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Summer Teacher-Scholar Institutes

2013 Summer Institute

2012 Summer Institute

2011 Summer Institute

2010 Summer Institute

2013 Summer Teacher-Scholar Institute

Call for Participant Project Proposals: New Extended Deadline for application submission: Sunday, April 28, 2013

Participants may now apply for our signature offering, the five-day all-day summer intensive this August 19-23, 2013. If accepted, you earn up to $3,000: once you complete pre-institute work, make the meetings, and complete an evaluation you earn $1,500, and once your final report and changed materials are approved you earn an additional stipend of up to $1,500.

To apply, you choose either the Writing Retreat or Pedagogy track (for how Writing and Pedagogy each work generally, see Background below). If you choose Pedagogy, you select either one of two themes within this track:

Beyond Sympathy: Critical Pedagogies of Social Justice

􏰀 Understand critical pedagogies, if you do not already, and apply these concepts to your own teaching.

􏰀 Understand issues of social justice, if you do not already, and apply these concepts to your own teaching.

􏰀 Create/revise at least one course syllabus with attention to social justice issues in course content, teaching process, and/or assessment of learning.

􏰀 Cultivate a critical pedagogies of social justice community with fellow participants to encourage ongoing conversation on the subject, participation in the development of Core curriculum, and further faculty enrichment in this area.

- Full Pedagogies of Social Justice Theme Proposal, by facilitators James Hayes-Bohanan (Geography) & Phil Birge-Liberman (Geography)

Learning-Centered Teaching: Focusing on Learning

􏰀 Assess and reflect on your current approach to teaching to establish a goal for growth toward five dimensions of a more student-centered approach to teaching.

􏰀 Redesign and create in-class activities, assignments, and authentic assessment tools to progress on the continuum from an instructor-centered approach to more student-centered teaching.

􏰀 Rework your syllabi to provide opportunities for students to assume responsibility for their learning and be successful in your course

􏰀 Develop assessment strategies (especially for formative improvement) that are integrated within the learning process

- Full Learning-Centered Teaching Theme Proposal, by facilitators Sue Eliason (Elementary and Early Childhood Education; Office of Teaching & Learning Fellow starting fall 2013) & Maura Rosenthal (Movement Arts, Health Promotion, and Leisure Studies; Women’s & Coordinator of Gender Studies)

Apply for the Pedagogy Track (either theme) : Applications reviewed by: Pedagogy Track facilitators James Hayes-Bohanan, Phil Birge-Liberman, Sue Eliason and Maura Rosenthal, the Office of Teaching & Learning Fellows Karen Richardson, John Kucich, and Tom Kling, and the Director of the Office of Teaching Learning, Roben Torosyan.

Criteria for Pedagogy application review are: depth of inquiry into theme, specificity and concreteness of goals and changes planned, connection to teaching and learning practice, and self-awareness regarding community work.

Apply for the Writing Retreat: Applications reviewed by: Writing Retreat facilitators Theresa Coogan, Tom Mickey and Lee Torda, the Office of Teaching & Learning Fellows Karen Richardson, John Kucich, and Tom Kling, and the Director of the Office of Teaching Learning, Roben Torosyan.

Criteria for Writing application review are: planfulness of timeline and outlet(s), specificity and concreteness of goals and changes planned, and self-awareness regarding community work.

New Extended Deadline for application submission: Sunday, April 28, 2013

Facilitator Theme Proposals (Call has been completed)

Proposals for themes for our signature offering, the five-day all-day summer intensive this August 19-23, 2013, are welcome now through March 25, 2013 (follow this link for the guidelines). Note that we got an increase to the facilitator stipend (now $3,500) in recognition of the work involved in preparation, facilitation and follow-up, thanks to the generous support of Academic Affairs for the coming year.

Institute Overview and Background

A 5-day, all-day intensive experience, the Teacher-Scholar Summer Institute aims to build a community of teacher-scholars at Bridgewater State University, and to help participants gain energy for their work, take their work to the next stage, meet specific goals, and pursue further professional development opportunities. Each year, participants are selected in a competitive application process in which each applicant proposes specific plans for changes to their teaching (or pedagogy) or to their writing. Initiated in summer 2010, institute participation has grown over three years from 43 to 59 to 62 participants in 2012, including the faculty facilitators who help lead it.

Each day of the institute itself, participants in the teaching track spent the mornings attending workshops, while afternoons were devoted to either additional workshops or putting what they learned into practice by making course changes. Themes included interdisciplinary teaching, service learning and civic engagement, and speaking as learning.

Those on the writing track worked on a range of manuscripts, including journal articles, conference papers, grant proposals, video scripts, and book prospectuses. Their mornings were spent writing, while afternoon sessions included sharing stories about their progress, receiving feedback, and setting goals for the next day.

Funded initially by a $200,000 grant from the Davis Educational Foundation, the institute has become an annual tradition. Perhaps the single greatest value the institute adds, aside from the collegial community it continues to build, is the substantive professional development that results, as evidenced by the quantity and quality of changed teaching materials and writing produced.

