Faculty Spotlight: Ginny Morriss and April Wynn

What does it look like to bring cutting-edge biotechnology into an introductory classroom—and do it in a way that’s affordable, sustainable, and hands-on for every student? This month, our faculty spotlight features Dr. April Wynn and Dr. Ginny Morriss. In this month’s Q&A, they talk about how the project came to life, what students are learning from it, and where they hope to take it next. Along the way, they also reflect on the teachers who shaped them, the joy of “productive failure,” and a few fun questions we couldn’t resist asking.

January 2026 Preweek

Events scheduled for January 2026 Preweek are focused on digital accessibility support and tackling academic integrity and AI in course design. Check out the opportunities below and mark your calendars!

No Time Read Book Club Author Visit with David Rettinger

Tuesday, January 6th at 1:00 PM via Zoom

The Opposite of Cheating co-author, Dave Rettinger, will Zoom into our meeting for discussion on chapters 5-7. Bring the tough questions and be prepared to share ideas that you hope to bring into your spring courses.

Open Lab Assistance with Panorama for Digital Accessibility

Tuesday, 1/6/26: 3:00–5:00 pm
Wednesday, 1/7/26: 9:30–11:30 am
Thursday, 1/8/26: 11:30 am–1:30 pm
Location: HCC 407

During January Pre-Week, Digital Learning Support will host a series of in-person open lab sessions where faculty can receive assistance using our new digital accessibility tool, Panorama in Canvas. These open labs supplement the live Zoom training sessions offered in December (a recording of a session will also be made available). Additional asynchronous online resources will also be available to faculty by December 18th in preparation for the open labs.

There will be no formal presentation during these sessions; instead, faculty are invited to drop in, ask questions, receive individualized help, and work directly on improving accessibility in their own Canvas courses. Just bring your laptop (we will have a limited number available for those who need them) along with any questions or issues that arose during the online training.  Come anytime during the open lab sessions and stay as long as is helpful to you.

Snacks will be provided, along with plenty of support and opportunities to work through accessibility improvements in your Spring Canvas courses using Panorama.

For further information, updates, and resources please see the Digital Accessibility Resources page.

Virginia AI Symposium: Advancing Teaching and Learning in the Age of Generative AI

Friday, January 23rd, 10:00 AM – 3:00 PM at University of Virginia

Join educators from across Virginia for a day-long symposium on advancing teaching and learning in the age of generative AI. Through a keynote, interactive sessions, and research presentations, participants will explore emerging research, develop practical strategies for navigating GenAI in their teaching, and consider when and how GenAI can meaningfully support student learning. The symposium emphasizes ethical and responsible use of GenAI, sharing adaptable teaching practices, and building a network of educators committed to thoughtful innovation. Participants will leave with concrete tools, resources, and connections to continue this work beyond the event. This event features both an in-person and a virtual track.

The symposium website offers more details and registration links. The symposium has no cost to participants.

EXTENDED DEADLINE! Reimagining the Liberal Arts in the Age of AI Call for Papers

Location: University of Mary Washington, Fredericksburg, Virginia 

Dates: July 21-23, 2026 

New Submission Deadline: Friday, January 23rd at 5:00 PM (EST). 

Artificial Intelligence is rapidly transforming the landscape of higher education, challenging traditional pedagogies while offering potential opportunities for innovation. This conference invites scholars, educators, instructional designers, librarians, technologists, and administrators from colleges and universities to explore the intersections of AI, teaching, and the liberal arts. 

We welcome proposals that critically and creatively engage with questions such as: 

• What are the practical uses of AI in a liberal arts classroom? 
• How is AI reshaping teaching and learning in specific liberal arts disciplines? 
• How can AI foster new understandings of interdisciplinarity?  
• What ethical and/or cultural frameworks should guide the integration of AI in the college classroom? 
• How can liberal arts educators prepare students to think critically about AI and its impact on society? 
• How can liberal arts educators prepare students to use AI tools after graduation as part of their careers and/or graduate school?  
• How does AI impact accessibility in the classroom?  

Audience: This conference is designed for scholars, educators, instructional designers, librarians, technologists, and administrators working in liberal arts contexts who are looking to participate in constructive and ethical discussions about AI use at our respective institutions.  

Please complete this short form to submit a presentation proposal.  We encourage you to share the call with colleagues at liberal arts institutions who want to contribute to nuanced and critical conversations about AI in college classrooms.

Questions? Contact the conference organizers, Victoria Russell (vrussel3@umw.edu) and Krystyn Moon (kmoon@umw.edu).

No Time to Read Spring Book: More Than Words

Our books have arrived! If you requested a copy, please watch your inbox later today for delivery and pick-up options.

Life After Mary Washington (LAMW) – Faculty Update from Alex Dunn

It has been wonderful to see so many faculty thoughtfully and creatively integrating Life After Mary Washington competencies into their courses this year. Your efforts are helping students articulate their strengths, prepare more confidently for interviews, and connect their academic work to internships, jobs, and post-graduation pathways. This work is already making a visible difference in students’ ability to understand who they are becoming and to pursue experiences after Mary Washington that align with their goals.

As you start to prepare for Spring 2026 classes, please remember the tools and resources available to you related to LAMW!

• You can include the official Life After Mary Washington syllabus statement in your Spring 2026 syllabi. The statement and guidance are available on the Provost’s website.
• The Life After Mary Washington Library Guide provides key resources to support course alignment, including overviews, teaching materials, and training information.
• LAMW icons are available on Canvas Commons and can be added to your syllabus, course homepage, modules, and individual assignments. Note: link works directly on the UMW system or you will need your Duo code number. You can also search Canvas Commons for “Life After Mary Washington Core Competency Icons”.
• Faculty may request customized demonstrations or career-readiness training sessions for Spring courses through the Center for Career and Professional Development.
• The Center for Career and Professional Development also offers tools and resources that can be incorporated into AMW courses, including assessments, planning tools, and guides.
• If you would like one-on-one support—such as revising your syllabus statement, identifying competencies for a course, or designing LAMW-aligned assignments—you can schedule a meeting with QEP faculty co-director, Alex Dunn, by emailing adunn4@umw.edu.

