Session One Workshops: 9:30-10:45 AM

Designing an Assignment: Storytelling with Maps 

Festival Conference room 2

Facilitators: Nicole Wilson, Library and Educational Technologies; and Case Watkins, College of Arts and Letters.

In this session, participants will design an assignment that encourages students to reflect on and engage more deeply with course content while harnessing the power of maps. Participants will have hands-on time, with peer feedback, to develop an assignment rooted in digital pedagogy. Discussion in this session will focus on the process of student learning to develop 21st century skills.

Participants will make progress towards:

    • Exploring storytelling and mapping as an assignment,
    • Writing content and 21st century skills objectives for a storytelling with maps assignment,
    • Developing a scaffolded assessment plan,
    • Evaluating the mapping tool that works best for the developed assignment, and
    • Reflecting on the impact that storytelling with maps assignment will have on student learning.

[SESSION FULL] Becoming Better Mentors through a Coaching Approach 

Festival Conference room 3

Facililtators: Michael Deaton, College of Integrated Science and Engineering and the Center for Faculty Innovation; and Melissa Lubin, Outreach & Engagement.

This workshop invites faculty who are involved in formal or informal mentoring of their colleagues to review their mentoring experiences and explore additional ways to interact with their mentoring partners. Workshop facilitators will lead a discussion of the coaching approach to mentoring, which takes as its starting point a mentee-driven agenda, focuses on mentor questioning instead of telling, and helps mentees identify actions to be taken in order to achieve their goals.

Participants will make progress towards:

    • Creating a community of mentors at JMU, and
    • Expanding their repertoire of mentoring approaches.

Review This Year's Achievements 

Festival Allegheny room

Facilitator: Andreas Broscheid, Center for Faculty Innovation, and College of Arts & Letters.

At the end of the spring semester, most faculty face the task of reporting their achievements to unit heads and personnel advisory committees. Some are in the process of preparing tenure packages. This workshop will give participants the opportunity to plan this year's reporting task and to reflect on their achievements and how they relate to their overall career goals. Participants will engage in a series of exercises to review and categorize this year's activities, connect them to their underlying career goals and purposes, as well as their units' requirements, and to identify evidence that they need to successfully advocate for their work.

Participants will make progress towards:

    • Reflecting on their career goals,
    • Identifying recent  achievements that are most meaningful in light of their career goals, and
    • Documenting their achievements of the 2017-18 academic year.

Career Competencies: Preparing our Students for the World of Work 

Festival Conference room 4

Facilitator: Venus Miller, Student Affairs & University Planning.

More students are making choices about entering higher education based not only on the labor market but how they are being prepared to enter the workforce. The career readiness of college students is a very important and timely topic as we consider the current economic state of jobs in America. This session will explain a framework  to help students recognize, understand, and build the eight key competencies for career readiness as defined by the National Association of Colleges and Employers (NACE). This session will provide opportunities to create new activities, assignments, or experiences to aid in the development of career competencies in the classroom. 

Participants will make progress towards:

    • Understanding the career readiness competencies framework,
    • Mapping current classroom experiences to the competencies,
    • Identifying Career Readiness Resources provided through Career and Academic Planning, and
    • Providing an opportunity for faculty to share best practices, innovations, and/or lessons learned from their teaching experiences with their colleagues.

Nobody Really Does the Readings: Changing Students' Reading Habits 

Festival Highlands room

Facilitators: Sarah Lupo, College of Education; and Chelsey Bahlmann Bollinger, College of Education.

Are you frustrated that students are not deeply reading the material you assign, and therefore, are not coming to class prepared to fully engage with your content? Have you tried asking students to write summaries, only to find that it did not increase the depth of reading or understanding of the texts you assign? Come explore ways to use technology and comprehension strategies to help students be better consumers of the reading you assign. We will share specific strategies and approaches that have worked with our graduate and undergraduate students to improve relevance of assigning reading as well as students' understanding of the material.

    • Participants will make progress toward developing new ideas for improving students' reading of assigned materials for class. 

Apply Your Teaching & Research to a GenEd Integrative Learning Class 

Festival Ballroom B 

Facilitators: Sarah Brooks, College of Visual & Performing Arts, and the Center for Faculty Innovation; and Mary Gayne, College of Arts & Letters.