2012 Summer Teacher-Scholar Institute

Highlights of the 2012 Institute

In terms of demand, we had a 55% increase in applications for the institute, receiving 109 applications in 2012 over 70 from 2011, and 65 from 2010. For 2012, we received 56 applicants for 33 seats in pedagogy, and 53 applicants for 18 writing seats, over the 32 pedagogy and 38 writing applications of 2011 (also up from 31 pedagogy and 34 writing applicants in 2010). We also saw demand increase for the pedagogy track among full-time faculty members, with 63% of pedagogy applicants full-time faculty, nearly equal to the 64% writing applicants who were full-time faculty.

As to accepted participants, we increased our total number who were not facilitators to 51 (up from 48 in 2011, and from 35 in 2010). Of these, 43 were full-time faculty and 8 were part-time faculty, representing every college and 25 of the university's 28 academic departments.

Participants again completed a lengthy anonymous evaluation regarding all aspects of their experience at the 2012 Institute. The Office of Institutional Research and Assessment compiled an extensive report summarizing the data collected and highlighting significant findings, including:

Pedagogy Track

· 93% reported the Institute largely or fully met the objectives of each theme

· 90% of participants believed the Institute had largely or fully achieved the goal of helping them _take [their] teaching to the next stage_

· 100% reported that the Institute had largely or fully met its goal of helping them _feel energized_ about their work

Writing Retreat

· 100% affirmed that _peer feedback from my writing group_ at the Institute was useful or very useful to their writing

· 89% of participants believed the Institute had largely or fully met the goal of helping them _take [their] writing to the next stage_

· 100% of participants reported that the Institute had largely or fully helped them meet the goals they set for themselves

News feature:

http://www2.bridgew.edu/news-events/news/knowing-what-works-multimedia

The 2012 Institute is funded by a grant from the Davis Educational Foundation and Bridgewater State University. The Institute takes place at Bridgewater State University, runs for five days (August 20 - 24) and offers two tracks: one focused on pedagogy, the other focused on participants' writing. Click here for a list of 2012 Summer Institute participants.

Applications (2012 pedagogy track and 2012 writing retreat) are due via electronic attachment to Ann Brunjes (abrunjes@bridgew.edu) Wednesday, April 18 at 5PM. Please note that preference will be given to first-time applicants to each track. If you participated in the writing retreat last year and are applying to the pedagogy track this year, you are considered a first-time applicant; the same holds true for applicants to the writing retreat who participated last year in the pedagogy track. We encourage everyone to apply. I will hold information sessions on the Institute and the application process on Thursday, March 29 from 1 _ 2PM and Friday, March 30, 10 _ 11. Both sessions will be held in the OUR Multi-Purpose Room (Maxwell 200).

Compensation (both tracks): 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.

Final report guidelines for 2012 participants are available here. Click here for a sample Pedagogy Final Report and supporting materials and a sample Writing Retreat Final Report.

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. These sessions can be viewed at http://www.youtube.com/watch?v=Zv0Bbi5MXD0.

The American Association of University Professors has published a version of the article From Combat to Campus, written by Margaret Bellafiore during the Writing Retreat at the 2011 Summer Institute. It appears in their September/October issue of their journal, Academe: http://www.aaup.org/reports-and-publications/academe/previous

Pedagogy Track

This track offers up to thirty-three 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 Connecting Service-Learning and Civic Engagement in Teaching; Interdisciplinary Teaching; and Speaking as Learning. 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 regarding ways to use the information and pedagogies offered in the Institute in their classrooms; they may also choose to attend optional workshops or participate in other activities offered by theme facilitators. 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.

Theme descriptions

Connecting Service-Learning and Civic Engagement in Teaching (SVLR)(click here to read the theme proposal; note that some details of the program may change before the Institute)
Civic engagement and community-service opportunities are how many of us as faculty connect our passion to our profession. So too, the inclusion of service-learning and civic engagement can enhance our students' learning in relation to knowledge, skills and personal/professional development. This theme offers an overview of the theoretical and practical aspects of using service-learning and civic engagement in our courses. Participants will experience these approaches through community-based practicum with organizations and leaders (both governmental and non-governmental). We will consider how to transform or develop course content so our students can be more self-reflective community leaders and citizens.
Facilitators: Kevin Donnelly (Political Science), Jo-Ann Della Giustina (Criminal Justice), David O_Malley (Social Work)

