Conversations in the Living Room: Brown bag luncheon series for the fall and spring terms. Join us for conversations with our Teaching Excellence Award winners, engaging in difficult classroom dialogues, the IRB process, information about our students, utilizing technology in the classroom, and more! Be sure to check our Calendar of Events for the most up to date offerings.
Reflective Pedagogy Academies for early careerfaculty (less than 5 years of full-time university teaching) and established career faculty (more than 5 years of full-time university teaching). The academies will be developed with input from faculty members across campus to include topics of interest, develop collegiality among educators and support renewal for faculty members through a community of learners.
Summer Academies: Our annual Course Design Academy is held in May over 6 half-days. We have added a follow-up Academy that focuses on course design in blended/hybrid classes. This is a life-changing experience! Work with colleagues across campus to design or re-design a course to provide significant learning experiences for your students. This year we will offer a third Course Design Academy for online teaching, a 4-day workshop on Teaching for Critical Thinking and our annual Academic Portfolio Workshop.
Most Book Clubs meet for 3-5 sessions for informal discussions. All groups are led by a faculty member. Your personal copy will be provided by the Lucas Center. If you have an idea for a book club, send your idea to firstname.lastname@example.org.
Faculty Learning Communities
Faculty Learning Communities (FLCs) are informal groups of faculty members who meet on a regular basis to explore topics of common interest. Groups may discuss relevant articles and classroom examples. Some groups may pose questions for the group to answer or seek problem solving help. Other groups may develop research projects or begin scholarly writing groups.
Consultations: Dr. Reynolds and Dr. Greene are available for consultations, help in finding teaching resources, advice on whom to consult with on specific topics and a listening ear.
Drop-in Visits: Stop by to talk, look at our resources, and have a soda and a snack! Located in Library 221.
INTEGRATING SUSTAINABILITY ACROSS THE CURRICULUM (ISAC)
The Integrating Sustainability Across the Curriculum (ISAC) Academy provides time, space, and resources for individuals from across the university to engage in inter- and cross-disciplinary discussions for sustainability content development. Faculty, staff, and adjuncts from all colleges and programs are encouraged to apply to this cohort-based annual workshop. No prior experience with sustainability is necessary. Participants will be compensated by stipend for participating in all scheduled dates and revising and/or implementing sustainability content, activities, or experiences.
Dates, Times, and Locations: TBD
COURSE DESIGN ACADEMY
The Course Design Academy (CDA) will meet for three full days in Summer A to explore learner-centered design principles, discuss ideas in small learning teams, and apply principles/concepts to courses and syllabi. You will exit with a new and improved fall course and tools to implement strategies and activities. Over the three days, we will continue to explore ways to “backward” design from what we want our students to know, identify effective ways to assess what our students know, explore ways to support significant long-term learning, and plug these ideas into your course.
Dates, Times, and Locations: TBD
BLENDED LEARNING ACADEMY
The Blended Learning Academy (BLA) seeks to meet faculty where they are in their experience and understanding of blended instruction. Blended Learning refers to a combination of face-to-face meetings and online sessions which when properly implemented can result in improved student success, satisfaction and retention.
Dates, Times, and Locations: TBD
ACADEMIC PORTFOLIO WORKSHOP
The Academic Portfolio Workshop was first introduced to FGCU under the direction of Peter Seldin and J. Elizabeth Miller. This professional development program is time intensive. Participants are assigned to a faculty coach to develop the narrative portion of the promotion portfolio. The workshop will result in you developing a framework to showcase your strengths and accomplishments as a faculty member. This workshop is for faculty submitting their promotion portfolio within the next two years.
Dates, Times, and Locations: Week of June 1, 2020 || 8:30am || Library 221
PEER OBSERVATION OF TEACHING WORKSHOP
Peer observation of teaching is a supportive and developmental process to encourage dialogue about teaching among collaborative peers. Research suggests that the peer observation process can benefit the teaching of both observer and observed (Hendry & Oliver, 2012). Therefore, by participating in this workshop you will 1) increase your capacity to provide a valuable service to your peers and the university, and 2) engage in professional development to enhance your own teaching. Faculty who have achieved the rank of associate professor or instructor II are eligible.
