Out of the Nest

While you are soaking up the last days of Spring Break, CfT is gearing up for March and its usual busy-ness. As you set your preregistration advising schedule, make a bit of room to join your colleagues and attend a CfT or partner session!

Faculty Spotlight: We were on a break!

Our Faculty Spotlighter is getting a much needed break so we decided to pause the column until her and our Spotlight-ee’s return to campus. We’ll see you in April!

Faculty Pedagogy Colloquium (RSVP form)

“Creating a Sustainable Gene Editing Module for Genetics” with April Wynn, Associate Professor-Biological Sciences and Ginny Morriss, Assistant Professor-Biological Sciences
Monday, March 31st
3:30 – 4:30 PM in Seacobeck 151
Gene editing technology is rapidly changing the landscape of scientific research and having a firm grasp on this technology can position UMW students to be competitive and successful After Mary Washington. CRISPR-Cas9, can be used to efficiently and selectively edit genes in living organisms. The best way for students to understand this technology and to fully grasp its power is to work with the technology itself. Our project was to significantly revise the General Genetics Laboratory to introduce a sustainable CRISPR/Cas9 laboratory module to our students as a foundational experience.

“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.

March AI + AI Grant Workshops

Other CfT Happenings…

• New Faculty Monthly Meetup: Wednesday, March 12th at 4:00 PM in Seacobeck 151 (focus: research)
• UMW NEH AI Grant Cohort: Monday, March 24th at 4:00 via Zoom
• 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.

Faculty Spotlight: Marcus Leppanen

What drives an award-winning professor to forge meaningful connections with their students? How can a meme set the tone for learning? This month, we’re excited to spotlight Dr. Marcus Leppanen from the Department of Psychological Sciences, whose outstanding contributions earned him both the Young Faculty Award and the Mary W. Pinschmidt Award.

February AI Workshops

AI workshops will be held via Zoom. Registration is not required to attend and is open to all faculty and staff.

AI Lab Sessions

Join us for informal ‘office hours’ to brainstorm ideas and strategies for using AI in the classroom. Members of CfT and DLS will be available to answer questions and discuss ideas. If you are working with a team on the Provost’s AI Learning Excellence Grant, AI Lab Sessions can be a great way to get together to work on your project.

• Thursday, February 6th, 3:30-4:30 PM in Seacobeck 128
• Tuesday, February 11th, 4:00 – 5:00 PM via Zoom
• Monday, February 17th, 4:00 – 5:00 PM via Zoom

Faculty Pedagogy Colloquium (RSVP form)

Faculty Pedagogy Colloquium is a forum for faculty to share strategies and innovations in their classrooms with the larger UMW community. After presenters offer an overview of their teaching strategies or research, the audience engages in a Q&A. Due to limited seating, participants are asked to RSVP. Please join us for our February presentation!

“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, February 12th
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.

LAMW Competency of the Month: Teamwork & Collaboration

Other CfT Happenings…

• New Faculty Monthly Meetup: Wednesday, February 12th at 4:00 PM in Seacobeck 151.
• UMW NEH AI Grant Cohort Meeting: Monday, February 3rd at 4:00 PM via Zoom.
  • Don’t forget about the cross-institutional office hours on Wednesday, February 5th at 3:00 PM. Be sure to introduce yourself on Slack and check in with your assigned group!
• NEST: Friday, February 21st at 11:00 AM in HCC 210.
  • NEW MEMBERS WELCOME! Contact Elizabeth with questions.
• 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.

Look for the next First Friday post on Friday, March 7th!

What drives an award-winning professor to forge meaningful connections with their students? How can a meme set the tone for learning? This month, we’re excited to spotlight Dr. Marcus Leppanen from the Department of Psychological Sciences, whose outstanding contributions earned him both the Young Faculty Award and the Mary W. Pinschmidt Award.

Over the past year, you’ve received both the Young Faculty Award and the Mary W. Pinschmidt Award, which highlight your exceptional teaching and ability to connect with students. What keeps you motivated in the classroom, and what do you think are the keys to building meaningful connections with your students?

While it might sound cliché, what keeps me motivated in the classroom is the students. I have had many days where I was not feeling up to going to a class, but after interacting with the students I almost always end up feeling better. Their genuine interest in learning and in me as a person really motivate me to give them my best effort. I think what helps with building meaningful connections is seeing the students as people first and students second. I try to start every class asking my students how they are doing (usually with a smattering of thumbs up or thumbs down in response) but when they ask me back it energizes me to have a good class. Equity in the classroom is important and having guidelines for students to follow is important, but there are ways to maintain those things while putting individuals first. My approach to teaching is to show the students that learning is fun and interesting, and that examples do not have to be boring. I think that attitude helps me to connect with them. I also think you have to want to be approachable and students pick up on that.

In what ways do you see your research and teaching informing one another?

I am trained as a cognitive psychologist. What that means is that I am interested in how people think and how thinking affects behavior. My graduate training and much of my research career has focused on memory. The goal of instructors is for students to learn, so having an understanding of what leads to stronger memories allows me to directly put my training into practice with how I develop assessments. At the same time, I am currently doing research looking at how eye movement behaviors during test taking are related to testing anxiety and test performance. I see how many students are anxious about testing in the classroom and have used those observations to drive a new line of research. I somewhat lucked into a career where my research and my teaching are pretty much directly related.

Can you share a time when you took a risk by trying something new in the classroom? What encouraged you to try it, and what was the outcome?

