Sessions will be held in Festival Conference & Student Center and on Zoom
May Symposium 2023 compiles a variety of roundtables, speakers and workshops on various topics such as course design, scholarship networks, inclusion, equity and mentoring. This exciting collaborative effort provides full-time faculty, part-time faculty and academic unit leaders with opportunities to focus on teaching, scholarship, career planning, service and leadership.
The symposium will begin with breakfast at 8:15am followed by a welcome in the Festival Highlands Room. The morning programming includes two sessions of workshops and a faculty rapid roundtable, followed by our conference luncheon and keynote speaker, Dr. Tracie Addy. The afternoon programming includes additional sessions with a final workshop on Inclusive Teaching: A Critical Competency for Higher Ed Instructors with Dr. Addy.
REGISTRATION INFORMATION
Please refer to the May Symposium 2023 website for the full day of programming offered.
Registration is required for all of our sessions and workshops (both in-person and online) unless otherwise noted.
If this is your first time visiting the CFI Program registration page this semester, be sure to clear your browser cache/cookies and update your account profile information (including updating your college/division, department and dietary needs) during the registration process!
You will be asked to sign into the secure site using your JMU eID and password (through DUO).
Registration is recommended by: Monday, May 15 @ 1pm to ensure your participation in our full day of programming. Workshops are offered in-person, online or hybrid to provide flexibility for participants. Space is limited!
Breakfast & Welcome: 8:15 - 8:50 AM
Welcome and Opening Remarks by Gilpatrick Hornsby, Interim Executive Director of the Center for Faculty Innovation (Hybrid)
Breakfast: 8:15 - 8:40 AM
Welcome: 8:40 - 8:50 AM
Location: In-person at Festival Highlands Room
Morning Plenary: 8:50 - 9:50 AM
Exploring New and Old Pathways for Engaged Learning (Hybrid)
8:50 - 9:50 AM, In-person at Festival Highlands Room and via Zoom
In this session, participants will interact with a faculty panel participating in engaged learning practices. Panelists will share success, barriers and growth areas on their journey of engaged learning practices. In the second half of the presentation, participants may share their experiences with engaged learning and glean new ideas from their peers.
Faculty will leave with activities and methods that they can use in the future.
Facilitated by: Kathy Ott Walter, CHBS; Gilpatrick Hornsby, CFI and COB
Morning Break: 9:50 - 10:00 AM
Session 1: 10:00 - 11:00 AM
Less is More: Improving Survey Data Quality
Lengthy surveys are one of the top contributors to low response rate and poor data quality in survey research. In this workshop, participants will learn techniques to streamline surveys and improve data quality. This workshop will include a hands-on component in Qualtrics in which participants will learn how to use commitment requests, skip and display logics, block randomization and survey metadata to improve survey efficiency.
Facilitated by: Sarah Blackstone, PAIR
How to Effectively Facilitate Difficult Dialogues in Your Classroom (Hybrid)
In this session, we will explore a variety of strategies and tactics you can use to structure and facilitate productive disagreement and civil conversation about difficult dialogues in your classroom. We will learn about and play with tools, activities and assessment options from the Constructive Dialogue Institute and the Interactivity Foundation's Collaborative Dialogue certificate program.
Those interested in joining the cohort on difficult dialogues will be invited to join the Madison Center + CFI Bridging Wicked Divides Faculty Fellows program (with small stipend!) to plan and implement difficult dialogues in fall 2023 and spring 2024 courses.
Facilitated by: Kara Dillard, Madison Center for Civic Engagement and CAL; Tara Kristiansen, CAL
An Overview of First-Generation Students @ JMU. A Review of Data and Program Across the University. (Hybrid)
This session will provide an overview of university enrollment data for first-generation students including retention and graduation rates, college and unit enrollments and comparisons to peer institutions. An overview of the Reddix Center for First Generation students will include information about how to build partnerships and collaborate on topics impacting student success and well-being.
Attendees will have the opportunity to participate in discussion focused on outreach to and inclusion of first-generation students in the campus and classroom experience.