LAMW Preview for Spring 2026

• A new Big Interview template will be available to help you evaluate LAMW competencies in your courses and to support students in translating what they are learning into applied settings and interview responses.
• Additional trainings will focus on integrating Center for Career and Professional Development tools into your classes, including: Big Interview, Focus 2, Forage, Parker Dewey, Network Mary Wash and more. 
• Sessions on grading reflections using mastery grading techniques will support faculty who want to reinforce competency development and deeper student reflection.
• We will also offer expanded guidance on incorporating the STAR method (Situation–Task–Action–Result) into assignments and activities to help students effectively articulate their experiences.
• If you have specific ideas for workshops or course-embedded sessions that would support your Spring teaching, please reach out to Alex Dunn at adunn4@umw.edu with suggestions.
• Mark your calendars! The Spring 2026 Career & Internship Fair is scheduled for Thurs., Feb. 19 (or Thurs., March 19 in case of inclement weather), from 10am-2pm in the Chandler Ballroom. Please encourage your students to attend and consider building it in your courses! More details about the February 2026 Life After Mary Wash week will be coming soon.
• If you would like to partner with the Center for Career and Professional Development, or if you have any questions or ideas, please email CCPD Director Michael Dunn at mdunn2@umw.edu.

Research and Creativity Collaborative News

Congratulations on making it to the end of the semester! In the RCC we have been learning to design a poster and use our large format printer. Contact Betsy Lewis if your students need help with a poster for their presentation.

Our students and faculty have been busy working on their creative and research projects, and presenting their results both off and on campus. This last week of classes there are several end-of-the-semester symposia:

December 4:

• Honors Capstone Symposium. Lee 412 from 1:00 pm to 5:30 pm
• Lively Viewing Party, 3:30 – 5 pm, Univ. Communications Suite 300

December 5:

• History, American Studies, and Sociology Symposium. 9am to 12pm, Monroe 111 and 210.
• Jepson Science Symposium, 4pm. Jepson Science Center.
• Columns Fall Symposium. 5pm. Combs 139

Upcoming deadlines:

• December 5: NCUR Richmond (April 13-15, 2026) Submission Deadline.
• January 21, 2026: Undergraduate Research Grant Application deadline for spring funding.
• January 23, 2026: UMW Summer Research Institutes faculty proposal deadline. Both summer institutes will begin on May 18, 2026. The Arts, Humanities, and Social Sciences Summer Institute will conclude with a symposium on June 17. The Summer Science Institute concludes with its symposium on July 22. To learn more, see our website, or contact Betsy Lewis: elewis@umw.edu

Spring 2026 Faculty Pedagogy Colloquium

We are pleased to announce our presentations for the Spring 2026 semester. Save the dates–registration will begin in January.

Maria Laura Bocaz (Modern Languages and Literatures): ArcGIS to Explore and Share Treasures of the Hispanic World

Friday, January 23rd, 12:00 – 1:00 PM in Seacobeck 139

In SPAN 320Q, we immerse ourselves in the wonders of the Hispanic world—from archaeological sites to vibrant cultural celebrations. In the fall semester, I experimented with a new type of final evaluation that moved beyond traditional presentations and essays. ARCGIS proved to be an ideal resource, offering an engaging, hands-on project that helped students strengthen their communicative skills in Spanish while building technological competencies.

Sean McDonald (Education): Leveraging AI to Design and Deliver Multimedia Vocabulary Instruction

Tuesday, February 10th, 3:30 – 4:30 PM in Seacobeck 128

The purpose of this scholarly teaching project is to gain initial insights on the potential benefits of generative AI tools for supporting preservice teachers’ knowledge and implementation of multimedia, evidence-based vocabulary practices. Specifically, in this project, preservice teachers will understand, design, and deliver multimedia vocabulary lessons using multiple AI-based platforms (e.g., Microsoft CoPilot, Adobe Firefly) to assist them in producing rich imagery and text with evidence-based routines for word-learning.

Kaitlyn Haynal (Communication & Digital Studies): Deep Research for Argumentation-Leveraging AI to Transform Speaking and Learning

Friday, March 13th, 12:00 – 1:00 PM in Seacobeck 139

How can AI be harnessed to strengthen core learning objectives in the classroom? In this presentation, Dr. Kaitlyn Haynal shares her redesign of a major assignment in COMM 209: Argumentation, where the integration of AI-powered Deep Research tools enhances student learning and practice with debate. By streamlining the research process, students gain more time to focus on evaluating evidence critically, crafting stronger arguments, and practicing the art of debate. This approach re-centers the course toward its core goals, including critical thinking, persuasion, and civic engagement, while modeling innovative ways to integrate AI into the liberal arts classroom.

Melissa Wells (Education): Designing Interactive Simulations with Chatbots

Tuesday, April 7th, 12:30 – 1:30 PM in CRUC 314

Come learn about successes and challenges of programming an AI chatbot to give students practice with applying course content!

Samira Fallah (Business): The Impact of Students’ Mindsets on Job Search Behaviors

Wednesday, April 15th, 3:00 – 4:00 PM in Seacobeck 151

Searching for a job is often an effort-intensive and stressful process for students making the transition from school to work. Their limited experience and smaller professional networks add to these challenges. In this presentation, I will share my research findings on how students’ mindsets, specifically their belief that job search skills can be developed through effort and learning, shape their job search behaviors. I will also discuss practical strategies and classroom interventions that educators can use to foster a growth mindset in students, helping them approach the job search process more effectively.

