The Bridgewater State University Teacher-Scholar Summer Institutes

2012 Summer Institute

2011 Summer Institute

2010 Summer Institute
 

The Bridgewater State University 2012 Teacher-Scholar Summer Institute

This year's 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 (pedagogy track and 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

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

 

The Bridgewater State University 2011 Teacher-Scholar Summer 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:

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.

For information on the 2010 Institute, click here.

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

 

2011 Summer Teacher-Scholar Institute

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

 

The Bridgewater State University 2010 Teacher-Scholar Summer Institute

The Institute will run for five days (August 23 - 27) and offers two tracks:  one focused on pedagogy, the other focused on participants' writing.  

Descriptions

2010 Participants

Pedagogy Track.  This track offers up to twenty-four 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 Cultural Inclusion, Sustainability, and Undergraduate Research. Participants will 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, Institute participants have an opportunity to 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 level of 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:

Culturally Inclusive Pedagogies and Scholarship

This theme will develop participants' self awareness, knowledge and skill to engage in discipline-specific culturally inclusive teaching. Participants will also read and discuss exemplars of pedagogical research/scholarship focusing on themes of cultural inclusion in order to support their development as scholars.

 

Teaching Sustainability through Guided Inquiry Learning 

The Sustainability theme aims to enhance faculty/librarian teaching and professional development through the incorporation of sustainability topics into new or existing courses, and enhances student learning through guided inquiry.

 

Undergraduate Research in the Disciplines

This theme asks participants to examine what undergraduate research looks like in specific classes within departments.  Participants will determine the introductory research skills students must begin to learn early in the major through introductory and methods classes, as well as what those research skills should blossom into in advanced classes in the major (including capstones). Participants will then take two classes they already teach or hope to teach, one at the beginning of a student's career and one at its culmination, and integrate a research strand within it.

 

Writing Track.  The second track of the Summer Institute, a Writing Retreat, allows nine faculty/librarians to 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. Interested faculty complete the attached application describing their project, the current stage of the project, and their goals for writing during the Writing Retreat. Participants will be organized into writing groups, based on similarities in disciplines or types of projects. Each morning, participants have time dedicated to writing. In the afternoon, participants meet with their writing groups. During these daily writing group meetings, participants will share progress made toward writing goals, workshop any pieces of writing the writer wants feedback on, and set new goals for the next day.  

 

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 the institute (for the Pedagogy Track) or complete their project and submit work to a conference, journal, publisher, etc. (for the Writing Track). Full-time and adjunct faculty are eligible.

 

Application Deadline:  For both the Writing Retreat and the Pedagogy tracks, applications are due May 17, 2010.

 

Applications will be reviewed by the theme facilitators (Lee Torda, Ed Brush, and Sabrina Gentlewarrior), the Writing Retreat Facilitator (Michelle Cox), and the Director of the Office of Teaching and Learning (Ann Brunjes).

 

Teacher-Scholar Summer Institute

Participant List

August 23 - 27, 2010

 

Pedagogy Track

1.       Arndt, Martina, Physics

2.       Bailey, Kathy, Social Work

3.       Birge-Liberman, Phil, Geography

4.       Bond, Barbara, Social Work

5.       Cohen, Jodi, Sociology

6.       Davis-Street, Jeanean, Accounting & Finance

7.       Dobush, Ken, Special Education & Communication Disorders

8.       Donalds, Kelley, Management

9.       Farley, Michael, Aviation Science

10.   Hooker, John, Art

11.   Hyland, Allyson, English

12.   LaBrozzi, Ryan, Foreign Languages

13.   Lowe, Margaret, History

14.   McNaughton, Melanie, Communication Studies

15.   McQuarrie, Sarah, Music

16.   Moses, Nancy, Theater & Dance

17.   Nwosu, Amos, MAHPLS

18.   Reinhart, Bill, Chemistry

19.   Roling, Jonathan, Biology

20.   Salomone, Matthew, Mathematics & Computer Science

21.   Savas, Minae, Foreign Languages

22.   Sexton, John, English

23.   Sheehy, Deb, MAHPLS

24.   Tan, Jing, Social Work

 

Writing Retreat

1.       Allen, Stuart, English

2.       Bacon, Victoria, Counselor Education

3.       Boellstorff, Darcy, Geography

4.       Freeburg, Nikki, Counselor Education

5.       Hegbloom, Maria, Communication Studies

6.       Holman, Andy, History

7.       Ingvoldstad, Bjorn, Communication Studies

8.       Mamberg, Michelle, Psychology

9.       Mickey, Tom, Communication Studies

10.   Rawlins, Maxine, Counselor Education

11.   Raymond, Jennifer, Sociology

12.   Stakhnevich, Yulia, English

13.   Vandenburgh, Hank, Sociology

14.   Vejvoda, Kathleen, English

15.   Wakin, Michele, Sociology/Office of the President

 

Click here for:
Pedagogy Track Application

Writing Track Application

Pedagogy Track Daily Schedule

Writing Track Daily Schedule

Last Modified: March 26, 2013