Current Learning Communities
"I have learned so much from these meetings, and I think the others have, as well. We plan to continue meeting indefinitely, and hope to increase our group to include others from units across campus. We're finding it so helpful in breaking down silos and building collaborations focused on first-year students. Of course, the opportunity for a safe space to vent is quite useful, too. I wouldn't have found this group of colleagues/partners if not for the LC. I'm really glad that I did," Winter 2024 Learning Community Participant.
Learning Communities
What is a Learning Community?
Learning Communities (LCs) bring faculty and staff together to foster a 1-2 semester-long conversation on a topic of mutual interest and encourage an application of the knowledge gained. Each LC consists of a facilitator and a group of at least four faculty or staff.
Open vs. Closed Learning Communities
Open Learning Communities are open to faculty and staff from any office, department, or unit on campus. They fill up fast, so check them out!
Closed Learning Communities are open to faculty in specific areas of the university. But anyone can facilitate one for their own department, too.
2024-2025 Year Long (Both Fall and Winter Semesters)
|
Learning Community |
Facilitators |
Location |
Type |
Status |
|---|---|---|---|---|
|
ASKED AND ANSWERED: DIALOGUES ON ADVOCATING FOR STUDENTS OF COLOR IN MATHEMATICS How can we be better advocates for students of color in our mathematics classrooms? In partnership with colleagues at Eastern Michigan University we will read Asked and Answered: Dialogues On Advocating for students of Color in Mathematics by Pamela Harris and Aris Winger. The book encourages us to audit our classroom practices and develop ways we can make our practices "10% better" for our students. ***This Learning Community is open to Mathematics Faculty only.*** |
Facilitator: Lauren Keough, Mathematics, [email protected] |
Location/Campus: Online/Zoom Dates: Times: |
Closed. |
No longer accepting applications. |
|
ENHANCING INTERDISCIPLINARY INSTRUCTION AT BROOKS COLLEGE THROUGH TPACK DEVELOPMENT What is TPACK, and how can it be leveraged to improve interdisciplinary teaching? TPACK (Technological Pedagogical Content Knowledge) is a framework that combines Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK) to enhance teaching practices. For interdisciplinary instruction, TPACK is crucial because it enables educators to blend diverse technological tools with pedagogical strategies and content knowledge, creating more cohesive and engaging learning experiences that bridge multiple disciplines. In this Learning Community, we aim to apply the principles of TPACK to explore and deepen the implementation of Student-Centered Learning (SCL) in interdisciplinary courses. By experimenting and discussing the integration of a broad range technologies, from traditional tools to advanced AI, we hope to identify and apply appropriate pedagogical strategies that align with SCL when teaching interdisciplinary courses. We will also address and develop strategies to overcome challenges related to pedagogy, technology, curriculum and the learning environment, ensuring that our approach effectively leverages TPACK to support interdisciplinary instruction. ***This Learning Community is open to BCOIS Faculty only.*** |
Facilitator: Haixia Liu, Integrative Studies, [email protected] Facilitator: Dan Cope, Integrative Studies, [email protected] |
Location: Hybrid Date: TBD |
Closed. |
No longer accepting applications. |
|
IMPROVING LEARNING AND MENTAL HEALTH IN THE COLLEGE CLASSROOM How can we make our classrooms supportive of the many students with mental health challenges? Given the extremely high numbers of students reporting mental health challenges, we as faculty and staff have a responsibility to develop inclusive teaching practices aimed at student success, ranging from accommodations to pedagogical strategies. Reading "Improving Learning and Mental Health in the College Classroom" by Eaton, R., Hunsaker, S., and Moon, B. (2023) our Learning Community can review and discuss learning theory, course design, and health promotion in coursework.