We wish you speedy grading and a relaxing winter break! The Center for Teaching is available for consultation through December 17th and will be back in the office on Monday, January 5th. Do not hesitate to reach out if we can help with your spring course preparation. The next First Friday post will be on Friday, January 9th with spring programming announcements–we hope you will be ready to PLAY!

What does it look like to bring cutting-edge biotechnology into an introductory classroom—and do it in a way that’s affordable, sustainable, and hands-on for every student? This month, our faculty spotlight features Dr. April Wynn and Dr. Ginny Morriss, who used a Center for Teaching Small Teaching Grant last summer to design and pilot a gene-editing lab for General Genetics. They shared this work at the fall Faculty Pedagogy Colloquium, and in this Q&A, they talk about how the project came to life, what students are learning from it, and where they hope to take it next. Along the way, they also reflect on the teachers who shaped them, the joy of “productive failure,” and a few fun questions we couldn’t resist asking.

Last summer, you all had a CfT Small Teaching Grant and presented about it during a Faculty Pedagogy Colloquium—can you tell us a little about this project? 

      One of the major draws for students to come to UMW is our emphasis on providing high-impact education and authentic laboratory experiences for our students that will better position them to be competitive in both their job searches and in admissions into graduate school and professional schools. Gene editing is becoming a standard technique in labs across the country. Since gene editing technologies are still relatively new, it is cost-prohibitive for large universities to allow students experience using these tools in their labs and this has previously been no different at UMW. Only students taking one of the two research-intensive courses that involve gene editing or working on independent research projects were able to utilize gene editing tools. We wanted to provide a way in which all students who major in biological sciences can gain experience using these tools, so our project was to design a low-cost, sustainable gene editing lab. This lab is integrated within one of our introductory courses, General Genetics, and taken by all biology students, all biochem students, and all pre-med students. We used the bacteria, E. coli, which is a standard model organism used in genetics labs and some other molecular biology tools to have students target and cut the E. coli DNA. Once cut, they repaired that DNA in a way that would create a non-functional enzyme whose function, or lack thereof, could be assessed using colorful indicators. Using these indicators, the students would be able to tell whether their gene editing was successful because the color of the indicator differs when the functional enzyme is present versus when the non-functional (edited) enzyme is present. We rolled out the gene editing lab during the Spring 2025 semester, with positive comments from students about the exercise. While we were piloting the lab with the students, we were also making small changes to the protocol and optimizing it so that we could make the lab even more resource-efficient than the pilot.

How has the incorporation of this work enhanced your classroom setting? 

      Students can learn complex technologies more effectively when they work with the technologies in a hands-on way. This lab enhances not only the ability to learn this emerging technology, but it also served to reinforce concepts learned in the prior labs, review new concepts learned in lecture, and connected the material to other biotechnologies we covered later in the semester in both lecture and lab. Additionally, this investment in staying on the cutting edge of emerging technologies, gives our curriculum relevance for our students. 

Do you have any further plans to continue? 

      Yes. When we started this project, we purchased the original bacteria and DNAs used and prepared them in a way that we could continue long-term use of these biological materials. This included freezing the bacteria in a way that it could be thawed and grown when more was needed and inserting the DNA into a different strain of bacteria that we could also freeze and grow more when needed, rather than re-purchasing. We also amplified the amount of the DNA for long-term storage and isolated the DNA from the special strain of bacteria we obtained from the project. We will have all of these DNA samples sequenced so we can use the system to edit other DNA targets. We will be first using the obtained sequences to have a URES student create a gene-edited strain of bacteria for use in another genetics laboratory exercise and to modify our current CRISPR lab. We will also use the sequenced plasmid DNA to design projects in BIOL 431 (Research in RNA Technology) that explore the function of other E. coli genes using gene editing.

Is there anything that stands out to you that has prepared you or continues to prepare you most for effective teaching?

AW: Talking to students about their experience before coming here, what they are doing in internships and external research and working with dedicated colleagues that take effective teaching seriously. Additionally, the availability of funding for trying new projects that will make the classroom more engaging allows for the space to try new things within the classroom.

GM: I would say that comparing notes with other faculty, whether within department or at professional development sessions, to get new ideas on how to approach certain topics or fun ways to teach any topic helps rethink the way I do things. 

Who was your favorite teacher?

AW: Dr. Pilcher – he taught biology classes and in his last year teaching taught a course on the History of Darwin. It was a great liberal-arts class combining biology, history and sociology. He had taught college for 40 years and cared about promoting learning from the first to the last day he taught. 

GM: There are too many to choose from, but if I could only choose 1, I’d say Dr. Staub, who showed me not only how much fun genetics could be, but also how showing compassion to the students when something seems off can change how they view interactions with faculty and higher education as a whole.

8:00 a.m. class or 4:00 p.m. class? 

AW: 4 pm – no brainer!

GM: I have to disagree with April, 8 am, hands down, is the only way to go when these are the only two options!

What is your dream class to teach? 

AW: A seminar on GMO plants – what worked and what didn’t!

GM: I already get to teach mine – RNA Technology. But, really anything that has to do with genetic engineering sounds like a fun time, even if it is with plants!

What is one piece of advice you’d give a brand-new faculty member? 

AW: Trust yourself! Remember that what you are teaching is new to the students it will be a challenge, and that is where the learning happens. 

GM: You are going to have some ideas that will fall flat with the students. Take the risk and learn the lesson. We become better when we can embrace productive failure.

What podcast, book, or show would you currently recommend?

AW: The Anxious Generation (book)

GM: Braiding Sweetgrass (book)

If you could take any class in the UMW catalog, what would it be? 

AW: Pretty much all the FSEM classes! Or psychopathology.

GM: Historic Preservation courses…so many of them!

What were you like as a student in college? 

AW: Overscheduled and overinvolved – loved every minute of it! That is why I never left the college atmosphere. 