Facilitated by: Shaun Mooney, Reddix Center for First Generation Students
Teaching the Tour: Incorporating Campus History into Your Classes
The JMU Quad History Tour is an initial effort to create a more inclusive, accurate, and relevant institutional history that can be shared in many settings and includes new material, particularly on the contributions of BIPOC community members. Now available in a virtual format, the tour presents new material that can be used across the curriculum to tell a deeper story while encouraging students to reflect on their perceptions of campus.
Framed in critical pedagogies of place, the session will generate ideas about the role of the tour as a teaching and assessment tool.
Facilitated by: Carole Nash, CSM; Meg Mulrooney, FAC and CAL; Ruthie Bosch, COE; Monyette Martin, Admissions; Karen Risch-Mott, JMU Giving
What is the Role of Faculty in Responding to the Emotional Needs of Students?
Following a brief presentation outlining the crisis in mental wellbeing experienced by college students both nationally and at JMU, participants will have an extended opportunity to explore and share their perspectives regarding the role of faculty in identifying and addressing these student concerns.
For faculty seeking to assist students in this area, suggestions will be provided as to how to appropriately engage students and to where they may be referred on campus for additional support.
Facilitated by: David Onestak, The Counseling Center
Break: 11:00 - 11:10 AM
Session Two: 11:10 AM - 12:10 PM
The JMU Fact Book and Other Data Resources
The Office of Planning, Analytics and Institutional Research (formerly the Office of Institutional Research) has developed a new JMU Fact Book containing numerous visualizations of data to answer frequently asked questions about JMU students, faculty and staff.
Come see a demonstration of this new tool and other data available to you through PAIR.
Facilitated by: Chris Orem, PAIR
Shared Experiences in Academic Advising
Academic advising plays a critical role in a JMU student’s college experience. Advising is often associated with course registration, but there is a critical relational aspect of advising that is often unrecognized. The space between advisor and advisee is often a teaching and learning space reliant on relationships between advisors and advisees AND key advising partners.
In this panel session, the Advising Resource and Collaboration (ARC) Network at JMU will facilitate a dialogue across a variety of academic advisors on campus to learn more about the advising function and to continue developing a shared understanding between advisors and YOU, our faculty partners.
Facilitated by: The ARC Network and Campus Advisors
A Pedagogy of Hope: Assembling Tools for Service-Learning
As faculty continue to navigate challenging times in higher education, Service-Learning offers a framework to instill hope, re-engage students and enliven course content. This set of powerful pedagogical tools involves students in meaningful projects that make genuine community impacts while combatting isolation, apathy and feelings of hopelessness. Faculty often report the rewarding nature of this approach and students typically make deep connections to content as a result.
This “Choose Your Own Adventure” session will include customized strategies for individual participants, disciplines, and courses.
Facilitated by: Mary Denlinger and Steve Grande, Community Service Learning
Other Duties as Assigned: Exploring the Relationship Between Student Success and Faculty success (Hybrid)
Faculty play an essential role in student success through classroom instruction, mentoring, advising, research collaborations, being there for students, and so much more. While faculty are critical partners for student success, the expectations, support, and communication about faculty roles in student success can feel like “Other duties as assigned.”
This session explores how student success and faculty success can be more intentionally and equitably aligned.
Facilitated by: Paul Mabrey, CAL and QEP; Celes Woodruff, CSM; Kevin Apple, CHBS
Artificial Intelligence, Equity-Driven Assignments, & Evolving Assessment Technologies
This session will focus on how Artificial Intelligence (AI) like ChatGPT is continuing to shape and being shaped by teaching and learning, in particular, learning assessment and interaction for learning. An open discussion will be prepared and facilitated with informed prompts.
In addition to a brief demo of tools associated with AI, participants can expect to hear related and updated AI trends and research for teaching and learning.
Facilitated by: Andrea Adams, Anthony Miles, Abiodun Stephen Ijeluola, Ivan Guadarrama, Juhong Christie Liu - JMU Libraries
Faculty Rapid Roundtables: 12:15 - 12:30 PM
Rapid Roundtables
12:15 - 12:30 PM, In person at Festival Grand Ballroom
NO Registration Required
Teaching General Education Courses with the new DEJA+ Tag
In addition to a brief overview of the General Education Equity Tag initiative, attendees will have the opportunity to discuss the opportunities and challenges of engaging DEIJA+ themes and pedagogical approaches in general education courses.