General Education's Pilot Program in Integrative Learning offers new and unique opportunities for faculty in all disciplines to develop their research interests and expertise in a new course at the intermediate (300) level. Faculty are encouraged to propose special topics courses that transcend traditional boundaries, promote innovation in the classroom, and further engaged learning. This workshop will provide a concise overview of the pilot program and offer case studies of how two faculty have enhanced their own teaching and research through this program.

Participants will make progress towards:

    • Gaining a greater understanding of the Integrative Learning program's goals, and its benefits to faculty and students,
    • Considering how their own teaching and scholarship can result in a future proposal and course offering on a topic they value and that is worth exploring with their students, and
    • Understanding how two faculty colleagues have turned their research interests and expertise into successful pilot courses.

Cripping the Curriculum: Infusing our Work with Disability Studies 

Festival Ballroom C

Facilitators: Daisy Breneman, College of Arts & Letters; and Josh Pate, College of Business.

Disability Studies makes essential contributions to higher education by interrogating the social and rhetorical construction of identity, challenging binaries, emphasizing the value of diversity, and examining the ways systems inhibit or promote full access and participation. In this session, members of the Disability Studies minor steering committee explore the contributions that cripping the curriculum--that is, infusing our classrooms with Disability Studies content, perspectives, and approaches--can make toward JMU's mission to prepare students for lives of enlightened citizenship.

Participants will make progress towards:

    • Understanding key theories, concepts, and approaches in Disability Studies,
    • Articulating the value of disability studies and disability thinking in the classroom,
    • Mapping disability studies onto their own learning objectives across disciplines, and
    • Taking concrete steps toward infusing the curriculum with Disability Studies.

Strategies for Working with Student Survivors of Violence 

Festival Board of Visitors Dining room

Facilitators: Arianna Sessoms, University Health Center; and Jackie Hieber, University Health Center.

In this workshop, faculty will learn about the impact of trauma on their students, particularly those who have experienced sexual or intimate partner violence. Faculty are often faced with responding to students' disclosures or watching as students suddenly begin to struggle academically without knowing why. After this workshop, attendees will have a better understanding of the impact sexual violence has on their students and some practical strategies for engaging with student survivors effectively and empathically while creating inclusive, trauma-informed classrooms.

Participants will make progress towards:

    • Identifying the impact of sexual violence on student learning,
    • Applying trauma-informed approaches to teaching in the classroom, and
    • Utilizing trauma-informed responses to student survivors.

Pedagogy for Copyright Compliant Digital Projects and Scholarship 

Rose Library room 3311

Facilitators: Howard Carrier, Libraries and Educational Technologies; Elaine Kaye, Libraries and Educational Technologies.

Do you have an assignment, project, or scholarship that requires students to use media, images, or art? This session will provide participants with various scenarios related to teaching and scholarship. After a brief refresher on copyright, fair use, and the TEACH Act, participants will collaborate to explore the relationships between pedagogy, assignment design, and the responsible use of copyrighted materials. Faculty will then have the opportunity to begin discussing and developing creative assignments in conjunction with the facilitators and fellow workshop participants.

Participants will make progress towards:

    • Reviewing TEACH Act, fair use, and appropriate use of copyrighted materials through provided scenarios,
    • Exploring assignment design in light of pedagogical and copyright/fair use needs, and
    • Developing an idea for implementing an assignment that grows 21st century skills related to copyright and fair use.

Getting Serious with Your Fulbright 

Rose Library room 3313

Facilitator: Edward Brantmeier, the Center for Faculty Innovation, and College of Education.

Interested in international research and/or teaching adventures while promoting mutual understanding between the United States and another country? Join JMU's Faculty Fulbright Campus Representative to explore the application process for the Fulbright Core Scholars Program, Fulbright Specialists Program, or Fulbright International Education Administrators Program.  Participants will start to organize for the application process and will begin drafting a project statement.

Participants will make progress towards:

    • Gaining an understanding of the application process, and
    • Creating an organizational plan to move forward with the application.

Back to Top