GM: I was also overscheduled and overinvolved. That has not really changed much.

Faculty Spotlight: Caitie Finlayson

What does it take to write your own textbook—and make it freely available for others to use and build on? This month’s Faculty Spotlight features Dr. Caitie Finlayson from the Department of Geography, who used a Center for Teaching Small Teaching Grant to redesign her online Human Geography course around a new open educational resource (OER) textbook she authored. In this Q&A, Dr. Finlayson shares her goals for the project, advice for faculty interested in creating their own OERs, and some reflections on what keeps teaching fresh and fun.

Faculty Pedagogy Colloquium

Wednesday, November 19th, 12:00 – 1:00 PM, Seacobeck 128

“Using Breakout Learning to Re-engage Students with Online Discussions” with Alex Dunn, College of Business-Management & Marketing
Breakout Learning is an AI-powered platform that moderates scenario-based, small-group discussions using dynamic multimedia case studies, creating authentic learning experiences requiring genuine student participation and collaboration. This presentation will feature insights from Dr. Dunn’s experience working with Breakout Learning during Summer 2025 and implementing it in Principles of Management for Fall 2025. She will share how the platform addresses the challenge of students using AI to complete traditional written discussion boards. The platform’s live, interactive discussion format ensures authentic student engagement while naturally developing the Life After Mary Washington competencies of communication through real-time collaborative dialogue, critical thinking through complex scenario analysis, and leadership through guided group decision-making processes.

Please RSVP by Friday, November 7th to reserve a lunch if you are attending.

No Time to Read Book Club

Thursday, November 13th, 3:30 – 4:30 PM over Zoom

The November meeting explores chapters 3-5 from The Opposite of Cheating. The next meeting will be Thursday, January 8th when we will be joined by David Rettinger and Tricia Bertram Gallant!

Book Author Group

Fridays, 3:30 – 5:00 PM over Zoom (contact Brenta Blevins or Zach Whalen for the link)

During the last weeks of the semester, it can be challenging to find time for research and writing projects. Give yourself the gift of time and join the Book Author Group for dedicated writing and support!

Event Calendar

Be sure to check out the Event Calendar for faculty development sessions and workshops happening with CfT and campus partners! Notable November events include:

• AI Workshop: NotebookLM (November 11)
• Digital Accessibility: Syllabus (November 11)
• AI and Copyright Debate (November 18)

Research and Creativity Collaborative Updates

Upcoming undergraduate research conferences and symposia

• 2026 Posters in Richmond, sponsored by the Network for Undergraduate Research in Virginia (NURVa), to be held on January 29 from 3-5pm. (Posters in Richmond announcement). Please submit completed proposals to Betsy Lewis (elewis@umw.edu) by Monday, November 24th.  UMW can submit up to 5 proposals, and NURVa will select up to 2. 

• The Richard Macksey National Undergraduate Humanities Research Symposium, March 19-21, 2026, The Johns Hopkins University, Baltimore. The deadline for student proposals is December 1, 2025.

• The Council for Undergraduate Research NCUR student conference will be in Richmond April 13-15, 2026. The deadline for student proposals is December 5th.

Workshops

Poster presentation design workshop. November 19, 4:00pm. RCC, Simpson Library. Students can stop by the RCC space for some help designing an effective poster for presenting. Please direct students to sign up using this short registration form.

Keep up-to-date with all RCC events on their Announcements, Events, and Workshop page. Questions? Contact Dr. Betsy Lewis, Director of Undergraduate Research (elewis@umw.edu).

AI Conference at UMW and Call for Papers

Artificial Intelligence is rapidly transforming the landscape of higher education, challenging traditional pedagogies while offering potential opportunities for innovation. This conference invites scholars, educators, instructional designers, librarians, technologists, and administrators from colleges and universities to explore the intersections of AI, teaching, and the liberal arts.

We invite the UMW community to review the call for papers and join colleagues from across the country for critical conversations about the intersection of AI and the liberal arts. Proposal submissions are due by Friday, December 5th at 9:00 PM.

Registration information will be released in January 2026.

What does it take to write your own textbook—and make it freely available for others to use and build on? This month’s faculty spotlight features Dr. Caitie Finlayson from the Department of Geography, who used a Center for Teaching Small Teaching Grant to redesign her online Human Geography course around a new open educational resource (OER) textbook she authored. In this Q&A, Dr. Finlayson shares her goals for the project, advice for faculty interested in creating their own OERs, and some reflections on what keeps teaching fresh and fun.

Over the summer, you had a CfT small teaching grant. Can you tell us a little about the goal of that project? 

The small teaching grant was actually for a redesign of my summer online Human Geography course to better align with my new OER textbook. I’d previously written a brief Human Geography textbook but for a sabbatical project, had written a new version that was more comprehensive and was better aligned with AP Human Geography. My goal for the project was to comprehensively redesign my online course so I could use the new textbook, and to share the online course through Canvas Commons so other instructors could use it to build their own courses.

How have or do you anticipate student responses to this text? 

I haven’t used it in my own course yet, since it’s a summer course and I just revised it, but the response from instructors has been positive and the online textbook gets over 800 visitors per month, so momentum seems to be building for it. Since I’m publishing it on my own and don’t have the resources of a major publisher, I find it takes a bit of time for instructors to start switching over to an OER textbook.

Do you have any tips for faculty considering preparing their own OER text for their courses? 

I would just suggest that they go for it! Writing a textbook seems like an overwhelming task, but when you think about how many lecture notes and examples you have for your courses, especially if you’ve been teaching a while, it’s easier than you’d think. It’s also quite fun (I think) to write without a publisher pushing certain expectations or norms on you. So I was able to write all of my OER textbooks in a very conversational, engaging style and just approach it the way I wanted — not in the same, cookie-cutter way that every other textbook approached geography. And especially for my World Regional Geography textbook, it seems like it’s the kind of book other instructors wanted as well.