Dates, Times, and Locations: Week of June 8, 2020 || 9:00am-3:00pm || Library 221
ONLINE LEARNING ACADEMY
The Online Learning Academy (OLA) seeks to meet faculty where they are in their experience and understanding of online instruction. From these individual starting points, participants will strengthen their skills as they engage in active learning experiences in a supportive learning community.
Dates, Times, and Locations: October 28-June 8 || Virtual
These academies are available according to faculty/staff interest.
EARLY CAREER ACADEMY
Climbing the Ladder to Successful Teaching, Scholarship and Service
Since the inception of the New Faculty Academy, we have had requests to develop similar experiences for faculty members who have been at FGCU for some time. The Lucas Center for Faculty Development has developed an annual academy to support faculty at early career (Instructor I, Assistant Professor, Assistant Librarian). The topics we cover and the tools we will provide will prepare, lead, guide, and challenge you to define your goals for the next 3-5 years, to support the attainment of your goals and identify how to integrate the three areas of faculty work with your personal and professional life. Imagining what your career can look like will prepare you to be an agent for your own growth and development. We hope you join fellow faculty members as they explore and plan their future career path.
Time: 9am - 11:30am
Location: LIB 221 (Lucas Center)
ESTABLISHED CAREER ACADEMY
Managing your Career as Running a Marathon: Reflection & Transformation
Since the inception of the New Faculty Academy, we have had requests to develop similar experiences for faculty members who have been at FGCU for some time. The Lucas Center for Faculty Development has developed an annual academy to support faculty at established career (Instructor II & III, Associate Professor/Associate Librarian, Professor/University Librarian). The goal of this academy is to maintain instructional vitality, explore the role of advocacy and leadership, and to develop ways to engage in the reciprocal nature of mentoring. You will participate in a community of scholars and collaborate with a colleague across disciplines.
Time: 9am - 11:30am
Location: LIB 221 (Lucas Center)
Book Clubs are scheduled for fall and spring terms, beginning in September. Faculty and staff members can sign up for one club and must commit to reading assigned pages and participating in every discussion. The Lucas Center provides a copy of the book for participants to keep.
The Distance Learning Playbook for college & University instruction: teaching for engagement & impact in any setting
This book offers an innovative learner-centered approach to student achievement where self-care, social emotional learning, instructional clarity, and responsive leadership strategies converge to support faculty in facilitating learner experiences that continue to transition students from ‘passenger to active driver’ in all learning environments, including distance education.
Discussion facilitated by: Robert Humphries, PhD
Dates and Times: Feb. 10 | Mar. 3 | Mar. 31 || 2:00-3:00pm
grading for equity: what it is, why it matters, and how it can transform schools and classrooms 1st edition
by Joe Feldman
This book helps us to carefully consider the contractual language of our syllabi and how it impacts the learners’ ability to excel in our courses. He forces us to look at the reasoning behind our grading criteria and whether they are actually giving a good indication of the students learning in our class. This book will help you become more deliberate in creating assignment rubrics, and articulating what and how students work will be assessed. While the author is reporting from the K-12 world, the lessons are even more important at the undergraduate level, especially as our world has been turned upside down by COVID.
Discussion facilitated by: Nora Demers, PhD
Dates and Times: Feb. 2 | Mar. 2 | Apr. 6 || 3:00-4:00pm
Sentipensante (sensing/thinking) Pedagogy: educating for wholeness, social justice, and liberation
The motivation for the quest that Laura Rendón shares in this book was the realization that she, along with many educators, had lost sight of the deeper, relationship-centered essence of education, and lost touch with the fine balance between educating for academics and educating for life. Her purpose is to reconnect readers with the original impulse that led them to become educators; and to help them rediscover, with her, their passion for teaching and learning in the service of others and for the wellbeing of our society.
