Grounding. I have appreciated the recent reminders to take care of oneself and one’s community and to not lose sight of hope, joy, and a brighter future. In the event that you could also use such a reminder, these Joy Cards offer “tiny ways to infuse delight into teaching and learning.” Through our institutional membership to NCFDD, an organization dedicated to faculty success, you all have access to timely offerings such as those compiled on the NCFDD Support Resources page. In a similar vein, a recent chance encounter reminded me of the hopeful words of Howard Zinn and his articulation of the future as “an infinite success of presents.”
My 2025 self-care commitments include more time for reading. Even a few minutes a day have provided respite, inspiration and fresh perspectives. All but the last two of these recommended texts are available as eBooks through University Libraries:
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Reflection. As we approach mid-semester, the time seems right to pause and reflect–individually, collectively, as educators, and as learners. I have a few suggestions and sources of inspiration. For starters, why not review the GVSU institution-level student learning outcomes with your undergraduate (or graduate) students? Reflective prompts could invite connection of certain SLOs to course content and activities (or to larger societal relevance). Inspired by Karen Costa’s Climate Action Pedagogy project and her statement, “All courses are climate courses,” I offer their suite of reflection and planning templates to help those incorporating climate topics into their own courses. Another discipline-focused resource that came to my attention recently is the Anti-Racism and Allyship in the Classroom collection. This Google Doc is worthy of exploration as well as reflection. Lastly, I learned of this final resource at a recent conference. The Building Resilient and Inclusive Communities of Knowledge (BRICK) Toolkit provides educators with “tools to address supremacist ideologies, misogyny, propaganda, mis/disinformation, conspiracy theories, and polarization on campus.”
Soundbites. The following snippets heard or read recently align with this week’s themes:
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Please be gentle with yourself. Take the breaks you need. Reach out when you need support. Remember that small acts of kindness and resistance matter. Remember that you are needed. Remember that you are not alone. Together, we can continue to create spaces of learning and growth that honor our shared humanity and commitment to education. – Julia Metzker, The Evergreen State College
- Banning AI use in college classrooms is a pointless and exhausting endeavor. Instead, we should learn alongside our students to become AI literate. (Faculty Focus newsletter with a long list of learning opportunities)
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What would our institutions look like if normative whiteness were no longer at the center and the need for many of the special DEI alternatives were made moot? – Marjorie Haas, Inside Higher Ed
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The classroom remains the most radical space of possibility in the academy – bell hooks, Teaching to Transgress: Education as the Practice of Freedom
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This is the very definition of hope – that we are not prisoners of our flawed nature but can transcend it. – Nick Cave (the musician, who asked his newsletter readers what brings them joy and then posted the formidable collection of responses)
- We have to continue to be positive and keep creating experiences that can help shift our way of thinking. – Nick Cave (the visual artist)
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Take good care,
-Christine
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How can we ensure that students begin their GV career with a strong start? The Strong Start Teaching Institute focuses faculty attention on best practices for engaging students in first-year undergraduate courses. Join us on May 5th (8:30am-5pm) & 6th (8:30am-12pm) in the DeVos Center for Interprofessional Health (DCIH) 445.
Together, we will explore resources and examples around four themes:
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- Clarity of academic expectations
- Fostering a sense of belonging (at GV and in our classrooms)
- Familiarity with available student resources
- Active learning strategies that promote student engagement, motivation, and achievement
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Whether you are teaching a course for the first time or are looking to strengthen a course to best engage students, we invite you to participate. The in-person and asynchronous components of this Institute will be applicable to a range of instructor experience levels and disciplines. See the Strong Start page for more details.
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Limited to 40 participants. Preference given to first-time attendees, adjunct, affiliate, and visiting faculty.
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More students than ever are navigating college while managing mental health challenges and learning differences. The Minds That Matter series, sponsored by the Pew FTLC, helps faculty explore these issues and implement strategies—like Universal Design for Learning (UDL)—to support student success.
This session will focus on ADHD, offering insights and practical approaches to help students thrive in the classroom. Join us either in person in the Pere Marquette Room (RM 2204 KC) or on Zoom on March 12th from 9-11 AM for an expert lecture given by Dr. Monica Harris from the College of Education and Community Innovation, a student panel to discuss the Laker experience with ADHD, and a presentation from Student Access Resources on accommodations.
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Two Strong Start Continued Workshops Left! |
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This Winter series, part of the Strong Start Teaching Institute, offers workshops on small teaching practices for supporting first- and second-year students. Led by Dr. Maggie Goss, these in-person workshops will take place at the Allendale and downtown campuses. Open to all faculty, the workshops provide valuable insights for teaching at any undergraduate level, with no prior Strong Start participation required.
Workshop #2 – Boundary Setting with Students (NEW!)
Tuesday, February 25th, 10:00-11:30am (3068 Zumberge Hall)
Thursday, February 27th, 10:00-11:30am (411 Eberhard Hall)
In this workshop, learn to balance structure and flexibility by setting boundaries and equitable expectations with students. We’ll also cover how to reset boundaries mid-semester.
Workshop #3 – Rejuvenating Your Syllabus (with live student feedback!)
Tuesday, March 25th, 10:00-11:30am (3068 Zumberge Hall)
Thursday, March 27th, 10:00-11:30am (411 Eberhard Hall)
Revise your syllabus to promote inclusivity and belonging with feedback from GVSU undergraduate students and peers, helping you enhance student engagement.
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STLE Grants Available Now!
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What do your students think about your class? The Pew FTLC offers the Mid-Semester Interview about Teaching (MIT), where a consultant visits your class, interviews students, and provides valuable insights on their learning experience. Conducted between weeks 4-9, the process takes just 30 minutes and includes a facilitated discussion on course strengths and potential improvements.
MITs are especially useful for new faculty or those trying new teaching methods. Requests are limited to one per semester and are filled on a first-come, first-served basis.
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1 Campus Drive
068 Zumberge Hall
Allendale, MI 49401
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