2010
Summer Institute
2013 Summer Teacher-Scholar Institute
Call
for Participant Project Proposals
Participants may now apply for our signature offering, the five-day all-day summer intensive this August 19-23, 2013. If accepted, you earn up to $3,000: once you complete pre-institute work, make the meetings, and complete an evaluation you earn $1,500, and once your final report and changed materials are approved you earn an additional stipend of up to $1,500.
To apply, you choose either the Writing
Retreat or Pedagogy track (for how Writing and Pedagogy each work generally, see
Background below). If you choose Pedagogy, you select
either one of two themes within this track:
Beyond
Sympathy: Critical Pedagogies of Social Justice
Understand critical pedagogies, if you do not already, and
apply these concepts to your own teaching.
Understand issues of social justice, if you do not already, and
apply these concepts to your own teaching.
Create/revise at least one course syllabus with attention to social justice
issues in course content, teaching process, and/or assessment of learning.
Cultivate a critical pedagogies of social justice community
with fellow participants to encourage ongoing conversation on the subject,
participation in the development of Core curriculum, and further faculty
enrichment in this area.
-
Full Pedagogies of
Social Justice Theme Proposal, by facilitators
James Hayes-Bohanan (Geography) & Phil Birge-Liberman
(Geography)
Learning-Centered
Teaching: Focusing on Learning
Assess and reflect on your current approach to teaching to establish a goal
for growth toward five dimensions of a more student-centered approach to
teaching.
Redesign and create in-class activities, assignments, and authentic assessment
tools to progress on the continuum from an instructor-centered approach to more
student-centered teaching.
Rework your syllabi to provide opportunities for students to assume
responsibility for their learning and be successful in your course
Develop assessment strategies (especially for formative improvement) that are
integrated within the learning process
-
Full Learning-Centered
Teaching Theme Proposal, by facilitators
Sue Eliason (Elementary and Early Childhood
Education; Office of Teaching &
Learning Fellow starting fall 2013) & Maura
Rosenthal (Movement Arts, Health Promotion, and Leisure Studies; Women’s
& Coordinator of Gender Studies)
Apply for the Pedagogy Track (either theme) : Applications reviewed by: Pedagogy Track facilitators James Hayes-Bohanan, Phil Birge-Liberman, Sue Eliason and Maura Rosenthal, the Office of Teaching & Learning Fellows Karen Richardson, John Kucich, and Tom Kling, and the Director of the Office of Teaching Learning, Roben Torosyan.
Criteria for Pedagogy application review are: depth of inquiry into theme, specificity and concreteness of goals and changes planned, connection to teaching and learning practice, and self-awareness regarding community work.
Apply for the Writing Retreat: Applications reviewed by: Writing Retreat facilitators Theresa Coogan, Tom Mickey and Lee Torda, the Office of Teaching & Learning Fellows Karen Richardson, John Kucich, and Tom Kling, and the Director of the Office of Teaching Learning, Roben Torosyan.
Criteria for Writing application review are: planfulness of timeline and outlet(s), specificity and concreteness of goals and changes planned, and self-awareness regarding community work.
New Extended Deadline for application submission: Sunday, April 28, 2013
Facilitator
Theme Proposals (Call has been completed)
Proposals for themes for our signature
offering, the five-day all-day summer intensive this August 19-23, 2013, are
welcome now through March 25, 2013 (follow
this link for the guidelines). Note that we got an increase to the
facilitator stipend (now $3,500) in recognition of the work involved in
preparation, facilitation and follow-up, thanks to the generous support of
Academic Affairs for the coming year.
Institute
Overview and Background
A 5-day, all-day intensive experience, the Teacher-Scholar Summer Institute aims to build a community of teacher-scholars at Bridgewater State University, and to help participants gain energy for their work, take their work to the next stage, meet specific goals, and pursue further professional development opportunities. Each year, participants are selected in a competitive application process in which each applicant proposes specific plans for changes to their teaching (or pedagogy) or to their writing. Initiated in summer 2010, institute participation has grown over three years from 43 to 59 to 62 participants in 2012, including the faculty facilitators who help lead it.
Each day of the institute
itself, participants in the teaching track spent the mornings attending
workshops, while afternoons were devoted to either additional workshops or
putting what they learned into practice by making course changes. Themes
included interdisciplinary teaching, service learning and civic engagement, and
speaking as learning.