Interdisciplinary Teaching (ID) (click here to read the theme proposal; note that some details of the program may change before the Institute)
Twenty-first century students need to think broadly as well as deeply, drawing on the knowledge and skills of different academic fields to understand complex issues and grapple with real-world problems that don_t confine themselves to single disciplines. This institute theme will help participants develop and refine interdisciplinary teaching proposals, ranging from broad programs that might reach across departments and colleges to major assignments and units within existing courses. To accomplish this, we will examine some of the different models of interdisciplinary teaching, drawing on interdisciplinary theory and evaluating case studies as we begin to articulate an interdisciplinary pedagogy and refine our specific proposals. Throughout, we will focus on how interdisciplinary approaches help us rethink what we know and re-imagine how to teach. While individual proposals are welcome, we encourage proposals by teams of faculty. (Please note: team members are not required to choose the same second theme).
Facilitators: John Kucich (English) and Pamela Russell (Movement Arts, Health Promotion and Leisure Studies)

Speaking As Learning (SP) (click here to read the theme proposal; note that some details of the program may change before the Institute)
Playing with the writing-as learning perspective this workshop explores speaking-as-learning, accentuating not only the idea of learning to speak but of speaking to learn. Speaking is such a ubiquitous part of our lives as teachers that we often fail to recognize it as a practical art which can be developed as a learning tool. Because speaking is treated as a "natural" part of the learning environment, it is often under-examined and under-developed as a pedagogical strategy. This workshop is designed to help participants take a deeper look at the ways in which speaking can be used to enhance learning in a variety of contexts. Paying attention to speaking practices such as class discussion, small group activities, oral exams, dialogic interaction, and public presentations, participants will develop strategies to use speaking as a learning tool to enhance critical thinking, reasoning, organizational, and citizenship skills as well as improve presentational skills and to learn course content.
Facilitators: Maria Hegbloom (Communication Studies) and Melanie McNaughton (Communication Studies)

Click here for pedagogy daily schedule.

33 total acceptances

Writing Track

In the Writing Retreat, up to seventeen 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)

Click here for writing track daily schedule.

2012 Summer Institute Participant Lists

Pedagogy Track Final Participant List

Name	Department
1. Almeida, David	Communication Disorders
Bean, Heidi	English
2. Bellafiore, Margaret	Art
3. Burak, Lydia	MAHPLS
4. Delaunay, Christian	Management
5. Dohrn, Blake	Social Work
6. Doyle, Anne	English
7. Edwards, Jason	Communication Studies
8. Ferreira, Fernanda	Foreign Languages
9. Grossman, Martin	Management
10. Kern, Jamie	Physics
11. Kocet, Michael	Counselor Education
12. LaBrozzi, Ryan	Foreign Languages
13. Maurer, Suanne	MAHPLS
14. Mendell, Jenna	Biology
15. Mulrooney, John	English
16. Nemko, Deborah	Music
17. Newell, Nicholas	Theater and Dance
18. Payne, Brian	History
19. Ramsey, Laura	Psychology
20. Rao, Madhu	Geography
21. Running, Donald	Music
22. Salomone, Alison	Math and Computer Science
23. Savas, Minae	Foreign Languages
24. Sexton, John	English
25. Shin, Yongjun	Communication Studies
26. Singer, Melissa	Psychology
27. Tan, Jing	Social Work
28. Thorpe, Tracey	Anthropology
29. Tobin, MaryBeth	Accounting/Finance
30. Weber, Jody	Theater and Dance
31. Wiggins, Sarah	HistoryT
32. Wu, Tong Ching Tom	MAHPLS,
33. Yu, Chien	Management

Writing Retreat Final Participant List

Name	Department
1. Abdelal, Ahmed	Special Education and Comm. Disorders
2. Anderson, Joyce Rain	English
3. Boutwell, Laura	Social Work
4. Brenner, Mark	Social Work
5. Dasti, Matthew	Philosophy
6. Dobush, Ken	Special Ed. and Communication Disorders
7. Donalds, Kelley	Management
8. Hartsfield, Jennifer	Criminal Justice
9. Ierardi, Michael	History
10. Kaczmarek, Stephen	Geological Sciences
11. Kalish, Kevin	English
12. Lowe, Margaret	History
13. Say, Yasar	Anthropology
14. Seibert, Gregg	Communication Studies
15. Shyne, Amanda	Psychology
16. Veisz, Elizabeth	English
17. Willison, Judith	Social Work
18. Witherell, Nancy	Elementary and Early Childhood

2011 Summer Teacher-Scholar Institute

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.

Pedagogy Track

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.

Pedagogy Track Theme Descriptions

Teaching Reflectively

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)

Quantitative Reasoning Across the Curriculum

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)

Engaged Pedagogy, 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)

Writing Track

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 Project Compass

2011 Summer Teacher-Scholar Institute

Pedagogy Track Final Participant List

Name	Department
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

Writing Retreat Final Participant List

Name	Department
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
10.Litvin, Deborah	Management
11.Nemko, Deborah	Music
12.Robey, Molly	English
13.Savas, Minae	Foreign Language
14. Scheible, Ellen	English
15.Smith, Shelagh	English
16. Sylvester, Robert	Secondary Ed.
17.Tan, Jing	Social Work
18. Tierney, Robin	English
19. Seceleanu, Irina	Mathematics