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Facilitator: Patty Stow Bolea, Social Work, [email protected]
|
Location/Campus: Hybrid with in-person meetings on the Pew Campus Dates: Thursdays - September 19, October 17, November 21, January 16, February 20, March 20 Times: 1:00 PM |
Open. |
Still accepting applications. |
|
INTERDISCIPLINARY HEALTHCARE PROFESSIONS RECONSTRUCTING DEI How might the interdisciplinary healthcare professions work together to become effective DEI models within the classroom and act as change agents? Fostering a sense of inclusion and belonging in the classroom within the interdisciplinary healthcare settings begins with self-awareness. This learning community will act to dive deeper into self-awareness and move towards evidence-based DEI strategies. Together we will work through Lily Zhen's book and workbook, DEI Deconstructed and Reconstructing DEI, to leverage an outcome-oriented understanding of DEI. In addition, we aim to create a comprehensive foundation of actionable techniques to support participants in becoming more effective DEI practitioners, allies, and leaders. ***This Learning Community is open to Interdisciplinary Healthcare Faculty only.*** |
Facilitator: Jay Knight, Nursing, [email protected] Co-Facilitator: Kellie Riley, Nursing, [email protected] |
Location/Campus: Online/Virtual (with Zoom) Dates: TBD Times: TBD |
Closed. |
No longer accepting applications. |
|
INTERNATIONAL VIRTUAL EXCHANGE: DESIGN AND IMPLEMENTATION How might we incorporate virtual exchange projects in our courses to promote intercultural dialogue and foster collaboration and global awareness in our students? International Virtual Exchange (IVE) is a pedagogical approach in which faculty from GVSU work with international teaching partners to design and integrate collaborative projects or activities in their courses. Because IVE provides a high impact, meaningful intercultural experience, it expands students' cultural perspectives and fosters important communication and collaboration skills. And consistent with Reach Higher 2025, it promotes engaged learning, problem solving, and appreciation of international perspectives. This learning community is designed for faculty who are already using IVE and for those who want to explore its use in their courses. Sessions will be centered on facilitated discussion and sharing, and we'll cover important topics related to virtual exchange, such as finding teaching partners and designing activities that meet learning outcomes. Optional readings from The Guide to COIL Virtual Exchange (2022) will be made available to participants who are new to virtual exchange.
|
Facilitator: Ellen Shupe, Psychology, [email protected] Co-Facilitator: Zsuzsanna Palmer, Writing, [email protected] |
Location/Campus: In-person Dates: Fridays Times: 11am |
Open |
Still accepting applications. |
|
How do neurodiverse faculty and staff experience GVSU, their jobs, responsibilities and supportive resources at our university? In what way could conditions be improved and what resources could neurodiverse faculty and staff share with one another? Faculty and staff who identify as neurodiverse may have differences in sociability, learning, attention, mood and other mental functions that are sometimes related to health diagnoses. A few examples of the many expressions of neurodiversity include ADHD, autism, dyslexia, anxiety, and learning differences. A formal diagnosis is not necessary to join this learning community. Just as resources for ADHD focus on the perspectives of parents, similarly most of the resources in higher education are aimed at students with less written or provided to support faculty and staff. We aim to develop those resources together. |
Facilitator: Abby Gautreau, History, [email protected] Co-Facilitator: Krista Benson, Integrative Studies, [email protected] |
Location/Campus: Hybrid with in-person meetings on the Allendale Campus Dates: TBD Times: TBD |
Open. |
Still accepting applications. |
|
PLANNING AND SUPPORT OF STUDY AWAY AT GVSU How can Study Away be encouraged, supported, and implemented at GVSU? One of GVSU’s Reach Higher 2025 goals is to provide students with an ‘empowered educational experience’. Study away experiences and other similar High Impact Practices (HIP), are an immersive and effective way to expand both the knowledge and worldview of our students. If we can support and empower these programs, GVSU will stand out from other universities and attract more students. Padnos International Center (PIC) provides support for study abroad programs. No office or entity exists at GVSU to provide similar support for faculty and staff leading study away programs (health forms, liability waivers, budgeting templates, and marketing materials). This Learning Community will provide a forum for sharing experiences about existing and past study away programs and support for future study away opportunities. Through facilitated discussions, participants will be able to learn from peers about what works and what doesn’t when planning and implementing a study away program. |
Facilitator: Peter Wampler, Honors Colleges, [email protected] Co-Facilitator: Peter Riemersma, Geology, [email protected] |
Location/Campus: Hybrid Dates: TBD Times: TBD |
Open. |
Still accepting applications. |
|
TEACHING ADULT LEARNERS IN THE LEADS FORMAT How can I best connect with the adult learners in my LEADS course? This group will support faculty teaching in the LEADS format by developing a culture of collegiality amongst LEADS faculty, sharing our experiences with adult learners, sharing assignment designs or other strategies that participants have used, and raising common questions or concerns to address as a group. We'll also be identifying and sharing some scholarly sources on adult pedagogy. |
Facilitator: Justin Pettibone, Integrative Studies, [email protected] |
Location/Campus: Hybrid with in-person meetings on the Allendale Campus Dates: TBD Times: TBD |
Open. |
Still accepting applications. |
|
How might instructional coaching rooted in equity and systems impact outcomes for students, teachers, and the school communities they're a part of? In an ever-shifting educational landscape, how do we utilize instructional coaching that provides transformative outcomes for all students, teachers, and communities in which they work? Based on the work by Elena Aguilar, this learning community will explore difficult and yet imperative topics related to coaching in the face of challenges that intersect along systemic, racial, socioeconomic, and political lines.
