This year's Institute is funded by a grant from the Davis Educational Foundation, Project Compass, and Bridgewater State University. The 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:
Successful theme applications for the 2011 Pedagogy Track: Teaching Reflectively; Quantitative Reasoning Across the Disciplines; Engaged Pedagogy, Curriculum and Praxis: Race, Ethnicity, and Gender
Curricula/Daily Schedules for 2011 themes: Teaching Reflectively; Quantitative Reasoning Across the Disciplines; Engaged Pedagogy, Curriculum and Praxis: Race, Ethnicity, and Gender
The Daily Schedule for the 2011 Institute is available here.
The call for proposals is available here.
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)
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)
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
For information on the 2010 Institute, click here.
|1. Allen, Stuart||English|
|2. Bhattacharjee, Indrani||Philosophy|
|3. Burns, Robert||Comm Studies|
|4. Carlson, Linnea||Anthropology|
|5. Christopher, Chris||Mathematics|
|6. Dasti, Matthew||Philosophy|
|7. Doyle, Anne||English|
|8. Dummit, Sean||English|
|9. Fallas, Jennifer||English|
|10. Freeburg, Nikki||Counselor Ed.|
|11. Hegbloom, Maria||Comm. Studies|
|12. Hellstrom, Rob||Geography|
|13. Ingvoldstad, Bjorn||Comm. Studies|
|14. King, Teresa||Psychology|
|15. Liu, Xiangrong||Management|
|16. Lizie, Arthur||Comm. Studies|
|17. McAlinden, Laura||Philosophy|
|18. McQuarrie, Sarah||Music|
|19. O'Connor, Erin||History|
|20. Rion, Kevin||Mathematics|
|21. Rosenthal, Maura||MAHPLS|
|22. Sarca, Elisabeta||Philosophy|
|23. Stakhnevich, Yulia||English|
|24. Tarallo, Donald||Art|
|25. Tobin, MaryBeth||Accounting and Finance|
|26. Wallace, Kent||Philosophy|
|27. Waratuke, Steve||Chemistry|
|28. Whittingham, Katy||English|
|29. Wright, Richard||Criminal Justice|
|1. Bellafiore, Margaret||Art|
|2. Carroll, Walter||Sociology|
|3. Chaplin, Greg||English|
|4. Davis-Street, Jeanean||Accounting and Finance|
|5. Eliason, Sue||Elementary Ed.|
|6. Glen, Nicole||Elementary Ed.|
|7. Grossman, Martin||Management|
|8. Hayes-Bohanan, James||Geography|
|9. LaBrozzi, Ryan||Foreign Language|
|13.Savas, Minae||Foreign Language|
|14. Scheible, Ellen||English|
|16. Sylvester, Robert||Secondary Ed.|
|17.Tan, Jing||Social Work|
|18. Tierney, Robin||English|
|19. Seceleanu, Irina||Mathematics|
Last Modified: February 4, 2013