Discussion facilitated by: Brenda Thomas, MS
Dates and Times: Jan. 21 | Feb. 18 | Mar. 18 | Apr. 15 || 3:00-4:00pm
teaching about race and racism in the college classroom: notes from a white professor
In this book, Cyndi Kernahan argues that you can be honest and unflinching in your teaching about racism while also providing a compassionate learning environment that allows for mistakes and avoids shaming students. She provides evidence for how learning works with respect to race and racism along with practical teaching strategies rooted in that evidence to help instructors feel more confident. She also differentiates between how white students and students of color are likely to experience the classroom, helping instructors provide a more effective learning experience for all students.
Discussion facilitated by: Jackie Greene, EdD
Dates and Times: Jan. 27 | Feb. 10 | Feb. 24 || 9:30-10:30 am
Dare to LEad
Leadership is not about titles, status, and wielding power. A leader is anyone who takes responsibility for recognizing the potential in people and ideas, and has the courage to develop that potential. When we dare to lead, we don’t pretend to have the right answers; we stay curious and ask the right questions. We don’t see power as finite and hoard it; we know that power becomes infinite when we share it with others. We don’t avoid difficult conversations and situations; we lean into vulnerability when it’s necessary to do good work.In this book, Brown uses research, stories, and examples to answer these questions in the no-BS style that millions of readers have come to expect and love.
Discussion facilitated by: Lindsay Singh, M. Ed.
Dates and Times: Feb. 5 | Feb. 19 | Mar. 5 | Mar. 19 || 1:00-2:00pm
a concise guide to improving student learning: six evidence-based principles and how to apply them
by Diane Cummings Persellin and Mary Blythe Daniels
In just a few dozen pages, this research-based book will inspire and help you to make your teaching more intentional, engaging, and effective. This concise guide synthesizes recent scholarship to provide practical advice that is accessible to everyone who teaches in higher education. Those of us who have ventured into the literature on teaching and learning know that, over the past two decades, it has become a discipline unto itself. The options and resources for improving one’s teaching sometime feel limitless and overwhelming, especially for faculty members who are busily engaged not only in teaching and service, but also in research and creative work. A Concise Guide reviews, condenses, and explains those theories and practices—allowing you, the reader, to efficiently and effectively engage with those ideas.
Discussion facilitated by: Katie Johnson, PhD
Dates and Times: Feb. 1 | Mar. 1 | Mar. 22 || 12:00-1:00pm
Faculty Learning CommunitiesFaculty Learning Communities (FLCs) are informal groups of faculty members who meet on a regular basis to explore topics of common interest. Groups may discuss relevant articles and classroom examples. Some groups may pose questions for the group to answer or seek problem solving help. Other groups may develop research projects or begin scholarly writing groups.
INTEGRATING INFORMATION LITERACY
Facilitated by Heather Snapp
This faculty learning community is designed to help you integrate information literacy more intentionally into your assignments and courses. Learn about best practices, discuss strategies, and share and gain ideas from each other. Attendees will create or modify a new or existing assignment or course with the goal of incorporating information literacy objectives. This FLC is facilitated by Lucas Faculty Fellow Heather Snapp, First Year Experience and Outreach Librarian.
INTENTIONAL DESIGN: DESIGN-BASED STRATEGIES FOR IMPROVED TEACHING AND LEARNING
Facilitated by Anne-Marie Bouché
All teachers are necessarily designers — we create a universe of material and immaterial “things” with which students have to interact. How well that interaction goes is, to a surprising extent, controlled by the design of those things, whether that means a whole course, a webpage or an individual learning object.
The term “design” encompasses a very broad range of useful concepts and processes that can be used to improve educational materials and outcomes. By applying research-based design principles, and by simply looking at our courses and course materials more critically with a design-sensitized eye, we can discover many creative ways to enhance usability, reduce errors and confusion, make course communication more efficient, improve outcomes, provide an enhanced learning environment for a wider range of students and increase student satisfaction.
