Month: October 2018

Faculty Colloquium Tuesday, Oct. 30: Dr. Teri Stein & Dr. Josh Jones


For our second faculty colloquium of the year, Dr. Teri Stein and Dr. Josh Jones will review recent accomplishments in longtime research.

From a ten-year journey, Dr. Stein will impart insights regarding best practices when teaching, communicating with and listening to students from China and South Korea who have chosen to attend schools in the United States. In particular, she will address classroom management, mentoring strategies, family expectations, servant leadership, and becoming a “listening teacher.”

Dr. Jones will present “The Grungier Side of Scholarship,” describing his work as a contributing author for a series of music textbooks published by Clifton Hills Press. With the support of a scholarship from the Surbeck Summer Research Program, in summer 2018, he completed his first project of writing a chapter for POP MUSIC, USA on 90s grunge music.

In preparation for the colloquium, Dr. Stein asks that you watch the one-minute video below, which captures ideas and concepts that will be addressed during the presentation. Dr. Jones reminds you that, for his portion of the colloquium, flannels and cynicism are optional.

The program begins at 11:00 AM in HAWAC 221 and refreshments will be served.

Experts in the Art of Referral: a.k.a. Faculty Advisers


Next Arrows Note Direction Opposed To RightAs most colleges have reached midterms, it may be helpful (and necessary) for professors to dust off their adviser hat and remember how important it is to reach out to students who are struggling–academically, or otherwise. This good article in the Chronicle reminds us of the broad, and broadening, role of faculty advisers, as “experts in the art of referral, … [who] know where on their campus a student should go and whom they should see for health, housing, career, financial-aid, work-study, campus security, and other problems.”

What Will Your Students Remember in Twenty Years?

Although sometimes it feels like it’s enough to plan for what our students will (hopefully) remember for the final exam, truly aspirational professors look far beyond, to what our students will remember when they reach mid-life. This article from Chronicle Vitae considers what is most valuable about our teaching: sometimes an approach to learning, passion for the subject, or big-picture thinking, rather than disciplinary content. The question can also animate a different way to approach our syllabi, as we reach far into the future in an exercise in way-back, backwards design. Read on for more on this intriguing way to think about student learning, and how to frame our teaching.

Survival Skills


Educators are increasingly interested in ensuring that their students know more than subject-area content, but that they are also well-skilled in what some people call “soft skills” and Tony Wagner (Senior Research Fellow at the Learning Policy Institute) calls “survival skills:”

  • critical thinking & problem solving
  • collaboration across networks and leading by influence
  • agility and adaptability
  • initiative and entrepreneurship
  • effective oral and written communication
  • accessing and analyzing information
  • curiosity and imagination

How are you encouraging your students to develop these skills within your disciplinary coursework? Do they have effective ways to show them to future employers?

Read more here.