Those on the writing track worked on a range of
manuscripts, including journal articles, conference papers,
grant proposals, video scripts, and book prospectuses. Their mornings were
spent writing, while afternoon sessions included sharing stories about their
progress, receiving feedback, and setting goals for the next day.
Funded initially by a $200,000 grant from the Davis Educational Foundation, the institute has become an annual tradition. Perhaps the single greatest value the institute adds, aside from the collegial community it continues to build, is the substantive professional development that results, as evidenced by the quantity and quality of changed teaching materials and writing produced.
2012 Summer Teacher-Scholar Institute
Highlights of the 2012 Institute
In terms of demand, we had a 55% increase
in applications for the institute,
receiving 109 applications in 2012 over 70 from 2011, and 65 from 2010. For
2012, we received 56 applicants for 33 seats in pedagogy, and 53 applicants for
18 writing seats, over the 32 pedagogy and 38 writing applications of 2011
(also up from 31 pedagogy and 34 writing applicants in 2010). We also saw
demand increase for the pedagogy track among full-time faculty members,
with 63% of pedagogy applicants full-time faculty, nearly equal to the 64%
writing applicants who were full-time faculty.
As to accepted participants, we increased
our total number who were not facilitators to 51 (up
from 48 in 2011, and from 35 in 2010). Of these, 43 were full-time
faculty and 8 were part-time faculty, representing every college and 25 of
the university's 28 academic departments.
Participants again completed a lengthy
anonymous evaluation regarding all aspects of their experience at the 2012 Institute.
The Office of Institutional Research and Assessment compiled an extensive
report summarizing the data collected and highlighting significant findings,
including:
Pedagogy Track
·
93% reported the
Institute largely or fully met the objectives of each theme
·
90% of
participants believed the Institute had largely or fully achieved
the goal of helping them _take [their] teaching to the next stage_
·
100% reported
that the Institute had largely or fully met its goal of helping
them _feel energized_ about their work
Writing Retreat
·
100% affirmed
that _peer feedback from my writing group_ at the Institute was useful
or very useful to their writing
·
89% of
participants believed the Institute had largely or fully met the goal
of helping them _take [their] writing to the next stage_
·
100% of
participants reported that the Institute had largely or fully helped
them meet the goals they set for themselves
News
feature:
http://www2.bridgew.edu/news-events/news/knowing-what-works-multimedia
The 2012 Institute is funded by a grant from the Davis Educational Foundation and Bridgewater State University. The Institute takes place at Bridgewater State University, runs for five days (August 20 - 24) and offers two tracks: one focused on pedagogy, the other focused on participants' writing. Click here for a list of 2012 Summer Institute participants.
Applications
(2012
pedagogy track and 2012
writing retreat) are due via electronic attachment to Ann Brunjes (abrunjes@bridgew.edu) Wednesday,
April 18 at 5PM. Please note that preference will be given to
first-time applicants to each track. If you participated in the writing
retreat last year and are applying to the pedagogy track this year, you are
considered a first-time applicant; the same holds true for applicants to the
writing retreat who participated last year in the pedagogy track.
We encourage everyone to apply. I will hold information sessions on
the Institute and the application process on Thursday, March 29 from 1 _ 2PM
and Friday, March 30, 10 _ 11. Both sessions will be held in the OUR
Multi-Purpose Room (Maxwell 200).
Compensation (both tracks): Institute participants will receive $2,000.00 for
participation in the five-day Institute, and another $1,000.00 upon creating a
new course or substantially revitalizing an existing course using information
learned during both selected themes in the Institute (for the Pedagogy Track) or
upon completing their project and submitting work to a conference, journal,
publisher, etc. (for the Writing Track). Full-time and adjunct faculty
and librarians are eligible.
Final report guidelines for 2012 participants are
available here. Click here for a sample
Pedagogy Final Report and supporting
materials and a sample
Writing Retreat Final Report.
With the help of
BSU's onsite TV studio staff, we were able to set up a video booth at
the end of the week where participants discussed their experience at the
Institute. These sessions can be viewed at http://www.youtube.com/watch?v=Zv0Bbi5MXD0.