This Faculty Learning Community is for those who would like to explore the application of basic design principles and concepts to teaching and learning. Using our own courses and course artifacts as examples, we will share creative ideas and insights and develop a community of practice with the goal of making our courses more functional and more engaging. The first two meetings will be devoted to foundational concepts: design thinking, the design process and an introduction to basic principles. Participants will then be invited to select specific aspects of their courses they would like to focus on in subsequent meetings. Some possible topics include: syllabus design, designing your Canvas website; using design to improve assignment instructions; using visual assets effectively.
Week 1: What does “design” have to offer to teachers? Basic design concepts; “design thinking” and design process; “accessible” and “universal” design in education.
Week 2: Evaluating courses and learning objects from a design standpoint. Please bring at least one example or problem from your own practice that provides a problem or a solution that illustrates the application of one or more of the design principles explained in the readings below:
Donald Norman. The Design of Everyday Things (introduction)
William Lidwell, Kritina Holden and Jill Butler. Universal Principles of Design (excerpts)
Weeks 3-5: Specific topics to be determined by the group.
EXPLORING UNDERGRADUATE RESEARCH AS A MENTORING OPPORTUNITY
Facilitated by Greg Boyce
Undergraduate research is a high impact teaching practice that provides a unique mentoring opportunity for students and faculty. The Council of Undergraduate Research goes as far as to state “We believe that undergraduate research is the pedagogy of the 21st century.” In this faculty learning community, we will discuss best practices, design appropriate level projects, identify internal and external funding opportunities, and share what works best in providing transformative experiences to our undergraduate students. New cross-discipline collaborations may also arise from attending this FLC. We will also have guests from various fields of study who will briefly share their experience followed by group discussion and Q&A. Research is broadly defined as seeking new knowledge and all disciplines (including art, business, engineering, entrepreneurship, humanities, nursing, sciences) are welcome and encouraged to participate.
Lucas Faculty Fellows 2020-2021
Focus of Fellowship: Increasing Scholarship Efforts and Implementing an FGCU Accountability Partner Program
email@example.com or 239-590-77781
Previous Fellows Resources
Mentor Coach Program
What is a Mentor Coach?
A Mentor Coach is a resident faculty member at FGCU who has been here for at least
three years or who is at the rank of Associate Professor or higher.
Faculty members who have successfully completed the Course Design Academy will be given preference as Mentor Coaches because of their work in best practice pedagogy.
Mentor Coaches have skills in many areas but do not profess to be a “guru” about all things but rather are a “coach” who can support early career faculty members and help a new faculty member find the resources either on-campus or in the wider academic community to be a successful faculty member.
Although these mentors will be expected to primarily support the new faculty members with classroom pedagogy, they may be called upon for advice and support in other areas. A Mentor Coach may not be from the same discipline or department as the mentee; however, the mentor will help the mentee find the advice and resources they need.
For application information, contact the Lucas Center at firstname.lastname@example.org.
New Faculty Academy
All new resident faculty hires at FGCU with less than two years of university teaching experience (not including graduate assistantships, teaching assistantships or adjunct teaching) are required to enroll. Other new faculty may enroll, if there is space available.
Becoming an effective educator takes more than just content knowledge. It takes more than merely implementing a syllabus and it doesn’t happen in a linear way. It’s hard work, reiterative and can be a life-altering experience ranging from intellectual highs to emotional lows. Teaching and learning happen within a social environment and demand a relationship between you and your students. It’s a learning process that never ends. Most professors have not had any course work in teaching and learning but are expected to just "know" how to teach well. Some professors are gifted with exceptional people skills and make their way in the classroom with those gifts. Others try different techniques or flounder around trying to find ways to reach their students. For many, some immersion in learning theory, course design, behavior management and reflection makes learning how to teach a more successful endeavor.
This course is for new (and relatively new) educators at FGCU. It is built upon the belief that while no one can make one a better teacher, new faculty members can be given the tools to develop their own “teacher persona” through reading, discussing, reflecting, and practicing. Along the way they have opportunities for feedback from the instructor, other faculty members and their peers. The goal is to equip our new colleagues with skills that will set them on the path of teaching effectiveness.