|
Facilitator: Adrianna Lynn, CECI Support, [email protected] Co-Facilitator: Jennifer Walenta, CECI Support [email protected] |
Location/Campus: Hybrid with in-person meetings on the Pew Downtown Campus, Traverse city Regional center Dates: TBD Times: TBD |
Open |
Still accepting applications |
|
UNDERSTANDING AND DEMONSTRATING STUDENT LEARNING IN UNDERGRADUATE RESEARCH How can we understand and demonstrate student learning in undergraduate research within our practice?
Did you have a transformative undergraduate research experience that set you on your path to your current work? Have you worked with undergraduate students on scholarly activities and wondered how you might help them demonstrate their learning beyond their final product? What information would help you improve as a mentor? In this learning community, we will explore the literature on 1) what makes undergraduate scholarly engagement impactful for the student and mentor; 2) what skills and knowledge students expand by participating in scholarly inquiry; and 3) how we can demonstrate students' and our own improvement through partnering in undergraduate scholarship. |
Facilitator: Caitlin Callahan, Geology, [email protected] Co-Facilitator: Bradford Dykes, Statistics, [email protected] |
Location/Campus: Hybrid with in-person meetings on the Allendale Campus Dates: TBD Times: TBD |
Open |
Still accepting applications |
Fall 2024
|
Learning Community |
Facilitators |
Location |
Type |
Status |
|---|---|---|---|---|
|
How can one of the largest and most diverse biomedical datasets support your teaching and classroom activities? This Learning Community will introduce you to the All of Us dataset, a research program from the National Institutes of Health. The dataset includes survey data, genomic analyses, electronic health records, physical measurements, and more. Built-in tools can allow students and other researchers to work within the All of Us platform to conduct data analysis using R, SAS, and other tools. A key goal of the All of Us research program is to enroll highly diverse participants from many races and ethnicities, age groups, and socioeconomic backgrounds. We will explore the different levels of data access, the tools within the dataset, and how to integrate the use of the dataset into the classroom. |
Facilitator: Sarah Joseph, Professional Programs, [email protected] |
Location/Campus: Hybrid Dates: TBD Times: TBD |
Open. |
No longer accepting applications. |
|
BUILDING SYSTEMS OF EMOTIONAL RESILIENCE TO THRIVE IN THE ELEMENTARY CLASSROOM What strategies and tools might best support elementary teacher interns, both emotionally and academically, to build up their professional stamina? Elementary interns are college seniors completing their academic training with a full day field placement. Our interns began their college careers experiencing Covid-related trauma and emotional distress. Since then, the responsibilities of elementary classroom teachers have increased as we try to meet the needs of students who have also experienced trauma. Teacher stress is high, and teacher burnout is tremendous. (70 percent of teachers quit within their first five years of teaching.) In response to the Michigan teacher-shortage, we will explore ways to support our GVSU teacher interns both academically and emotionally and help them weather the storms and to be resilient in the classroom. This LC will use the book, Onward: Cultivating Emotional Resilience in Educators by Elena Aguilar as a starting point and will dive deeply into The Onward Workbook in order to adjust course content, practices, and pedagogy in a collective effort toward emotional resilience. ***This Learning Community is open to Teaching and Learning Faculty only.*** |
Facilitator: Megan Freudigmann, Teaching + Learning, [email protected] |
Location/Campus: TBD Dates: TBD Times: TBD |
Closed. |
Still accepting applications. |
|
CHALLENGES AND OPPORTUNITIES WITH INTEGRATING AI IN ENGINEERING PEDAGOGY How can chat-based generative AI enhance engineering education? As the field of engineering education evolves, the integration of artificial intelligence (AI) presents both exciting possibilities and critical considerations. In this faculty learning community, we delve into the multifaceted capabilities of chat-based generative AI. Moreover, our discussions will be enriched by engaging with the book, Teaching with AI, which provides a comprehensive exploration of AI's role in educational contexts. Faculty members will have the opportunity to critically analyze the book's insights and apply them to their teaching practices. ***This Learning Community is open to Engineering Faculty only.*** |