The American Association of University Professors has
published a version of the article From Combat to Campus, written by
Margaret Bellafiore during the Writing Retreat at the
2011 Summer Institute. It appears in their September/October issue of their
journal, Academe:
http://www.aaup.org/reports-and-publications/academe/previous
This track offers up to thirty-three faculty and librarians from across campus the opportunity to spend a week learning about and discussing effective teaching with emphasis on particular themes. This year's Institute themes are Connecting Service-Learning and Civic Engagement in Teaching; Interdisciplinary Teaching; and Speaking as Learning. Participants take part in workshop sessions on two of these three themes throughout the week. In the morning, participants attend workshops facilitated by BSU faculty development leaders. In the afternoon, participants work individually or with colleagues regarding ways to use the information and pedagogies offered in the Institute in their classrooms; they may also choose to attend optional workshops or participate in other activities offered by theme facilitators. When completing the attached Institute applications, participants will rank their interest in the three themes. Every effort will be made to honor all requests, and participants will be placed in at least one of their top two thematic choices.
Theme descriptions
Connecting Service-Learning and Civic Engagement in
Teaching (SVLR)(click here to
read the theme proposal; note that some details of the program may change
before the Institute)
Civic engagement and community-service opportunities are how many of us as
faculty connect our passion to our profession. So too, the inclusion of
service-learning and civic engagement can enhance our students' learning in
relation to knowledge, skills and personal/professional development. This
theme offers an overview of the theoretical and practical aspects of using
service-learning and civic engagement in our courses. Participants will
experience these approaches through community-based practicum with
organizations and leaders (both governmental and non-governmental). We will
consider how to transform or develop course content so our students can be more
self-reflective community leaders and citizens.
Facilitators: Kevin Donnelly (Political Science), Jo-Ann Della Giustina (Criminal Justice), David O_Malley (Social Work)
Interdisciplinary Teaching (ID) (click here
to read the theme proposal; note that some details of the program may change
before the Institute)
Twenty-first century students need to think broadly as well as deeply,
drawing on the knowledge and skills of different academic fields to understand
complex issues and grapple with real-world problems that don_t
confine themselves to single disciplines. This institute theme will help
participants develop and refine interdisciplinary teaching proposals, ranging
from broad programs that might reach across departments and colleges to major
assignments and units within existing courses. To accomplish this, we will
examine some of the different models of interdisciplinary teaching, drawing on
interdisciplinary theory and evaluating case studies as we begin to articulate
an interdisciplinary pedagogy and refine our specific proposals. Throughout, we
will focus on how interdisciplinary approaches help us rethink what we know and
re-imagine how to teach. While individual proposals are welcome, we encourage
proposals by teams of faculty. (Please note: team members are not
required to choose the same second theme).
Facilitators: John Kucich (English) and
Pamela Russell (Movement Arts, Health Promotion and Leisure Studies)
Speaking As Learning (SP) (click here
to read the theme proposal; note that some details of the program may change
before the Institute)
Playing with the writing-as learning
perspective this workshop explores speaking-as-learning, accentuating not only
the idea of learning to speak but of speaking to learn. Speaking is such
a ubiquitous part of our lives as teachers that we often fail to recognize it
as a practical art which can be developed as a
learning tool. Because speaking is treated as a "natural" part
of the learning environment, it is often under-examined and under-developed as
a pedagogical strategy. This workshop is designed to help participants
take a deeper look at the ways in which speaking can be used to enhance
learning in a variety of contexts. Paying attention to speaking practices
such as class discussion, small group activities, oral exams, dialogic
interaction, and public presentations, participants will develop strategies to
use speaking as a learning tool to enhance critical thinking, reasoning,
organizational, and citizenship skills as well as improve presentational skills
and to learn course content.
Facilitators: Maria Hegbloom (Communication
Studies) and Melanie McNaughton (Communication Studies)
Click here for pedagogy daily schedule.
33 total acceptances
In the Writing Retreat, up to seventeen
faculty/librarians immerse themselves in a writing project while receiving
support and feedback from a writing group of their peers. The types of
writing faculty work on during the Retreat may range from a conference paper,
to a grant proposal, journal article, or book prospectus. Participants
will be organized into writing groups based on similarities in disciplines or
types of projects. These writing groups will meet each morning and afternoon to
set and review goals and to provide feedback to each other_s
writing-in-progress. The rest of the time is for participants to write. The
Retreat leaders will be on hand throughout the week to provide ongoing feedback
and encouragement as well as to share resources related to writing.
