Trust the (learning) process. Inspired by Adrienne Wallace’s address at the Faculty Awards Convocation yesterday, I have been reflecting on the messiness of learning, the challenges inherent in creating and sustaining learning environments, and the ways in which GV faculty commit to walking alongside students on their learning journeys. While it certainly is hard, hard work (especially in our current moment), I would worry if it all felt too easy. The process of learning only works if we (instructors and students) put ourselves out there, make mistakes, lean on one another for support, and, frankly, commit to sticking with it and figuring out what works. Several pieces that I encountered recently speak to paying closer attention to the humans in the room (virtual or otherwise). The first is a quick read, The lonely classroom and what to do about it. The next is an open-access book, Inclusive Teaching Online that provides practical approaches to mitigating “pedagogical absenteeism” in online courses and ensuring the foregrounding of instructor presence, student engagement and interactivity, and personalized feedback. I also savored every idea in the recent Alexandra Mihai blog post, Slow learning. It offers another timely reminder of what really matters.
Actual intelligence. Released in conjunction with the AAC&U Annual Meeting last month, this report serves as a helpful reminder that we are not alone in our perspectives, deliberations, and concerns: The AI Challenge: How College Faculty Assess the Present and Future of Higher Education in the Age of AI. Not surprisingly, critical thinking came up a lot in this report. To that end, I recommend reviewing Cate Denial’s collection of resources, Against Generative AI. I encourage you to pull a few of the links to discuss with colleagues and/or students. I also learned a fabulous term, non-disposable assignments. As we seek new ways to engage students and assess learning (in the age of AI...), I offer two practical guides to designing impactful assignments that challenge the notion that student work is for our eyes only: (1) an eBook, Beyond the Traditional Essay: Increasing Student Agency in a Diverse Classroom with Nondisposable Assignments and (2) an article, A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research.
Finding inspiration in my inbox. The latest stream of emails have brought some measure of grounding and hope. I offer just a few nuggets for your consideration:
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Take good care of yourself and those in your sphere-
-Christine Rener
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Want to know more about International Virtual Exchange? |
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Are you interested in bringing high impact, global learning to your courses without leaving campus? Join us for an upcoming informational session on International Virtual Exchange, an innovative pedagogy in which GVSU faculty and students partner with their peers at international universities on a sustained, online collaboration. Experienced GVSU faculty will lead the session, providing an introduction to virtual exchange, answering your questions, and describing support available to help you find an international teaching partner.
The virtual informational session will take place Wednesday, March 4, from 3-4pm.
Please email Ellen Shupe at shupee@gvsu.edu if you have questions or would like more information.
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History of Systemic Oppression in the U.S., Winter 2026 |
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Are you interested in building a stronger foundation for classroom discussions regarding current legal, political and cultural struggles? Are you interested in a deeper understanding of the historical context surrounding pieces of American inequality?
We warmly invite you to engage in a rigorous and reflective learning experience exploring the history of systemic oppression in the United States. Through a series of thoughtfully designed online modules created by Grand Valley State University faculty, paired with facilitated in-person discussions, participants will critically examine the histories and lived experiences of diverse peoples, groups, and communities over the past two centuries.
Participants will complete 11 interdisciplinary modules developed by GVSU scholars, alongside opportunities for guided reflection and dialogue. The course includes three required Zoom meetings, as well as curated resources to support deeper independent study.
The program will begin with an introductory session that outlines the course framework, key themes, and learning objectives. A second meeting will center collaborative discussion and reflection on insights gained, with attention to integration across modules. The experience will culminate in a final capstone conversation synthesizing major ideas and implications for scholarship and practice. These zoom sessions will be co-facilitated by Dr. Patty Stow Bolea and Dr. Janelle Brandt Ashbaugh. Course content is hosted on Blackboard. The total time commitment is 15-20 hours over 9 weeks.
Zoom Discussion Meeting Dates are:
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March 5th from 11 AM-12 PM
- March 30th from 1-2 PM
- April 28th from 1-2 PM
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Each module invites participants to thoughtfully engage with historical narratives that illuminate the structures, policies, and cultural forces that have shaped inequity in the United States over the past 200 years.