Facilitator: Abishek Balsamy Kamaraj, Engineering, [email protected] Co-Facilitator: Nicholas Baine, Engineering, [email protected] |
Location/Campus: Local restaurant near the downtown campus Dates: TBD Times: TBD
|
Closed. |
Still accepting applications. |
|
Using the science of mindset, how might we best support GVSU student, staff, and faculty growth? Building on GVSU's student success series, this learning community will read and discuss Mary C. Murphy's (2024) book, Cultures of Growth: How the New Science of Mindset Can Transform Individuals, Teams, & Organizations. Dr. Murphy's research demonstrates that, "mindset transcends individuals [and] a growth mindset culture can transform any group, team, or classroom to reach breakthroughs while also helping each person achieve their potential." This learning community will identify how to foster cultures of growth at GVSU, at all levels. |
Facilitator: David Eick, Modern Languages and Literature and Pew FTLC Faculty Fellow, [email protected] |
Location/Campus: Online/Virtual (with Zoom) Dates: TBD Times: TBD |
Open. |
No longer accepting applications. |
|
CURE 201: DESIGNING COURSE-BASED UNDERGRADUATE RESEARCH EXPERIENCES (ADVANCED) How can we redesign our courses to incorporate enriching and accessible course-based undergraduate research experiences? Experiences are powerful teachers. If a faculty member participated in a CURE (Course-Based Undergraduate Research Experiences) class as a student in the discipline they're teaching, they will likely feel more confident about attempting to repeat that experience as an instructor. So, we're hoping that this LC will be for those faculty who have not experienced being s student in a CURE classroom, but who have heard about CUREs, thought about them a bit, recognize the value of CUREs, and are ready to jump into designing a CURE themselves. In this Learning Community (LC), we will support each other in redesigning our courses to incorporate CUREs using backward design principles. We will serve as a sounding board for each other and share ideas to create effective CURES.
|
Facilitator: Feryal Alayont, Mathematics, [email protected]
|
Location/Campus: Online Dates: Fridays at 10:00am Times: Starting on September 27th and meeting Oct 11, Oct 25, Nov 8, and Nov 22, and finals week. |
Open. |
Still accepting applications. |
|
How can working in collaboration with students as partners improve teaching and learning? As issues of belonging and inclusion continue to come into focus for higher education, engaging students as partners provides faculty the opportunity to leverage student insight through collaboration. Moving beyond simply collecting student responses (feedback), partnerships prioritize shared learning. For example, faculty may choose to work with students on redesigning an assignment. Participants will receive a copy of Cook-Sather, Bovill, and Felten's (2014) book, Engaging Students as Partners in Learning and Teaching. The goal for the community is to generate ideas for partnering with students on topics such as: syllabi, assignments, course design, assessment, and course observations, to name a few. |
Facilitator: Maggie Goss, Pew FTLC, [email protected] Co-Facilitator: David Eick, Modern Languages and Literatures, [email protected] |
Location/Campus: In-Person, Allendale Campus Dates: TBD Times: TBD |
Open. |
No longer accepting applications. |
|
EXPLORING QUALITY MATTERS FOR ONLINE AND HYBRID COURSES How do your courses measure up with the research on quality standards in online and hybrid course design? In this learning community, participants will gain experience applying the Quality Matters rubric. For almost twenty years, QM has been one of the most respected and well-researched standards for online and hybrid course development. One of QM's defining features is an ongoing collegial review process. Every three years, Quality Matters gathers a group of faculty to review and amend the rubric to keep it in step with current research on best practices in digital learning. The rubric's recommendations are broken down into eight "General Standards": (1) Course Overview and Introduction, (2) Learning Objectives, (3) Assessment and Measurement, (4) Instructional Materials, (5) Learning Activities and Learner Interaction, (6) Course Technology, (7) Learner Support, and (8) Accessibility and Usability. Participants will explore each of the eight standards that make-up the most recent 7th edition of the Quality Matters rubric, and will apply those standards to one of their own existing courses. Each meeting will include a dialog among participants, offering insight and suggestions to others based on their own experiences. |
