Director's Note

Welcome to the Fall Semester. It was lovely to see so many of you at one (or more) of the August startup events. Four conversational themes from these past few weeks struck me as worthy of exploring here. I always appreciate your indulgence as I provide you with resources for further investigation, a pithy point or two to take away, and an invitation to further discussion. I do acknowledge that this note is rather heavy on links (sorry, not sorry). As you see fit to comment, agree, or challenge, know that I sincerely welcome your feedback.

Valuing. Earlier this month, I wrote about humanizing a syllabus. Why not apply a “humans first” mindset to another timely topic: Artificial Intelligence? Over the past several years, generative AI conversations have inevitably touched on the uniquely human elements of thought (and writing and creativity) and the value of coming together in learning spaces, both physical and virtual. These discussions have informed our evolving Generative AI in Education resource page and inspired John Warner’s Fall Conference keynote, AI in Education (recording now available). Privileging human interactions while at the same time considering the implications of AI on teaching and learning necessarily draws attention to the role of trust in the classroom; I find the framing of trust moves to be particularly compelling. A trusting approach to AI includes open discussions with students, shared learning, and emphasizing guidance over punitive action. In support of such efforts, Elon University, in partnership with AAC&U, just released A Student Guide to Artificial Intelligence. I also love Josh Brake’s take, Instead of Integrating AI Into Your Classroom, Do This: Seventeen ideas for teaching for the fall semester. Why not both?

Listening. What do students need from you? Particularly as we begin the semester: your ear. Slowing down in order to fully listen–discovering students’ assets, hearing feedback on the clarity of your expectations, connecting students to support resources–takes time and intention. Listening to students also means being attuned to signs of distress. I appreciate the clear guidance on the University Counseling Center For Faculty and Staff pages, including the Helping Students in Distress guide. Establishing a learning environment where all voices are heard and valued is the subject of an upcoming collaborative programming with the Padnos/Sarosik Center for Civil Discourse. In addition to participating in this interactive session, I invite you to explore the resources on their Center’s resource page.

Speaking. In this current moment (dare I say, unprecedented), helping students (and one another) use their voices in classrooms, on campus, and in our communities warrants greater attention. A recommended resources is the Dean of Students Office page, Expressive Activity at GVSU. As a related refresher, I encourage you to review these policies: Academic Freedom Policy, Political Activity Policy, Additional University Policies Related to Expressive Activity. If we can help you prepare for a particular conversation or respond to an emerging situation, do not hesitate to reach out.

Framing. There are even more ways that language matters in our classrooms. I found this recent study investigating the ways in which students define success and failure to provide a much-needed reminder that we should be talking openly with students about these ideas, interrogating our preconceived notions and getting a better sense of student mindsets, all the while paying attention to nuance and context. Where can we provide not yet feedback opportunities that lower stress and increase motivation? How might we spend more time framing the challenges that accompany learning and the “desirable difficulties” inherent in our course designs? Rest assured that we will come back to the notion of framing language throughout the semester. In the meantime, I wish you a smooth start to getting to know your students better and to learning from and with one another.

—Christine Rener

Navigating Challenging Classroom Conversations in Complicated Times:
A Faculty Space for Innovation & Support

The Pew FTLC, in partnership with the Padnos/Sarosik Center for Civil Discourse, is hosting a collaborative space for faculty who are interested in exploring ways to navigate challenging classroom conversations. Given the fluidity of the current social, cultural, and political landscape, how can we as instructors create classroom environments that invite viewpoint diversity? How can we honor multiple and often divergent views in conversations in ways that invite all voices? And how can faculty model constructive disagreement in the classroom?

Given the divisive rhetoric of the presidential campaign and the sociopolitical uncertainties of this Fall, it is an opportune time to:

Share with colleagues the pedagogical practices that have worked well in your courses
Collectively brainstorm creative ways to foster productive classroom dialogue
Learn how to navigate contention in the classroom through conversation
Support each other’s interest in cultivating constructive conversation across differences of perspective, identity, and life experience
Add a few strategies and resources to your teaching toolbox

On Friday, September 13th from 11:00-12:00, we invite you to gather with faculty colleagues in JHZ 3068 for this important conversation about having conversations! We will have materials on hand to help inspire innovation and foster curiosity. Our time together will be interactive, hands-on, and grounded in constructive conversation.

Join us as we forge productive paths forward through dialogue. Register here for the Navigating Challenging Classroom Conversations in Complicated Times Discussion.

Co-Facilitators:
Christine Rener
Director, Pew FTLC and Vice Provost for Instructional Development & Innovation

Lisa M. Perhamus
Director, Padnos/Sarosik Center for Civil Discourse and Professor of Interdisciplinary Studies

Fall 2024 Learning Communities are OPEN!

Looking for a way to connect with faculty this year? Searching for a community of colleagues to learn with and feel both restored and energized by? Consider joining a Fall 2024 Learning Community!

Learning Communities (LCs) bring faculty together for a 1-2 semester-long conversation on a topic of mutual interest and encourage an application of the knowledge gained. Past participants report this experience to be supportive, fun, and restorative! New Fall LCs are being added daily, but below are just a few of the Learning Communities that are currently open and accepting new members. You can view the complete list of open LCs by visiting our Current Learning Communities webpage.

ALL OF US DATA AT GVSU
How can one of the largest and most diverse biomedical datasets support your teaching and classroom activities?
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?
CHALLENGES AND OPPORTUNITIES WITH INTEGRATING AI IN ENGINEERING PEDAGOGY
How can chat-based generative AI enhance engineering education?
CLAS FACULTY INCLUSIVE TEACHING LEARNING COMMUNITY
How can CLAS faculty foster a greater sense of belonging and success for all students in the classroom?
And Many More! Check them out now.

Apply online via our Grants System today!

Have a different topic you are passionate about and/or want to explore? Consider LEADING an LC this Fall! Submit an online letter of intent (proposal) for an LC and we'll do the rest! Need inspiration? Check out some of the Past LCs that have run.

Join a Fall 2024 Mentoring Community Today!

The Pew FTLC Mentoring Program offers structured meeting opportunities to gather with colleagues and explore multiple sources of guidance and connection available at GVSU for professional growth and development. We have mentoring communities designed to serve First-Year-Faculty (FYF) and some designed for faculty beyond their first year, through our Faculty-to-Faculty (F2F) program, and a handful of new identity-based mentoring communities. There are multiple groups, allowing you to select a community that meets during a time and in a format (in-person or online) that is convenient for you. Check out the mentoring communities listed below that are now accepting members.

First-Year-Faculty (FYF) Mentoring Communities — meets biweekly
Faculty-to-Faculty (F2F) Mentoring Communities — meets monthly

You can register online via our Mentoring Communities Registration form. Learn more about our Mentoring Program at www.gvsu.edu/ftlc/mentoring.

Looking for other mentoring options? Activate your FREE National Center for Faculty Development and Diversity (NCFDD) institutional membership today! You'll have access to mentoring programs, writing bootcamps, guest expert webinars and so much more! Visit our NCFDD webpage to learn more.

As we continue to plan a semester full of learning opportunities for faculty, we want you to keep in a mind a couple of important dates -- and keep an eye out for more details!

Student Success Series with Dr. Adolph Brown — September 18
Pace Initative's Mental Health Summit — October 16
Reacting to the Past Fall Conference at GVSU — November 7–9
Teach-In — November 13 & 14

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068 Zumberge Hall
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