In this edition of the Pew FTLC Newsletter:

Care and Community. Earlier this week, a wise person reminded me that caring for someone is an action. While I do like to keep folks in my thoughts and in my heart, it isn’t enough. Expressions of care are not the same for every person and in every situation. So, if we want to demonstrate care and concern for our students and colleagues, how do we build a strong enough sense of community so that we can truly and effectively care for one another? What is tough right now is that relationships in the classroom take time and the semester has only just begun. One suggestion: conduct a search using the template phrase, “Building community in the XYZ classroom” replacing the XYZ with your discipline or topic. I have been playing around with this phrase and searches have revealed some fascinating research as well as practical guidance. Another suggestion: showing awareness and reminding students of resources is more impactful than you think. It doesn't have to take a lot of time to connect in this way. My hope and dream for all of us is that we can build to having tough, authentic, impactful conversations in our classrooms (and offices and hallways) that are true expressions of care and deepen the sense of community that is so important to both the learning process and our contributions to our campus and community endeavors.

Digital Learning. Next week is Tech Week in Grand Rapids and I am excited to be contributing to the program, along with the co-directors of the Digital Literacy Initiative, Laurence José and Vinicius Lima. There are many interesting talks and activities taking place around town, so I encourage you to check it out. While I have encountered plenty of interesting reads lately, I know that you are busy, so I draw your attention to just three important items. The first is a new report, The AI Tipping Point: From Monitoring Students to Engaging Them. I recommend the two sections, Maintaining Human Connection in Digital Learning and Redesigning Assessment to Effectively Respond to AI. Another one that is getting a lot of attention is the Report of MIT’s Ad Hoc Committee on AI Use in Teaching, Learning, and Research Training. The Guiding Principles section alone is worth the read. Lastly, Sam Illingworth offers an AI use disclosure template on his Slow AI Substack. Riffing on the MIT report, Sam provides this template as a way to increase transparency around AI-engaged teaching and scholarship (and service?).

Space is not neutral. Whether a public space, building hallway, office, or classroom, the way spaces are configured influences their use. The research that I am most familiar with has to do with classroom spaces, some of which is cited on our Classroom Design for Active Learning page. Power, privilege, accessibility, collaboration and engagement are all communicated quite loudly in our classroom spaces, without anyone ever uttering a word. If you are interested in learning more about how best to utilize "traditional” classroom spaces or ways to optimize use of an active learning classroom to which you are assigned, don’t hesitate to reach out. Maggie Goss and I are happy to consult with you (or your department). The easiest way to request a consultation is to send a note to pewftlc@gvsu.edu. The human connections that are so needed to not only meet this moment but also prepare students for the future can be greatly facilitated by the arrangement of chairs, tables, whiteboards, and instructor stations in our classrooms.

Digital accessibility corner. In alignment with the Digital Literacy Initiative, I offer here the third installment in support of the why and the what of our goals for digital accessibility. As always, don’t forget the Digital Accessibility Committee resource page. Let’s talk about Spreadsheets. In reviewing the sites below, I realized that some of the ways that I have been using Excel and Google Sheets do not align with accessibility principles. What conveys meaning to me (e.g., blank rows/columns, merged cells) can cause havoc with screen readers. Paying attention to color contrasts, alt text, and meaningful hyperlink text applies to all digital materials, including spreadsheets. Here are three sites, each offering detailed recommendations on different dimensions: (1) Accessibility best practices with Excel spreadsheets (Microsoft), (2) Microsoft Excel: Optimizing spreadsheet accessibility (WebAIM), and (3) Accessible maths with Microsoft Equation editor (University of Bath).

Take good care of yourself and those around you-

-Christine Rener, Vice Provost for Teaching and Learning

FACULTY MENTORING COMMUNITIES ARE OPEN! 

Looking for a community of support beyond your department? Hoping for connection while navigating whatever this semester throws at you? Considering joining one of our Faculty Mentoring Communities!

These groups meet once or twice per month and offer an opportunity to gather with colleagues, explore multiple sources of guidance and connection, and further your professional growth and development. There are communities designed for first-year-faculty (FYF Mentoring) as well as some designed to serve faculty beyond their first year (faculty-to-faculty or F2F Mentoring). 

There are multiple options for each type of mentoring allowing you to select a community that meets during a time that works with your schedule. Visit our Mentoring Communities webpage to see the complete list of offerings.

Most groups start meeting the week of September 21 so don't delay!

GET TIMELY FEEDBACK ON YOUR CLASSES!

The Mid-Semester Interview about Teaching, or MIT, is a mid-semester evaluation technique that provides instructors useful feedback from their students about their learning in a course. A consultant visits your class and interviews your students about their learning experience, gather information about the course strengths and potential improvements. Conducted during the 4th to 9th week of the semester, the MIT takes just 30 minutes of class time!

MEET YOUR WRITING GOALS

This fall, carve out time to focus on your writing goals in a structured and supportive environment. On select Thursdays, we're hosting 1.5 hour Remote Writing Sessions on Zoom. Each session includes:

→ 15 minutes for introductions and goal-setting
→ 1 hour of focused writing time
→ 15 minutes to share successes and reflections

Whether you're working on articles, SOTL, book chapters, professional documents, syllabi, or other writing projects, these sessions provide accountability and momentum to help you make progress. We'll provide a quiet, distraction-free space to keep you focused. Just bring your materials and a clear goal for the session. 

Join us from 2:00 –3:30 p. m. for any or all of the selected Thursdays listed below:

JOIN A LEARNING COMMUNITY!

Looking for a way to connect with other faculty or staff this year? Searching for a community of colleagues to learn with? Hoping to refresh your teaching techniques or evidence-based practices? Join a Learning Community!

Learning Communities (LCs) are small, faculty- and staff-led groups that gather around a shared topic for a semester or two. These communities create space for collaboration, new kinds of learning, and the opportunity to meet people from across campus. New Fall LCs are being added frequently, and below are just a few of the LCs that are currently open and accepting new members

If you've got an idea–or just the start of one–we invite you to propose a Fall 2026 LC or Year-Long LC. All proposals must submit a Letter of Intent by September 11 using our online form. If you're wondering what's possible, browse our Past LCs webpage for inspiration from years past. And, if you want to check out our current LCs, visit our Current Learning Communities webpage. 

BECOME A PACE INITIATIVE ASSOCIATE

Named in honor of Dr. Diana Pace, former Director of the GVSU University Counseling Center and Associate Dean of Students, the Pace Initiative for Connecting Mind and Health seeks to ground well-being, health, and mental health in disciplinary coursework and services to students.

Integrating personal reflection of well-being, health, and mental health into academic contexts has the potential to cultivate student identity development, knowledge, and life skills impacting their lives personally and professionally as community leaders. Faculty and staff accepted into the Pace Initiative have the benefit of a community actively engaged in sharing and expanding their pedagogical approaches and practices. 

Learn more by visiting our Pace Initiative for Connecting Mind and Health webpage. Apply online to be a Pace Initiative Associate. The first meeting for this semester will be held on September 21 at 10am so apply soon!

CTE 101 Workshop – September 29th

GVSU faculty and staff are invited to attend the CTE 101 Workshop on Tuesday, September 29, from 9:30am–12:00pm in the Pere Marquette Room (Kirkhof Center 2204), followed by a networking lunch from 12:00–1:00pm.

Learn how Career & Technical Education (CTE) connects K-12 learning with college and career pathways, hear from local CTE experts and GVSU colleagues, and explore opportunities to strengthen partnerships and support CTE students at GVSU.

Space is limited, so register today! If you have questions, contact Mike Eichberger at eichbem@gvsu.edu.