Facilitator: Glenna Decker, eLearning Technologies, [email protected] Co-Facilitator: Matthew Roberts, eLearning Technologies, [email protected] |
Location/Campus: Online Dates: TBD Times: TBD |
Open. |
Still accepting applications. |
|
INTERNSHIPS: APPROACHES, STRATEGIES, AND BEST PRACTICES How can we help students get the most out of their internship? Internships serve different purposes for different students. For some students, an internship can serve as a starting point for their academic and professional aspirations. For others who have a clearer vision, an internship can help them apply their knowledge and skills in a "real world" setting. Much of the responsibility for helping students understand the purpose and value of an internship falls on the shoulders of internship directors. |
Facilitator: Dauvan Mulally, Writing, [email protected] |
Location/Campus: Hybrid Dates: TBD Times: TBD |
Open. |
Still accepting applications. |
|
How do we intentionally prepare teachers to support English Learners across their literacy and/or English language arts sequence of education coursework? This Learning Community will include faculty who teach courses as a part of the Early Childhood, Elementary Literacy, Secondary ELA, and Secondary TESOL teacher preparation programs. Within our new education programs, undergraduate students in elementary and secondary education are required to complete coursework on teaching English Learners. However, to be effective, these practices must be integrated across discipline-specific education coursework. We will explore together opportunities to deepen our candidates' understanding and application of instruction to support English Learners and build capacity to interact with learners, families, and communities across diverse languages and cultural backgrounds. In connecting across departments, we will build bridges across courses to foster shared language and practices to prepare our pre-service teachers to support English learners. Finally, we will identify gaps and continuities within and across courses to strategically deepen and reinforce learning across programs. ***This Learning Community is only open to faculty who teach courses as part of the Early Childhood, Elementary Literacy, Secondary ELA, and Secondary TESOL teacher preparation programs.*** |
Facilitator: Christina Ponzio, Literacy, Educational Foundations, & Technology, [email protected] Co-Facilitator: Dan Brown, English, [email protected] |
Location/Campus: Hybrid Dates: TBD Times: TBD |
Open. |
No longer accepting applications. |
|
How can instructors make small, meaningful changes to increase student engagement and holistic development? Members of the BMS department will meet bi-weekly to discuss readings from Small Teaching by James Lang. We will use the meetings to discuss how we can increase student engagement and support their holistic development inspired by the reading. ***This Learning Community is open to Biomedical Sciences Faculty only.*** |
Facilitator: Jennifer Bourbina, Biomedical Sciences, [email protected] |
Location/Campus: In-Person Dates: TBD Times: TBD |
Closed. |
Still accepting applications. |
|
How might we better support elementary teacher apprentices, to build their professional and emotional stamina? Elementary apprentices are GVSU seniors who are completing their first of two semesters with a field placement where they assume partial classroom responsibility. The demands of teachers have increased greatly since Covid. Educator stress is high and teacher burnout is tremendous. (70% of teachers quit within their first five years of teaching.) We will explore ways to better support apprentices so they are better prepared academically and emotionally to be resilient in the classroom. ***This Learning Community is open to Teaching and Learning Faculty only.*** |
Facilitator: Sheryl Vlietstra, Teaching and Learning, [email protected] |
Location/Campus: TBD Dates: TBD Times: TBD |
Closed |
Still accepting applications. |
|
