. Lynn Bartels for more information