Facilitators: Theresa Coogan (Counselor
Education), Michelle Cox (English)
Click here for
writing track daily schedule.
2012 Summer Institute Participant Lists
Pedagogy Track Final Participant List
|
Name |
Department |
|
1. Almeida, David |
Communication Disorders |
| Bean, Heidi | English |
|
2. Bellafiore,
Margaret |
Art |
|
3. Burak,
Lydia |
MAHPLS |
|
4. Delaunay, Christian |
Management |
|
5. Dohrn,
Blake |
Social Work |
|
6. Doyle, Anne |
English |
|
7. Edwards, Jason |
Communication Studies |
|
8. Ferreira, Fernanda |
Foreign Languages |
|
9. Grossman, Martin |
Management |
|
10. Kern, Jamie |
Physics |
|
11. Kocet, Michael |
Counselor Education |
|
12. LaBrozzi, Ryan |
Foreign Languages |
|
13. Maurer, Suanne |
MAHPLS |
|
14. Mendell, Jenna |
Biology |
|
15. Mulrooney, John |
English |
|
16. Nemko, Deborah |
Music |
|
17. Newell, Nicholas |
Theater and Dance |
|
18. Payne, Brian |
History |
|
19. Ramsey, Laura |
Psychology |
|
20. Rao, Madhu |
Geography |
|
21. Running, Donald |
Music |
|
22. Salomone, Alison |
Math and Computer Science |
|
23. Savas, Minae |
Foreign Languages |
|
24. Sexton, John |
English |
|
25. Shin, Yongjun |
Communication Studies |
|
26. Singer, Melissa |
Psychology |
|
27. Tan, Jing |
Social Work |
|
28. Thorpe, Tracey |
Anthropology |
|
29. Tobin, MaryBeth |
Accounting/Finance |
|
30. Weber, Jody |
Theater and Dance |
|
31. Wiggins, Sarah |
HistoryT |
|
32. Wu, Tong Ching Tom |
MAHPLS, |
|
33. Yu, Chien |
Management |
Writing Retreat Final Participant List
|
Name |
Department |
|
1. Abdelal,
Ahmed |
Special Education and Comm. Disorders |
|
2. Anderson, Joyce Rain |
English |
|
3. Boutwell,
Laura |
Social Work |
|
4. Brenner, Mark |
Social Work |
|
5. Dasti,
Matthew |
Philosophy |
|
6. Dobush,
Ken |
Special Ed. and Communication Disorders |
|
7. Donalds,
Kelley |
Management |
|
8. Hartsfield, Jennifer |
Criminal Justice |
|
9. Ierardi, Michael |
History |
|
10. Kaczmarek, Stephen |
Geological Sciences |
|
11. Kalish, Kevin |
English |
|
12. Lowe, Margaret |
History |
|
13. Say, Yasar |
Anthropology |
|
14. Seibert, Gregg |
Communication Studies |
|
15. Shyne, Amanda |
Psychology |
|
16. Veisz, Elizabeth |
English |
|
17. Willison, Judith |
Social Work |
|
18. Witherell, Nancy |
Elementary and Early Childhood |
2011 Summer Teacher-Scholar Institute
Institute takes place at Bridgewater State
University, runs for five days (August 22 - 26) and offers two tracks: one
focused on pedagogy, the other focused on participants' writing.
For a list of participants in the 2011 Institute,
click: here. Participants represent all Colleges in
the University and 21 of 29 departments. With
the help of BSU's onsite TV studio staff, we
were able to set up a video booth at the end of the week where participants
discussed their experience at the Institute. To view those sessions, click here.
Final report guidelines
for 2011 participants are available here.
Interested in proposing
a theme for the 2012 Institute? Explore some of these resources:
Documents related to the 2010 Institute are available here.
This track offers up to twenty-eight faculty
and librarians from across campus the opportunity to spend a week learning
about and discussing effective teaching with emphasis on particular themes.
This year's Institute themes are Teaching Reflectively; Quantitative Reasoning Across the Disciplines; and Engaged
Pedagogy, Curriculum and Praxis: Race, Ethnicity and Gender. Participants
take part in workshop sessions on two of these three themes throughout
the week. In the morning, participants attend workshops facilitated by BSU faculty
development leaders. In the afternoon, participants work individually or with
colleagues from cognate disciplines regarding ways to use the information and
pedagogies offered in the Institute in their classrooms. When completing the
attached Institute applications, participants will rank their interest in the
three themes. Every effort will be made to honor all requests, and participants
will be placed in at least one of their top two thematic choices.