Is there anything that stands out to you that has prepared you or continues to prepare you most for effective teaching?

I attended a Teaching Professor conference with a Teaching Center grant early in my career and that was really inspiring. In particular, there was a session on “blue sky” thinking applied to teaching, and the idea of stripping away everything from your course and considering how you’d approach it if you had a totally blank slate. But I also took a lot of inspiration from Jim Lang’s “small teaching” workshop and the idea that sure, you could make radical changes to your teaching, but you could also make relatively minor tweaks that increases engagement and interaction.

Who was your favorite teacher? 

Dr. Peter Judge, who was my undergraduate advisor, was an outstanding teacher. I was a Philosophy and Religious Studies major and he was a former priest who became a professor (which is quite a cool trajectory). I’m the first in my family to attend college, and he was so encouraging, particularly of me conducting my own research and presenting at conferences, and he absolutely set me up for future academic success. He was also just quite fun and playful and clearly loved teaching, and that made his classes really engaging.

8:00 a.m. class or 4:00 p.m. class? 

Oh, 8:00 a.m. for sure. I’m definitely more of a morning person.

What is your dream class to teach? 

My dream class that I actually teach is Sacred Spaces. It’s cross-listed with Religious Studies and has a great mix of students and viewpoints and every time I teach it, I learn something new. My dream class that I wish I could teach would be on Pop Culture Geographies. I give a special lecture in my World Regional Geography class on Disney movie landscapes, and it would be so fun to teach a whole class where we explore pop culture from a geographic perspective.

What is one piece of advice you’d give a brand-new faculty member? 

It takes time to be a great teacher. And there isn’t a great substitute for time. It takes trying things, finding your voice, seeing what works and what doesn’t. The Center for Teaching is a great resource and there are great books on teaching, but I do think it just takes a lot of practice, just like anything else.

What podcast, book, or show would you currently recommend? 

Good Hang with Amy Poehler.

If you could take any class in the UMW catalog, what would it be? 

I did take classes! I took several Spanish classes and would love to continue with them.

What were you like as a student in college?

 I only went to college because I received a scholarship, so I was a really hard-working student because I felt like I’d been given this gift. I also had to work quite a lot outside of the classroom (I was the student manager of our campus dining hall) so I had to manage my time well. But I think that work ethic, and the undergraduate research experience I got in my major, really carried with me through graduate school.

It’s the first Friday of October and the weather is oh so slowly showing signs that fall is on our doorstep. Join CfT and partners across campus for a variety of programs–check out the offerings below!

No Time to Read Book Club

Tuesday, October 7th, 3:30 – 4:30 PM over Zoom

The October meeting explores chapters 1-2 from The Opposite of Cheating. The next meetings will be Thursday, November 13th and Thursday, January 8th. David Rettinger and Tricia Bertram Gallant will be joining us for the January meeting!

SPRING BOOK ALERT! Our spring 2026 book is John Warner’s More Than Words: How to Think About Writing in the Age of AI. If you are interested in a book copy, please email Victoria Russell by Friday, October 31st–we are not ordering extra books, so be sure to get your copy now!

NEST (Networks Exploring Strategies in Teaching)

Wednesday, October 8th & Wednesday, November 5th, 10:00 – 11:00 AM, CRUC 314 (Capital Room)

Missed the first meeting but interested in learning playful, low-tech teaching strategies? Reach out to Elizabeth Johnson-Young for more details.

Book Author Group

Fridays, 3:30 – 5:00 PM over Zoom (contact Brenta Blevins or Zach Whalen for the link)

Yes, this group of faculty and staff meet every Friday to work on articles, manuscripts, books, grants, dissertations–you name it! Gentle accountability and helpful brainstorming are part of the experience, but at its heart the time is all about WRITING. Give yourself the gift of 90 minutes at the end of the week and make progress on your writing goals.

SAVE THE DATE: Faculty Pedagogy Colloquium

Wednesday, November 19th, 12:00 – 1:00 PM, Seacobeck 128

“Using Breakout Learning to Re-engage Students with Online Discussions” with Alex Dunn, College of Business-Management & Marketing
Breakout Learning is an AI-powered platform that moderates scenario-based, small-group discussions using dynamic multimedia case studies, creating authentic learning experiences requiring genuine student participation and collaboration. This presentation will feature insights from Dr. Dunn’s experience working with Breakout Learning during Summer 2025 and implementing it in Principles of Management for Fall 2025. She will share how the platform addresses the challenge of students using AI to complete traditional written discussion boards. The platform’s live, interactive discussion format ensures authentic student engagement while naturally developing the Life After Mary Washington competencies of communication through real-time collaborative dialogue, critical thinking through complex scenario analysis, and leadership through guided group decision-making processes.

Please RSVP by Friday, November 7th to reserve a lunch if you are attending.

What are You Listening To?

We love a good podcast! Here are a few current episodes getting a second listen in the CfT…

The Intentional Teaching’s latest episode, “Managing Hot Moments in 2025 with Rick Moore and Bethany Morrison” is worth a listen and deep dive in the show notes, especially during a time when any topic can become a ‘hot moment’ in the classroom.

A fan of James Lang and all things ‘small teaching’? He has a podcast out of Notre Dame University called Designed for Learning. For October, he and Derek Bruff discuss teaching students when (not) to use AI. AI, Cheating, and Trusting Students to be Human is another good episode (and the guest is Tricia Bertram Gallant, co-author of our No Time to Read fall selection).

Let us know what you are listening to (professional or for fun)–we would love to share in future First Friday posts!

Research and Creativity Collaborative

CfT is pleased to share a corner of the First Friday email with the Research and Creativity Collaborative! Learn more below (care of Betsy Lewis, Director of Undergraduate Research)…

Thanks to all who came to our open house on October 1 to see the new Research and Creativity Collaborative space! What is the UMW Research and Creativity Collaborative (RCC), you may ask?  