Facilitated by: Emily Wright, CVPA
Credit for Prior Learning
A cornerstone of adult education and degree completion programs is awarding college credit for knowledge students possess that was acquired outside of the collegiate system. There are various ways to demonstrate this knowledge, like portfolios or standardized tests. We will make the case that Credit for Prior Learning programs are essential to creating access and equity in higher education.
We will touch on both the scholarship and practical tools and best practices used across Higher Education. There are also changes to policy and standards at JMU and beyond regarding Credit of Prior Learning for traditional students. We will then discuss future aspirations and action for JMU.
Facilitated by: Daniel Robinson, SPCE; Virginia Trovato, SPCE
Research or Project Development in an International and Intercultural Context
Many projects and initiatives (e.g., project GO, COIL, Kosovo Initiative) have been conducted on campus, aiming to increase intercultural and global competencies in faculty and students. Learning from each other's work, sharing resources, and conducting inter- and multi-disciplinary conversations will allow the participant faculty to form a research community where potential collaborations and scholarship development could be nurtured.
Facilitated by: Shin Ji Kang, COE & CFI
The Parameters of Care: Considering Pedagogy as Caring for Students and Ourselves.
Faculty are aware that many students are struggling to return to 'normal' academic life following their experience of the pandemic. The university has documented the rise in mental health issues among students and identified/developed many resources to care for students' needs. Faculty are at the front line of that support through our daily interactions with and support for students - and that role takes a toll on faculty who are also working to claim some normalcy after the years of upheaval. How can we support our struggling students without taking on too much? What actions, policies, and/or procedures do faculty employ to meaningfully support students and themselves? How do faculty determine the boundaries of care while maintaining high expectations of students in an academic space?
Facilitated by: Melanie Shoffner, COE
Every Campus a Refuge (ECAR) Network
The Every Campus a Refuge (ECAR) network is a higher-education initiative in which member universities partner with local refugee resettlement agencies to host refugees on campus and support their successful integration. JMU’s decision to become an ECAR campus builds on the work of faculty, staff, and students across the university who have supported and assisted refugees in the local community for many years. In this session, we invite interested faculty and staff to learn more about the details of this initiative, discuss how JMU is contributing to the work of refugee resettlement in our local community, and explore how you might get involved.
Facilitated by: Daniel Beers, CAL
Advanced Fair Use in Teaching and Scholarship
Recent developments in the Doctrine of Fair Use emphasize 'transformative fair use' - a key component in using copyrighted work to create new scholarship; conversely, problems remain with a more rigid approach to simple duplication of materials used in teaching. This session seeks to provide faculty with information about fair use and hence encourage colleagues to make use of this key component within copyright law.
Facilitated by: Howard Carrier, JMU Libraries
ChatGPT and the Impact on any Courses that ask Students to Write as Part of the Course Requirements. Go!
ChatGPT is a game-changer, and we must be aware of it as teachers. How can we harness its power (if we can)? And how should our teaching change as a result of this nuclear bomb that was dropped in 2022? Participants will discuss their experiences with ChatGPT from AY 2022-2023 when the AI launched and look to the future to envision how ChatGPT is changing the higher education landscape. Participants will also discuss how students already use ChatGPT in our classes (whether illicitly or usefully).
Facilitated by: Karen McDonnell, CAL
Keynote Speaker and Conference Lunch: 12:30 - 2 PM
Keynote Speaker, Tracie Addy (bio)
Inclusive Teaching: A Critical Competency for Higher Ed Instructors
12:30 - 2 PM, In-person at Festival Grand Ballroom and via Zoom (Hybrid)
During this interactive keynote session, we will explore why inclusivity is necessary for instructors to embrace, in both mindset and practice, to foster learning. We will discuss how inclusive instructors view their learners and how they create welcoming, equitable learning environments.
Participants will be challenged to reflect on their own values towards inclusion as well as their instructional practices or those with whom they partner.