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Looking for timely feedback on your classes? |
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The Pew FTLC offers the Mid-Semester Interview about Teaching (MIT).
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, gathering 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!
February 23rd, 2026 is the last week a MIT can be conducted for the Winter semester.
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Pew FTLC Teaching Excellence Awards |
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Pew Teaching Excellence Award
Lindsay Stoetzel, Assistant Professor of Literacy, Educational Foundations, and Technology
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| Pew Teaching Excellence Award
Scott Thorgaard, Associate Professor of Chemistry
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| Pew Teaching Excellence Award
Brian Deyo, Associate Professor of English
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| Pew Teaching Excellence Award
Shirley Fleischmann, Professor of Mechanical and Manufacturing Engineering
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Pew Teaching Excellence Award
Dawn Rutecki, Associate Professor in the School of Interdisciplinary Studies
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| Pew Teaching Excellence Award
Amanda Buday, Associate Professor of Sociology
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| Pew Teaching Excellence Award
Nicole Harpold, Assistant Professor in the Kirkhof College of Nursing
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| Pew Teaching Excellence Award for Adjunct Faculty
Brandie Schmidt, Adjunct Faulty in the Kirkhof College of Nursing
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Pew Excellence Award for Teaching and Learning Enrichment
Kellie Riley, Assistant Professor in the Kirkhof College of Nursing
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| The Burch, Jacobs & Moore Diversity Teaching Excellence Award
Jay Knight, Assistant Professor in the Kirkhof College of Nursing
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| The Burch, Jacobs & Moore Diversity Teaching Excellence Award
M. Megan Woller-Skar, Professor of Biology
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| Pew Teaching with Technology Award
Imran Mazid, Associate Professor in the School of Communications
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Save the Date and Partner Events |
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Save the Date:
Strong Start Teaching Institute
Date: May 11 - 12, 2026
Location: Devos Center for Interprofessional Health
Discover how the Strong Start Initiative aims to engage students with best practices.
Winter Semester Digital Literacy Fridays
Fridays from 11 am-12pm
Feb 20 on Zoom: Topic TBD
Mar 20 on Zoom: Topic TBD
Mar 27 on Allendale Campus: Topic TBD
Apr 10 on Zoom: Topic TBD
Apr 17 on Allendale Campus: Topic TBD
Check out the Digital Literacy Fridays website!
Partner Events:
Padnos/Sarosik Civil Discourse Faculty Fellow
Applications are now being accepted for the next Padnos/Sarosik Civil Discourse Faculty Fellow. We invite Affiliate, Tenure-track, and Tenured faculty to apply for this opportunity to help foster constructive and productive dialogue on campus and beyond. Fellows serve for two-year appointments and are selected through a competitive process. See here for details. Submission deadline: March 16, 2026.
Registration for Student Scholars Day Open
The Registration for Student Scholars Day just opened: students who want to present their research register through the process described at SSD Registration Process - Student Scholars Day - Grand Valley State University. This is the first step for students who plan to participate in the 30th Annual Student Scholars Day.
As a reminder – the 30th Annual Student Scholars Day will take place on Wednesday, April 8, 2026. This is a major event at GVSU! Please help us showcase our students’ achievements!
Notorious RBG: Film & Conversation
Join the Greater Grand Rapids Women’s History Council (GGRWHC) and GVSU partners: Center for Women and Gender Equity, CLAS Visual & Media Arts, Faculty Teaching and Learning Center, GVSU Women’s Commission, for an engaging evening celebrating the life and legacy of Supreme Court Justice Ruth Bader Ginsburg.
Location: Loosemore Auditorium, GVSU Pew Campus
Date: Tuesday, March 3, 2026
5:30 PM – Reception outside Loosemore Auditorium
6:00 PM – RBG Film Screening, Loosemore Auditorium
7:15 PM – Panel discussion facilitated by Navid Darvishzadeh, GVSU Professor of Film Studies
Explore RBG’s groundbreaking contributions to gender equality, law, and culture through film and conversation with local experts.
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1 Campus Drive
068 Zumberge Hall
Allendale, MI 49401
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