• It’s a physical space on the main floor of Simpson Library that supports student research and creativity where students and faculty can meet, participate in events and workshops, learn about opportunities, or just hang out in a comfortable place 

• It’s a virtual space on the UMW website for current and prospective students, and for faculty mentors, with information about student research and creativity, including links to important forms for funding

• It’s a group of student researchers and their faculty mentors who believe in the formative and transformative impact of research and creativity and who come together to support and promote it at UMW 

RCC October Announcements, Events, and Workshops

• October 8: Deadline for application to the 2025 Mid-Atlantic Regional Conference for Undergraduate Scholarship (MARCUS) held November 8, 2025, Randolph College.  

• November 1: 6th Annual Network for Undergraduate Research in Virginia (NURVa) Symposium, Hurley Convergence Center, UMW  

For more information and all upcoming events, see the RCC website.

Beyond the Classroom blog: Read our recent posts on student research and creativity.  Have a great student research or creativity project or related news that you want to see featured on the BTC blog? Just fill out this simple form with a brief description of it, and upload a few photos.

Class Material Makeover Series: Digital Accessibility

DLS and CfT continue to offer 30-minute Zoom sessions on the foundational elements of digital accessibility for class materials. This month, we cover descriptive links, color and contrast, tables, and audio/video recordings. Full session descriptions and access links can be found on the Class Material Makeover Series page on UMW Learn.

If you are unable to make a session, recordings are posted (allow up to one week from session completion). You can also find a ‘learn at your own pace’ guide on the UMW Learn Digital Accessibility page.

AI in October

Mark your calendars for two events sponsored by the Center for AI and the Liberal Arts:

• Tuesday, October 28th, 12:00 PM: AI Workshop-Creating GPTs and Gems
• Wednesday, October 29th, 7:00 PM: Reclaiming Human Intelligence in the Age of AI-Plural Futures for Education and Society (Guest Lecture by Dr. Alan Coverstone)

Get more details (and access to past program recordings) on the Center for AI and the Liberal Arts website.

CfT’s next First Friday message will go out on Friday, November 7th. In the meantime, do not hesitate to schedule a consultation, drop by Seacobeck 209, or reach out directly to Victoria or Elizabeth.

Faculty Development Events Calendar

The CfT Events Calendar is the home for all of your faculty development opportunities during the year. Working with partner offices across campus, we plan to have as many events as possible available at the start of the semester so you can mark your calendars and make plans early. Check out what is planned from now through November!

Call: Faculty Pedagogy Colloquium

Faculty Pedagogy Colloquium are midday or afternoon gatherings for sharing pedagogical research and/or teaching strategies in an open and supportive setting. Participants provide a 20-minute presentation of their project or teaching strategy, then engage in a 30-minute Q&A session with the audience.  Faculty Pedagogy Colloquium is also a great forum for rehearsing teaching-focused conference presentations.

If you are interested in presenting, please complete the Faculty Pedagogy Colloquium form. The preferred deadline is Friday, September 26th but applications are accepted on a rolling basis throughout the year. Contact the Center for Teaching if you have questions or need more information. 

No Time to Read Book Club

The No Time to Read Book Club is tackling The Opposite of Cheating: Teaching for Integrity in the Age of AI. If you requested a copy but could not make pickup during PD Day, your books should be arriving via campus mail in the next few days.

Group discussions will be over Zoom on the following days (all sessions 3:30-4:30 PM):

• Thursday, October 2nd (chapters 1-2)
• Thursday, November 13 (chapters 3-4)
• Thursday, January 8 (chapters 5-7)

All are welcome, even if you didn’t read!

NEST Interest Meeting TODAY (11:00 AM in Panera)

Networks Exploring Strategies in Teaching (NEST) is a group that uses monthly meetings and classroom visits to explore and analyze different teaching approaches and strategies. Curious what is involved or want to learn how to participate during the fall semester? Elizabeth will be in the Panera on Friday, August 29th (today!) from 11:00 AM – 12:00 PM to answer questions and share details.

If you can’t make today’s session, reach out directly to Elizabeth (ejohnso6@umw.edu) to find out more information.

Book Authors Group Resumes September 5th

Working on a book proposal, manuscript, article, or dissertation? Looking for a friendly group that provides gentle accountability towards your weekly writing goals? The Book Authors Group, facilitated by Zach Whalen (Communications & Digital Studies) and Brenta Blevins (English & Linguistics), meets every Friday over Zoom from 3:30-5:00 to support focused writing time and progress. This group gets results!

Contact Zach (zwhalen@umw.edu) or Brenta (sblevin2@umw.edu) for the Zoom link or more information.

AI Workshop Series

Anand Rao (Communication & Digital Studies and Director, The Center for AI in the Liberal Arts) is offering a series of workshops this fall demo-ing AI tools and their application for classroom learning. Sessions will be over Zoom and recorded–check out the September sessions below.

Using Deep Research (Tuesday, September 16th, 12:00 – 1:00 PM)

This hands-on workshop will demo various deep research tools, explore how they work, and outline potential classroom applications. We’ll also examine their limitations and concerns, helping instructors thoughtfully integrate these tools into teaching and learning. 

Using PlayLab in Class (Tuesday, September 30th, 12:00 – 1:00 PM)

This AI workshop will focus on PlayLab.ai, and we’ll demonstrate how PlayLab can be used to engage students and enhance classroom learning with student–created bots and tools. We’ll also discuss its limitations and suggestions for assignments, offering instructors practical insights for thoughtful integration. 