Dr. Addy is the Associate Dean of Teaching & Learning at Lafayette College in Easton, Pennsylvania where she is responsible for working with instructors across all divisions and ranks to develop and administer programming related to the teacher-scholar model, from classroom teaching to the scholarship of teaching. As the Director of the Center for the Integration of Teaching, Learning, and Scholarship, she partners closely with faculty on their teaching and scholarly efforts through communities of practice, individual consultations, classroom observations, intensive institutes, reading groups, and other center and consortia initiatives. The community of practice that she founded in her consortium for visitors, instructors, teaching assistants, adjuncts, and lecturers (VITAL faculty) was award-winning and granted finalist status for the Delphi Award through the Pullias Center for Higher Education.
In addition to these roles, she actively performs and publishes scholarship on teaching and learning and educational development, primarily focusing on learner-centered practices including active learning and inclusive teaching. Her publications span from op-ed articles to research articles to learning activities such as case studies and professional development activities.
Her work is featured on a number of podcasts focused on teaching and learning in higher education such as Teaching in Higher Ed, Dead Ideas in Teaching and Learning, and Teaching for Student Success.
She is a co-author of the book What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching, a best-seller through Stylus Publishing, and a regularly invited keynote speaker and workshop facilitator.
Session Three: 2:00 - 3:00 PM
CAERing Communities of Practice (Online Only)
This workshop will use an adaptable framework called Creative Anticipatory Ethical Reasoning (CAER) to cultivate interdisciplinary, pedagogical communities of practice among faculty spanning humanities, social sciences and STEM teaching areas. Aiming to foster shared curiosity regarding developing new pedagogies related to “Imagining Justice with Science, Technology and Society,” the workshop will help participants connect to colleagues from a variety of different disciplines.
Facilitated by: Shannon Conley, CISE; Emily York, CISE; Holly Yanacek, CAL; Christine May, CSM; Cindy Klevickis, CISE; Daisy Breneman, CFI and CAL
“I’ve Never Seen this Before! Is this Disability Accommodation Reasonable?”
Have you ever received an Access Plan and thought, “that accommodation may be difficult with some of my course objectives?" Or have you wondered what to do when an accommodation doesn’t seem appropriate for a clinical or field experience? This session identifies what to do when you think an accommodation approved by ODS might not be reasonable in a particular context.
Join a faculty member and the ODS Director to move from basic awareness of accommodations to taking action to evaluate more complex concerns and to engage the collaborative process to explore potentially reasonable alternatives. Audience: Faculty and AUHs.
Facilitated by: Lori Hostetler, ODS and COE; Valerie Schoolcraft, ODS
From First Year to Final Year: Mentoring Students in Fellowships & Research
From the First-Year Research Experience Program (FYRE) through presenting and publishing a research project, there is a life cycle of research-based experiences available to undergraduate students at JMU. Similarly, there are fellowships and awards open to students from first year through graduate school (and beyond). Student Awards, Initiatives and Research (STAIR), an office within Research and Scholarship at JMU, aims to support inclusive excellence for students seeking intellectual engagement at JMU. Faculty are uniquely positioned to support and encourage students in this journey.
This session offers faculty an overview of STAIR and the opportunities within our office for JMU students, including ways to support, mentor and encourage students on their intellectual pursuits.
Facilitated by: Meredith M. Malburne-Wade, R&S; Klebert Feitosa, CSM and R&S
Unlocking the Black Box of Student Learning: Collaborating with the Learning Centers to Improve Student Outcomes (Hybrid)
This session will provide insight into student learning processes that happen behind the scenes. Faculty panelists will describe how partnering with the Learning Centers (LC) can benefit faculty teaching and scholarship while enhancing our understanding of student learning. LC faculty will share observations about what students struggle with, benefit from, and need in their learning processes to inform faculty on assignment design, classroom practices, and pedagogy.
Panelists will also advocate ways of partnering with students in the teaching and learning process.
Facilitated by: Kristen Kelley, Rudy Barrett, Matt Trybus, Laura Miller, Paul Mabrey, Mary Tam, The Learning Centers
Afternoon Break 3:00-3:15 PM
Workshop with Tracie Addy: 3:15 - 4:15 PM
A Deeper Dive into Inclusive Teaching
As a follow-up to the keynote presentation, we will work through case studies focused on common student inclusivity challenges shared by instructors teaching in higher education and brainstorm ways to address them.
3:15-4:15 PM, In-person at Festival Highlands Room and via zoom (Hybrid)
Facilitated by: Tracie Addy