UNDERGRADUATE RESEARCH MENTORING 101 How important is an effective mentor and how do you mentor undergraduate research students effectively? Undergraduate research is a high-impact practice, however, ineffective mentoring can do more harm than good. This learning community (LC) aims to help faculty take an intentional approach to holistic mentoring of undergraduate researchers. In this LC, faculty will learn about and discuss necessary skills for effective mentoring. Additionally, this LC will examine how mentoring approaches can be customized to be effective for students with different learning styles and personal circumstances. As part of this learning community, through readings, activities, and discussion, faculty will assess their current mentoring approach, recognize new techniques, and identify approaches they use successfully and those in which they could improve. By the end of this LC, faculty will be able to clearly articulate their mentoring goals, develop a mentorship plan (such as those required for OURS grant applications), and customize both of these to individual students. |
Facilitator: Erin Carrier, Computing, [email protected] Co-Facilitator: Steve Glass, Movement Science, [email protected]
|
Location/Campus: Hybrid with in-person meetings on the Allendale Campus Dates: TBD Times: TBD |
Open. |
Still accepting applicants. |
|
USE OF AI IN OCCUPATIONAL THERAPY EDUCATION How might the integration of artificial intelligence (AI) in occupational therapy education enhance personalized teaching and learning experiences while addressing potential ethical concerns such as access, bias, and data privacy? This learning community will use the book Teaching with AI by Jose Antonio Bowen and C. Edward Watson to guide a discussion on using AI within occupational therapy education. We will explore the topic from the student and instructor perspective, along with current ethical concerns. ***This Learning Community is open to Occupational Therapy Faculty only.*** |
Facilitator: Breanna Chycinski, Occupational Therapy, [email protected] |
Location/Campus: Health Campus Dates: TBD Times: TBD
|
Closed. |
No longer accepting applications. |
|
WHY BECOME A "SLOW" PROFESSOR? CHALLENGING THE CULTURE OF SPEED IN THE ACADEMY How might we challenge and counter the culture of speed in higher education? Do you feel pushed to be ever more efficient and productive? Do you wonder if this attitude and approach have negative consequences on teaching and scholarship? We will read Berg and Seeber's (2016) book, The Slow Professor, and look at how adopting the principles of the Slow movement in academic life can counter the cult of productivity and alleviate stress while improving our work, teaching, and research. We will also consider how mindfulness supports being a Slow professor through reading A Walk in the Wood: Meditations on Mindfulness with a Bear Named Pooh. This book offers "lessons grounded in the simple act of slowing down, observing what is around us, and being present in our lives moment by moment." |
Facilitator: Ashley Rosener, Professional Programs, [email protected] |
Location/Campus: Online Dates: TBD Times: TBD |
Open. |
No longer accepting applications. |
Winter 2025
|
Learning Community |
Facilitators |
Location |
Type |
Status |
|---|---|---|---|---|
|
ARRIVE AND THRIVE - 7 IMPACTFUL PRACTICES FOR WOMEN NAVIGATING LEADERSHIP How can you, as a woman leader, utilize these seven practices? What will it look and sound like? Participants will gain insight into women's leadership practices through this book study. Using Arrive and Thrive: 7 Impactful Practices for Women Navigating Leadership as a guide for discussions, the series aims to improve efforts to support and recruit women leaders. Session participants will investigate the following seven practices: |
Facilitator: Cathy Meyer-Looze, CECI, [email protected]
|
Location/Campus: Hybrid Dates: January 23 February 13 February 27 March 13 March 27 April 10 - in person with refreshments. Times: 12 - 12:50 PM |
Open. |
Still accepting applications. |
|
How can we facilitate student and faculty interactions around and with scientific material? The BMS Book Club provides a space for students and faculty to come together to discuss scientific and medical topics. We will be reading The Masters of Medicine by Dr. Andrew Lam. In the book, Dr. Lam tells the story of the medical investigation and progress in confronting seven major diseases. Through group discussions of the topics, faculty and students exchange ideas, impressions, questions, and feelings. The club provides an opportunity for students and faculty to form deeper connections that are possible in our typical classes (due to the class size).