AI and the Environment Debate

Tuesday, September 16th, 3:30 – 5:00 PM in the HCC Digital Auditorium

Join us for a lively public debate on AI and the Environment, featuring UMW faculty Kaitlyn Haynal (Communication and Digital Studies) and Mike Reno (Cultural and Philosophical Inquiry) as they explore concerns about the environmental impacts of artificial intelligence development and use. The event is open to all and includes time for audience questions and discussion. 

PD Day AI Session Recordings

We are pleased to share recordings for the following PD Day AI sessions:

• Writing and Thinking Critically and Rhetorically with AI (Leah Schweitzer)
• AI Tools for Academic Research: New Developments for 2025 (Peter Catlin and Elyse Ridder-Roe)
• AI Update: What You Need to Know Before Fall Semester (Anand Rao)
• Provost Panel: AI in the Liberal Arts (Tim O’Donnell with Krystyn Moon, Scott Powers, Mike Reno, and Maya Mathur)

The recordings may be accessed via a password-protected webpage. Please see your First Friday email for the password or reach out to the Center for Teaching for assistance.

Understanding and Practicing the STAR Method for LAMW Reflection

Thursday, September 11th, 4:00 – 5:00 PM via Zoom

This interactive workshop introduces faculty to the STAR Method (Situation, Task, Action, Result), a powerful tool for helping students articulate their Life After Mary Washington competency experiences. Participants will learn about the STAR Method and think about how to craft effective prompts that guide students in transforming classroom experiences into compelling, structured stories. Faculty will leave with ideas for how to use the STAR Method in their classes and practical preparation tools that can be implemented in their courses to better prepare students for professional success.

Going Accessible: Audio and Video Projects

Tuesday, September 23rd, 12:30 – 1:30 PM in HCC 407 (registration form)

Title II accessibility requirements become mandatory on April 24, 2026, and digital assignments are not exempt! In this session, the Digital Learning Support (DLS) team will cover what you (and your students) need to consider when designing and completing accessible audio and video assignments (like podcasts and video essays). These techniques can also be applied to audio or video lectures recorded for your classes.

Lunch will be provided upon request to those that register before 12 noon on Friday, September 19th.

Other CfT Happenings

• New Faculty Monthly Meetup: Wednesday, September 10th, 4:00 – 5:00 PM in Seacobeck 128
• CfT Consultations: If you would like to schedule a 30-minute session (in-person or virtual) to discuss teaching solutions and ideas, use the online consult scheduler. If you can’t find a day/time that works with your schedule, reach out to CfT directly and we’ll be happy to work with you.

We hope you are having a great start to the semester! The next First Friday post will go out on Friday, October 3rd.

 

Teaching and Learning Day: May 13th

Plan on joining faculty and staff from across campus for Teaching and Learning Day on May 13th from 9:30 AM – 4:00 PM in Seacobeck Hall and the HCC-Digital Auditorium. From AI and LAMW to constructive dialogues and Canvas New Quizzes, there is something for everyone.

NOTE: The session descriptions are updated with presenters for the Pedagogy Playground–a new format for faculty to share interesting activities and assignments. Several recipients of the Provost AI Learning Excellence Grant and the NEH Spotlight on the Humanities grant will be sharing their projects.

Reserve your spot for all sessions by Friday, May 9th (and encourage a friend to join you, too!).

Book Authors Writing Retreat: May 14th

Get a jump on your summer writing plans (or finish your FAAR) at the Book Authors Writing Retreat on May 14th from 9:00 AM – 3:00 PM in Seacobeck Hall. ALL WRITERS ARE WELCOME! Come and go as your schedule permits. Spaces will be available for individual and team writing, as well a social space in the Dome Room with an all-day beverage and snack station. Let us know you plan to attend any portion of the day–and, of course, bring a friend who always says they need to write but never finds the time. 🙂

CfT Summer 2025 Small Teaching Grants

Congratulations to the following faculty who will receive CfT Summer 2025 Small Teaching Grants:

• Kalpesh Bhatt (Art History, Anthropology, Classics, Philosophy, & Religious Studies)
• Maria Laura Bocaz (Modern Languages & Literatures)
• Nicole Crowder, Sarah Smith, & Leanna Giancarlo (Chemistry & Physics)
• Alex Dunn (Business)
• Samira Fallah (Business)
• Caitie Finlayson (Geography)
• Theresa Grana (Biological Sciences)
• Kaitlyn Haynal (Communication & Digital Studies)
• Debra Hydorn (Mathematics)
• Jennifer Magee (Mathematics)
• Sean McDonald (Education)
• Ginny Morriss (Biological Sciences)
• Hilary Stebbins (Psychological Sciences)
• Melissa Wells (Education)

Look for presentations about their projects at a CfT event in 2025-2026!

AI Provost Learning Excellence Grant

Congratulations to the following faculty who submitted projects after semester- and year-long work integrating AI into their course activities and assignments:

• Swati Agrawal (Biological Sciences)
• Karen Anewalt (Computer Science)
• Kalpesh Bhatt (Art History, Anthropology, Classics, Philosophy, & Religious Studies)
• Brenta Blevins (English & Linguistics)
• Rachel Bowman & Jennifer Walker (Education)
• Gonzalo Campos Dintrans (Modern Languages & Literatures)
• Coorain Devin (Studio Art)
• Erin Devlin (History & American Studies)
• Amrita Dhar (Economics)
• Samira Fallah (Business)
• Caitie Finlayson (Geography)
• Jackie Gallagher (Geography)
• Rachel Graefe-Anderson (Business)
• Surupa Gupta (Political Science & International Relations)
• Kaitlyn Haynal, J.D. Swerzenski, & Zach Whalen (Communication & Digital Studies)
• Christy Irish (Education)
• Betsy Lewis & Patricia Orozco Watrel (Modern Languages & Literatures)
• Kashef Majid (Business)
• Chris McBride (Psychological Sciences)
• Sean McDonald (Education)
• Marco Millones Mayer (Geography)
• Sarah Morealli (Earth & Environmental Sciences)
• Suzanne Nguyen (Chemistry & Physics)
• Katherine Parker (Historic Preservation)
• Alexis Rutt (Education)
• Suzanne Sumner (Mathematics)
• Melissa Wells (Education)
• Robert Wells (Music)
• April Wynn (Biological Sciences)

The first set of project presentations will occur at the Pedagogy Playground sessions on May 13th at Teaching and Learning Day. Look for the remaining grant recipients at CfT events during August Preweek and the next academic year!