This course is divided into 4 units:
- Designing a Course
- Teaching Strategies
- Assessing Learning
- My Academic Life
NFA is offered during the fall term on Friday mornings from 9 AM - 11:30 AM in LIB 221.
Peer Observation of Teaching
At the Lucas Center we view peer observation of teaching (POT) as an effective mechanism
for assisting faculty to achieve their professional goals related to the art and science
of teaching. Research strongly suggests that POT (being observed and observing others)
can provide an opportunity for collegial conversations about teaching, while also
enabling reflective practice and providing opportunities for the provision of developmental
advice (Drew et al., 2016; Hammersley-Fletcher & Orsmond, 2005; Hendry & Oliver, 2012;
Pressick-Kilborn & te Riele, 2008).
In order to most closely align POT with the mission, vision, and goals of the Lucas Center, we employ a coaching model that conceptualizes POT as a formative, collaborative, and developmental series of activities conducted between a Lucas Center representative and a faculty member who wishes to engage in a dialogue about her/his teaching (in contrast to a summative, more formally evaluative approach used by some institutions). In this spirit of mutuality, all observers commit to opening their classrooms to observation by those they observe.
Despite our intention to enact a process that is useful and fulfilling for both the faculty member being observed and the observer, we acknowledge that vulnerability and concerns about judgment are inherent in the process. Therefore, we ensure that confidentiality is built into the POT procedure, and written reports are provided directly and only to the observed faculty members when requested. Peer observers are encouraged to share their experiences of and feelings about being observed in their own classes in order to foster trust and mutuality in the observation process.
The Lucas Center will not provide letters or reports attesting to the quality or effectiveness of one’s teaching based on a single observation. However, when faculty members provide a clear set of learning objectives for a given lesson during the pre-observation meeting, observers can comment on the extent to which those objectives have been achieved.
Faculty wishing to schedule an observation should follow these steps.
- At least three weeks before the class session you would like observed, contact the Lucas Center to ensure an observer is available and to arrange a pre-observation consultation.
- Email your observer the course syllabus and any materials you believe would help her/him better understand your goals for the class and how you intend to accomplish them.
- Attend a brief (typically 15 – 30 minutes) pre-observation meeting, during which you will a) discuss your general approach to teaching and any specific elements of your lesson (e.g., teaching methods, style, student engagement) about which you would like feedback and b) learn about the observer’s approach to conducting an observation.
- Within a week of the observed class, participate in a post-observation meeting, during which you and the observer will discuss your respective perceptions of the class, and the observer will provide feedback and suggestions (often including detailed descriptive notes) typically in direct response to the areas of focus discussed in the pre-observation meeting.
We strongly believe that peer observation of teaching can play a valuable role for all faculty who engage in a reflective process of professional improvement. We hope to visit many of your classrooms and encourage you to observe the teaching of Lucas Center personnel at your convenience.
Trained Peer observers
Student Faculty Enrichment Support Program
We at the Lucas Center believe that faculty and students are mutually enriched through interaction and collaboration that extends beyond the boundaries of the traditional classroom. To encourage and support creative student-faculty collaborations and interactive experiences that promote student success and enrich student-faculty relationships, The Lucas Center for Faculty Development is piloting a program to provide financial support for faculty who are engaged in activities with students for which funding has traditionally been difficult to obtain. For example, to enhance a classroom experience or mentoring relationship, faculty may wish to take students to a cultural event such as a play, concert, or art exhibit. Or, they may want to provide students with a creative cultural experience (e.g., food, music, film) as part of a class or as a supplement to the classroom experience. Faculty can now apply to the Student-Faculty Enrichment Support Program to fund such an outing or activity.