This track explores the art of Reflective
Teaching -- utilizing practices which increase student
and faculty concentration and awareness. Through the process of defining,
practicing and examining such techniques, faculty will have the opportunity to
integrate them into their discipline-specific pedagogies and individual
courses. Faculty involved in this track will discuss common readings and, in a
workshop format, learn as much from each other as from facilitators'
demonstrations.
Facilitators: Maggie Lowe (History) and
Michelle Mamberg (Psychology)
Quantitative
Reasoning Across the Curriculum
Our world is "awash in numbers,"
and for students in all disciplines critical quantitative reasoning can be a
key to comprehension, citizenship, and upward mobility. This theme will help
participants from a wide variety of disciplines to take the next step in their
quantitative pedagogy, regardless of their current level of quantitative
engagement. Participants will develop strategies, prompts, and rubrics, and
even new courses, to increase students' agency and skill with quantitative
reasoning, with an emphasis on writing well with quantitative evidence.
Facilitators: Matthew Salomone
(Mathematics and Computer Science) and Stacey Sheriff (English)
Engaged
Pedagogy, Curriculum and Praxis: Race, Ethnicity and Gender
Participants in this pedagogical
theme will discuss theory and research addressing how to effectively attend to
issues of race, ethnicity, and gender in their pedagogy and course materials.
Discussion will also focus on a range of discipline-specific engaged
teaching/learning techniques that will allow students to deepen their
understanding of material regarding race, ethnicity, and gender.
Facilitators: Joyce Rain Anderson
(English), Sabrina Gentlewarrior (Acting Director, Office of Institutional
Diversity), Sarah Wiggins (History)
In the Writing Retreat, up to fifteen
faculty/librarians immerse themselves in a writing project while receiving
support and feedback from a writing group of their peers. The types of writing
faculty work on during the Retreat may range from a conference paper, to a
grant proposal, journal article, or book prospectus. Participants will be
organized into writing groups, based on similarities in disciplines or types of
projects. These writing groups will meet each morning and afternoon to set and
review goals and to provide feedback to each other's writing-in-progress. The
rest of the time is for participants to write. The Retreat leaders will be on
hand throughout the week to provide ongoing feedback and encouragement as well
as to share resources related to writing.
Facilitators: Theresa Coogan
(Counselor Education), Michelle Cox (English), Tom Mickey
(Communication Studies)
Compensation: Institute participants will receive $2,000.00 for
participation in the five-day Institute, and another $1,000.00 upon creating a
new course or substantially revitalizing an existing course using information
learned during both selected themes in the Institute (for the Pedagogy Track)
or upon completing their project and submitting work to a conference, journal,
publisher, etc. (for the Writing Track). Full-time and adjunct faculty and
librarians are eligible.
The Bridgewater State University 2011 Teacher-Scholar Summer Institute is supported by the Office of the President and Provost, a grant from the Davis Educational Foundation, and Project Compass
.
2010 Summer
Teacher-Scholar Institute
Pedagogy Track. This track offers up to twenty-four faculty and librarians from
across campus the opportunity to spend a week learning about and discussing
effective teaching with emphasis on particular themes. This year's
Institute themes are Cultural Inclusion, Sustainability, and Undergraduate
Research. Participants will take part in workshop sessions on two
of these three themes throughout the week. In the morning, participants
attend workshops facilitated by BSU faculty development leaders. In the
afternoon, Institute participants have an opportunity to work individually or
with colleagues from cognate disciplines regarding ways to use the information
and pedagogies offered in the Institute in their classrooms. When
completing the attached Institute applications, participants will rank their
level of interest in the three themes. Every effort will be made to honor
all requests, and participants will be placed in at least one of their top two
thematic choices.
Culturally Inclusive
Pedagogies and Scholarship
Teaching Sustainability
through Guided Inquiry Learning
Undergraduate Research in
the Disciplines
2010 Summer
Teacher-Scholar Institute
Click here for:
2010 Pedagogy Track Application
2010 Writing Track Application