CfT Summer Plans

The Center is available during the summer months for consultations and course design support, either in-person in Seacobeck 209 or over Zoom. Reach out for an appointment, or pop in if you are on campus.

We hope you have a relaxing summer–see you soon!

Faculty Spotlight: Christine Henry and Andrea Smith

What do historic preservation and podcasting have in common? A love for storytelling! This month’s faculty spotlight features two professors from the Historic Preservation department, Dr. Christine Henry and Dr. Andrea Smith, who are making history come alive—both in the classroom and through their own podcast. In their own unique style, they are giving us their faculty spotlight answers in podcast form. Check out Faculty Spotlight link to hear them discuss why preservation matters, share hands-on experiences from the field, talk about their dream course (it involves an RV), and give advice to students interested in the field.

Faculty Pedagogy Colloquium (RSVP form)

“The ‘Elements’ of Success: Building Comfort and Skill in Mathematics for Future Science Courses” with Leanna Giancarlo, Associate Professor-Chemistry & Physics and Kelly Perkins, Senior Lecturer-Mathematics
Wednesday, April 9th (rescheduled from our February snow day)
3:00 – 4:00 PM in Seacobeck 139
This presentation will discuss supporting students interested in science careers in terms of their math and science preparation by providing more options for a first course (pathway) in science/math. In particular, we will describe the implementation of changes in the MATH 120 curriculum to correlate with preparing future science majors for their General Chemistry coursework. Strategies employed in MATH 120 and CHEM 101, an existing pathway course, will be compared in terms of the potential for successful trajectories to later science courses.

Summer 2025 Small Teaching Grants

The Center for Teaching is pleased to announce small summer teaching grants for full-time teaching faculty to support course development and revisions. Fifteen $1000 grants are available. Faculty should consult their inboxes for details. Please reach out to the Center for Teaching with questions.

SAVE THE DATE: May Teaching and Learning Day

Plan to join us on Tuesday, May 13th from 10:00 AM – 4:00 PM for Teaching and Learning Day! Plans are being finalized for concurrent sessions filled with ideas to bring new energy to your fall classes. The full schedule and registration will be in your inbox on Friday, April 18th.

SAVE THE DATE: May Writing Retreat

The Book Authors Group is sponsoring a writing retreat on Wednesday, May 14th from 9:00 AM – 3:00 PM in Seacobeck Hall. Group and individual writing spaces will be available as well as an all-day coffee/tea and snack buffet. Any and all writing projects are welcome–book chapters, articles, FAARs, dissertations, grant proposals, you name it! Registration will be available on the Teaching and Learning Day RSVP forms going out in two weeks, but walk-ins are also welcome.

Faculty Events Calendar

Tired of trying to find CfT and partner event details in your inbox? Can’t remember if a workshop is in Seacobeck or the HCC? CfT has a solution for you!

CfT is soft-launching a professional development calendar starting this month with a full roll-out beginning in August. The calendar will be a central location for speakers, workshops, and presentations. You can also use the calendar for planning events–no more emailing the Center for Teaching wondering if your event or speaker clashes with something on the schedule. Bookmark the site and see what is still coming up this semester. You can also subscribe through your Outlook or personal online calendar. Details about how to get YOUR event on the calendar will be distributed this August.

Provost AI Learning Excellence Grant

Feedback sessions must be completed by Friday, April 17th! The following group peer feedback sessions are scheduled and you do not need register in advance:

• April 8, 4:00 – 5:00 PM (Seacobeck 128)
• April 9, 12:00 – 1:00 PM (Seacobeck 151)
• April 10, 12:30 -1:30 PM (Seacobeck 151)
• April 17, 12:30 – 1:30 PM (Seacobeck 151)

If you cannot make a group peer feedback session, please schedule a consultation using our Bookings link.

All grant projects must be submitted by Friday, April 25th using the submission form. If you have questions, please reach out!

Other CfT Happenings…

• New Faculty Monthly Meetup: Wednesday, April 9th at 4:00 PM in Seacobeck 151 (focus: advising)
• NEST: Friday, April 18th in Farmer Hall, CDS Conference Room. Contact Elizabeth for time and more details
• UMW NEH AI Grant Cohort: Check your email next week–we will be rescheduling our next cohort meeting!
• Book Author Group: Every Friday at 3:30 PM via Zoom. Contact Brenta Blevins or Zach Whalen with questions or for the meeting link.
• CfT Consultations: If you would like to schedule a 30-minute session (in-person or virtual) to discuss teaching solutions and ideas, use the online consult scheduler. If you can’t find a day/time that works with your schedule, reach out to CfT directly and we’ll be happy to work with you.

What do historic preservation and podcasting have in common? A love for storytelling! This month’s faculty spotlight features two professors from the Historic Preservation department, Dr. Christine Henry and Dr. Andrea Smith, who are making history come alive—both in the classroom and through their own podcast. In their own unique style, they are giving us their faculty spotlight answers in podcast form. Check out the link below to hear them discuss why preservation matters, share hands-on experiences from the field, talk about their dream course (it involves an RV), and give advice to students interested in the field.

Check out their conversation and the transcript using this Dropbox link.

You can follow their podcast, “Verdigris with Rae & Andi”, via their website or wherever you get your favorite podcasts.

Find UMW faculty development events at CfT’s Event Calendar! Subscribe to stay up-to-date with CfT and partner programming.