Living And Learning In Community: Blending Intentional And Learning Community On Campus

This paper examines the social construction of community within a blended intentional and learning community, anchored in an exploration of three questions (who am I, whose am I, and who am I called to be)

Faculty Community Under Construction: A Case Study

This case study describes some of the elements of the social construction of community by faculty involved with an innovative residential and academic subgroup at a small private university in the northeast US. Examples from the case study demonstrate that the social construction of faculty community can be accomplished through both routine and marked activities and events; that it is possible to build a resilient sense of community deliberately and overtly, inadvertently, and subtly, and that it is possible to respond to potential vulnerabilities in ways that build a resilient sense of community

Faculty community under construction: A Case Study

This case study describes some of the elements of the social construction of community by faculty involved with an innovative residential and academic subgroup at a small private university in the northeast US. Examples from the case study demonstrate that the social construction of faculty community can be accomplished through both routine and marked activities and events; that it is possible to build a resilient sense of community deliberately and overtly, inadvertently, and subtly, and that it is possible to respond to potential vulnerabilities in ways that build a resilient sense of community

Risking Aesthetic Reading

This reflective article explores a tension between private and public expression of deep aesthetic response to reading, with specific reference to the play of this tension in the public space of the classroom. Implications for teaching are included, most specifically the need to understand the sensitivities and emotional vulnerability of students, the teacher’s challenge of modeling open and deep responses to texts, and the creation of a supportive environment in which it is safe to take the risks needed for including deep aesthetic response in the classroom

Facilitating Mentoring Across Three Models of Faculty Work: Mentoring Within a Community of Practice for Faculty Development

Using a recently developed framework for mentoring within a community of practice (Smith, Calderwood, Dohm, & Gill Lopez, 2013) as an organizing schema, the authors examine how a Center for Teaching and Learning (CTL) facilitates mentoring. The CTL explicitly and implicitly locates its work at the intersections of three models of faculty work (traditional, porous, and integrated) and three modes of mentoring (dyadic, network, and co-mentoring)

Mentoring Within a Community of Practice for Faculty Development: Adding Value to a CTL Role

E. R. Smith, P. E. Calderwood, F. Dohm, and P. Gill Lopez’s (2013) model of integrated mentoring within a community of practice framework draws attention to how mentoring as practice, identity, and process gives shape and character to a community of practice for higher education faculty and alerts us to several challenges such a framework makes visible. In this exploratory study, we apply the model, and the consideration of the challenges it highlights, to consider how mentoring might figure in and configure a community of practice for faculty development localized in a university Centers for Teaching and Learning (CTL) for teaching and learning

Dangerous pedagogy

Using data primarily drawn from undergraduate psychology classes, we reflect upon what humane but dangerous pedagogy illustrates about our teaching and our students\u27 learning

Dangerous Pedagogy

Using data primarily drawn from undergraduate psychology classes, we reflect upon what humane but dangerous pedagogy illustrates about our teaching and our students\u27 learning

Supporting Department Chair Development: Learnings from the Leadership Cohort

This best practice presentation will highlight key features, benefits and challenges of a cohort-based leadership development program for chairs. We’ll engage with sample materials and activities used during cohort meetings and share recommendations for those looking to initiate leadership development programs on their campus

Revising a Doctor of Nursing Practice Program in Response to Student Focus Group Feedback

Throughout the history of professional nursing, changes in practice environments have guided changes in nursing educational systems. Over the past 50 years, advanced practice nurse roles have progressed in clinical practice and professional role requirements. The need to enhance the educational preparation in response to these requirements was addressed by the American Association of Colleges of Nursing (AACN, 2006). These formative years in the development of the DNP resulted in several programs across the country with varying approaches to both advanced practice specialization and doctoral degree education. Although extensive work was done by faculty to develop the program, prepare for accreditation, and provide a quality program, continued data collection and response to student feedback is a necessary component of quality education and continuing accreditation. The purpose of this project is to describe the continued data collection process of the program, specifically regarding the immersion hours and development of the final project