***This Learning Community is open to CLAS Faculty only.*** |
Facilitator: Brian Kipp, BMS, [email protected] Co-Facilitator: John Capodilupo, BMS, [email protected] |
Location/Campus: In-Person in Allendale Dates: TBD Times: TBD |
Closed. |
Still accepting applications. |
|
How can faculty help students stay focused and engaged with content both in and out of the classroom? Members of the BMS department will meet bi-weekly to discuss readings from "Distracted" by James Lang. Discussions will be centered around the readings and how we can increase student engagement in our BMS courses. ***This Learning Community is open to BMS Faculty only.*** |
Facilitator: Jennifer Bourbina, BMS, [email protected] |
Location/Campus: In-Person in Allendale Dates: TBD Times: TBD |
Closed. |
Still accepting applications. |
|
CLAS FACULTY INCLUSIVE TEACHING LEARNING COMMUNITY How can CLAS faculty foster a greater sense of belonging and success for all students in the classroom? Inclusive teaching involves a deliberate effort by faculty to create a learning environment that attends to and supports the needs of students with a variety of backgrounds, learning interests, and abilities. ***This Learning Community is open to CLAS Faculty only.*** |
Facilitator: Dana Munk, Movement Science, [email protected] |
Location/Campus: Online Dates: TBD Times: TBD |
Closed. |
Still accepting applications. |
|
CREATING A COMMUNITY OF CRITICAL PRACTICE IN MENTORING How do the complex and discriminatory systems in higher education affect students' experiences, and how can faculty address these issues through mentoring? Higher education is a complicated ecosystem that can be difficult for students to navigate. As faculty, advising and mentoring students requires an understanding of higher education and the larger society to be equipped with the information and tools to offer the best and most appropriate guidance and advice. This LC interrogates the discriminatory systems by which higher education in the U.S. was founded, explores how institutions continue to perpetuate those systems, and educates colleagues about these frameworks, so they are equipped to address these systems and continue the work of providing students with exceptional experiences, especially as it relates to undergraduate research. |
Facilitator: Susan Mendoza, CSCE, [email protected] Facilitator: Jakia Marie, Integrative Studies, [email protected] |
Location/Campus: Hybrid Dates: TBD Times: TBD |
Open |
Still accepting applications. |
|
CURE 101: GETTING STARTED WITH RESEARCH IN THE CLASSROOM How can we take an existing course and add a research activity to promote an interest in student research? This Learning Community is for faculty who are interested in research and have absolutely no experience working with student researchers. A CURE can be the "aha moment" in a class where the students co-create a learning experience with the instructor. In this Learning Community (LC), we will support each other in creating 1 activity to include in a course you already teach or want to teach. If research/scholarship feels like a daunting task for you and the students, you are not alone. We are all in this together. At the end of the LC, you will have 1 research activity ready to deploy in your course. |
Facilitator: Anthony Spencer, Communications, [email protected] |
Location/Campus: Online (over Zoom) Dates: TBD Times: TBD |
Open. |
Still accepting applications. |
|
DIALOGUE: CONVERSATIONS FOR THE CLASSROOM AND BEYOND How might authentic dialogue practices foster open inquiry, viewpoint diversity, constructive disagreement, and sustained curiosity in group learning environments? Authentic dialogue can cultivate trust and mutual understanding among people. But what does it mean and what does it take to foster a culture of conversation and connection during a time of divisive national rhetoric? What concrete strategies, skills, and practices can help people better understand each other across differences of identity, life experience, ideology, etc., even in the face of heightened emotion? And what larger, more philosophical questions might be important to reflect upon when thinking about the ways educators engage in conversation with students in the classroom and with each other? With a focus on community building, this LC aims to offer educators who teach in the classroom and beyond a supportive and intellectually rich space to think through the transformative potential of dialogue. To frame our learning journey, we will read Lara Hope Schwartz's 2024 book, Try to Love the Questions: From Debate to Dialogue in Classrooms and Life. |
Facilitator: Lisa Perhamus, BCOIS, [email protected] Co-Facilitator: Sarah Cox, Area & Global Studies, [email protected] |
Location/Campus: Hybrid Dates: TBD Times: TBD |
Open. |
Still accepting applications. |
|
FOUR THOUSAND WEEKS: TIME MANAGEMENT FOR MORTALS Do you feel there is never enough time to get things done, with the standards of productivity and efficiency impossible to achieve? We all perceive that there isn’t enough time and are consumed with our to do list, jam-packed in boxes, and increasing distractions, regardless of our occupation. Ways to become more productive are limitless. Unfortunately, these productivity tricks often make things worse for us, and we continue to rush through our days, proceeding to miss the most significant parts of our lives. |
Facilitator: Martina Reinhold, CHP Physician Assistant Studies, [email protected] |
Location/Campus: Online (over Zoom) Dates: TBD Times: TBD |
Open. |
Still accepting applications. |
|
What do we as Humanities faculty value the most, and how can we most effectively work together to make our dreams a reality? Did you know: Most Americans say that they engage positively with the Humanities on a regular basis? We all know that Humanities disciplines are facing a variety of challenges. At times, we all feel frustrated and discouraged. But there us hope: there are practical courses of action we can pursue, and many resources we can tap into, as we work to engage our students and to collaboratively build the worlds we want. In this LC we will consider national, data-based conversations about the Humanities; discuss models of successful approaches to shared humanities-based work; identify regional and national resources that support our work; and develop potential cross-disciplinary action items to discuss with our units. |
Facilitator: Melissa Morison, Classics, [email protected] |
Location/Campus: Hybrid with in-person meetings on Allendale Campus Dates: TBD Times: TBD |
Open. |
Still accepting applications. |
|
INCORPORATING TRAUMA-SENSITIVE MINDFULNESS INTO TEACHING AND WORKING WITH STUDENTS How might student wellbeing be enhanced through trauma-sensitive mindfulness practices? Mindfulness has been well-documented to improve physical and psychological wellbeing, but recent studies indicate that trauma-sensitivity is crucial for such benefits to be realized in many people. This LC will explore the importance, foundation, and principles of trauma-sensitive mindfulness (TSM), so that faculty and staff will be able to confidently incorporate TSM strategies and techniques into their courses and other work with student. Topics include the need for using trauma-sensitivity when offering mindfulness to students, fundamental background on trauma, connections between traumatic stress and mindfulness, and the five core principles of TSM.