Requests up to $1000 will be considered on a rolling basis; however, funds are limited, and we encourage faculty to apply for smaller amounts so that as many students and faculty as possible can benefit. Individuals can apply twice per semester. Applications must be submitted at least two weeks before the activity. Once approved, faculty are asked to pay for the activity up front (e.g., purchase tickets, buy food) and then submit receipts for reimbursement. (The source of funds for this program precludes us from funding activities in advance. Faculty will be reimbursed within two weeks of submitting their receipts.) Students cannot be reimbursed directly through this program. Prior to being reimbursed, faculty must submit a statement (+/ 250 words) explaining the benefits to students and the impact of the activity on student-faculty relationships.
Student-Faculty Partnership Program
The model for the SFPP is the Bryn Mawr Students as Learners and Teachers (SaLT) program (Cook-Sather, 2014), a student-faculty partnership program that has proven effective for over a decade. Like the SaLT program the SFPP pairs college faculty members with undergraduate students positioned as pedagogical consultants to those faculty. These pairs will work in semester-long partnerships to analyze, affirm, and revise the pedagogical approaches employed in a particular course, and participants will meet regularly not only in their pairs but in larger groups to discuss their work. Participation in the program is voluntary, and it will begin in fall 2018 with up to eight student-faculty partnership pairs.
Students apply for the position of consultant; the application process will include writing a statement about why they want to be a consultant and what would make them good at the role and securing two letters of recommendation, one from a faculty or staff member, and one from a student. This application process is not designed to exclude but rather to prompt students to reflect on their experiences and recognize the ways in which they have expertise and insights to bring to conversations about teaching and learning. Each student consultant will be paid a $1000 stipend to fulfill the following responsibilities throughout the semester:
- Consultants will participate in an orientation and all participants will be given detailed guidelines for participating in the program
- Consultants will meet with their faculty partners to establish why each is involved and what hopes both have for the collaboration and to plan the semester’s focus and meetings.
- Consultants will visit one class session of their faculty partner’s course each week and take detailed observation notes on the pedagogical challenge(s) the faculty member identifies.
- Consultants will survey or interview students in the class (if the faculty member wishes), either for mid-course feedback or at another point in the semester
- Consultants will meet weekly with their faculty partners to discuss observation notes and other feedback and implications.
- Consultants also participate in weekly meetings with other student consultants and with the coordinator of the program for support and debriefing.
Additional details of the SFPP are as follows:
- Consultants are not enrolled in the courses for which they consult.
- The student-faculty partnerships are formed largely based on participants’ schedules and, where possible, taking into consideration personality and academic experience.
- Faculty receive a $500 stipend.
By bringing faculty out of pedagogical solitude and into partnership with students, the program will invite faculty to reflect critically on their pedagogical practice in dialogue with those who spend their days in classrooms, and it positions students as co-producers rather than consumers of educational approaches and knowledge.
Cook-Sather, A. (2011). Layered learning: student consultants deepening classroom and life lessons. Educational Action Research, 19(1), 41–57. https://doi.org/10.1080/09650792.2011.547680
Cook-Sather, A. (2014). Student-faculty partnership in explorations of pedagogical practice: a threshold concept in academic development. International Journal for Academic Development, 19(3), 186–198. https://doi.org/10.1080/1360144X.2013.805694
Cook-Sather, A. (2015). Dialogue Across Differences of Position, Perspective, and Identity: Reflective Practice in/on a Student-Faculty Pedagogical Partnership Program. Teachers College Record, 117(2), 1–42.
Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging Students as Partners in Learning and Teaching: A Guide for Faculty. San Francisco, CA: John Wiley & Sons.
2021 Southwest Florida Symposium on Teaching and Learning:
Building Connections in Virtual Environments
Friday, February 5, 2021
Held remotely via Zoom
The third annual Southwest Florida Symposium on Teaching and Learning is a collaboration between FGCU's Lucas Center and FSW's Teaching and Learning Center. This year's symposium will focus on the myriad of ways in which faculty and staff can build connections in virtual environments. Whether connecting with students or colleagues in a synchronous or asynchronous remote setting, building good working relationships is integral to teaching, learning, and fostering motivation and morale. Connecting virtually is not a new concept but has certainly made its way more profoundly into our daily lives.