|
Facilitator: Karen Gipson, Physics, [email protected] |
Location/Campus: Online Dates: TBD Times: TBD |
Open. |
Still accepting applications. |
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INTERNSHIPS: APPROACHES, STRATEGIES, AND BEST PRACTICES How can we help students get the most out of their internship? Internships serve different purposes for different students. For some students, an internship can serve as a starting point for their academic and professional aspirations. For others who have a clearer vision, an internship can help them apply their knowledge and skills in a "real world" setting. Much of the responsibility for helping students understand the purpose and value of an internship falls on the shoulders of internship directors. Therefore, this LC will center on helping GVSU internship directors explore:
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Facilitator: Dauvan Mulally, CLAS Writing, [email protected] |
Location/Campus: Hybrid with in-person meetings on Allendale Campus Dates: TBD Times: TBD |
Open. |
Still accepting applications. |
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MANAGING GEN-Z ANXIETY IN TECHNICAL EDUCATION How shall engineering educators address the apparent and rising rates of moderate and severe anxiety observed in Gen-Z students in our pedagogical practices? "The Anxious Generation" by Jonathan Haidt throws a spotlight on the mental health crisis among young people which has been exacerbated by the digital age. This book raises critical questions about how the classroom environment can either mitigate or amplify these issues. Are the current teaching methods fostering an environment that helps students build resilience against anxiety and depression, or are they inadvertently contributing to these problems by, say, encouraging constant digital interaction over personal engagement? Should universities implement policies like phone-free classrooms or advocate for more unstructured, real-world social interactions to counteract the effects of digital overexposure? And perhaps most importantly, how can educators adapt their pedagogical approaches to support students' psychological well-being in an era where technology is both a tool and a potential hazard? These are the kinds of questions that educators might ponder, aiming to create a learning environment that nurtures academic, emotional, and social growth. |
Facilitator: Karl Brakora, Engineering, [email protected] Facilitator: KC Christopher, Engineering, [email protected] |
Location/Campus: In-Person on Pew Campus Dates: TBD Times: TBD |
Open. |
Still accepting applications. |
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ZINES! A REVOLUTION IN LEARNING, ACCESS, AND INFORMATION How and why should zines be used in a college-level, interdisciplinary classroom? From the Little Magazine Movement of the Harlem Renaissance, to the Boston Women's Health Book Collective, to the Queer Core movement of the 1980s, zines have long been the choice for creating momentum in a movement because they are: cheap to make, cheap to reproduce, easy to distribute, and not intimidating to consumers. All of these qualities set zines up to be vehicles of access and equity, two things desperately needed in academia and research today. Participants in this Learning Community will discover how to leverage this medium to create space for marginalized voices in their classrooms through reading, research, and projects. Open to all disciplines and all levels of ability. |
Facilitator: Mary Ruge, Liberal Arts Program, [email protected] |
Location/Campus: In-Person in Allendale Dates: TBD Times: TBD |
Open. |
Still accepting applications. |
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For additional information about any of these programs, please contact us at [email protected].