For me, one of the biggest risks I have taken was in how I assess my students. I was teaching my Cognitive Neuroscience class and really needing something to assess students on besides quizzes and a paper. I had never created a novel assignment from scratch before, but was encouraged by what I know about learning to make an assignment. I developed what I called a “Share the Knowledge” assignment. For the assignment, students are asked to have informal conversations with someone about what they are learning in class and then write a reflection on how it went, but also what it taught them about their own knowledge. The outcome of the assignment has been really exciting! The reflection papers are fun to read instead of the typical assignment we dread grading as faculty. Students seem to enjoy the activity and many will anecdotally write about how much they liked the practice of talking about class content. Students “accidentally” get exposed to different viewpoints through these conversations and they often notice that happening. I have also learned that the assignment is a low-stakes way to assess student writing while also being something that discourages the use of AI. I use the assignment in multiple classes because it is not about the content, it is about the process and the skills the students are practicing.

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

What has, and continues to, prepare me for effective teaching is having a group of colleagues who also care about teaching well. I find I am able to talk about my ideas to get feedback but that I also learn new ideas from talking with them.

Who was your favorite teacher?

I have had a lot of great teachers, but my favorite was Mr. Nelson. He was my High School earth sciences teacher. He always demonstrated a passion for his content while also taking the time to be interactive with his students. He made me laugh, but I also learned a lot. Because of him I almost went to college for Geology!

What is your favorite way to start a class?

I start all of my classes with a meme. I think getting students to chuckle about something unimportant at the start of class can help put them in a better mood for learning.

8 a.m. class or 4:00 p.m. class?

As someone who commutes 35 minutes to campus, definitely a 4:00pm class!

What is your favorite UMW class to teach? Why?

I think my favorite class to teach is Cognitive Neuroscience. I have always been fascinated by the brain and getting to talk to students about how biology is related to psychology is a fun challenge.

What would be your dream class to teach?

I would love to be able to teach a semester-long class just on memory. I was able to do that during my post-doc and it was great. There are so many nuances to how memory works that you just cannot get through in one week of class, so I would really enjoy getting to dive deeper into memory again.

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

My biggest piece of advice would be to use the resources you have available to you and be curious. Many of the connections I have on campus have come from attending workshops put on by the Center for Teaching. Wanting to learn about how other people teach is a great way to improve your own teaching, feel more supported in a new environment, and develop connections within the campus community.

What podcast would you currently recommend? (or book/show/etc.)

I hate to admit I have only been reading fictional crime novels lately! James Patterson is always one of my go-tos.

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

I recently learned that there is an American Studies class being taught about baseball that sounds absolutely fascinating to me. However, I have been told I need to wait until the next iteration before I do.

What were you like as a student in college?

I was a prototypical quiet student in college. I made a point to always show up to my classes, take notes, and get my work done on time, but I never raised my hand or participated unless I absolutely had to. I liked tests and thought of them as a way to challenge myself to see how much I knew about what I was learning. While my faculty never would have known, I enjoyed being in class and hearing an expert talk about something that was new to me. Learning is fun for me and that motivated me to try hard while I was in college.

Faculty Spotlight: Elizabeth Johnson-Young

We turned the tables on CfT’s Associate Director and put her in our December Faculty Spotlight! Learn about Elizabeth’s work in CfT, how her influence is extending beyond UMW, and her favorite place to fill all the travel mugs she carries around campus.

Wine and Refine: Tuesday, December 10th (RSVP form)

LAMW Competency of the Month: Digital Fluency

Our students demonstrate Digital Fluency when they:

• gain experience with the tools of digital creation
• practice creating content and using digital tools ethically and effectively
• recognize how what you do online impacts your online identity

We can help our students develop their Digital Fluency by:

• incorporating class projects that allow students to build websites, create podcasts, record videos, and design graphics to represent their learning
• engaging in discussions about the ethical uses of digital tools and platforms, such as AI
• offering feedback on how digital content best addresses audiences and how it contributes to larger storytelling perspectives
• reflecting on the impact of digital content on personal and professional identities

For more classroom-specific ideas, check out these resources:

• Digital Learning Support (DLS) Supported Toolbox guides (including excellent resource pages for digital-specific assignments under the Workshop section)
• UMW Learn Artificial Intelligence Resource Page
• ReFocus Online (UMW’s response to online teaching during Covid–the ideas and resources are still relevant today!)

Writers’ Retreat: Wednesday, December 18th (RSVP form)

Join the Book Author’s Group for a Writers’ Retreat on Wednesday, December 18th from 9:00 AM – 3:00 PM in Seacobeck Hall!

Work among other writers in Seacobeck 151 or utilize a reserved small study space in the center of the building for individual and small group private writing sessions. Seacobeck’s Dome Room will serve as our ‘break room’, offering coffee, tea, juice, and water as well as an assortment of snacks all day.

ALL writers and writing projects are welcome! Come and go as your schedule permits. Contact Brenta Blevins or Zach Whalen if you have any questions.

Provost AI Learning Excellence Grant: Reminder and FAQs

If you plan to submit an activity or assignment for the Provost’s AI Learning Excellence Grant, please complete your participation survey by Friday, December 13th. We currently have 35 faculty signed up!

We have fielded several questions about the AI Grant program since its announcement last month…

Is the grant only open to tenure track faculty?

No! All teaching faculty may participate.

Can we work in teams to develop one assignment?

Yes, however teams are limited to 4 faculty members. All team members will receive the full stipend. We encourage faculty sharing course sections or who teach a similar curriculum-specific course (e.g., FSEM, WI, etc.) to collaborate on common assignment templates. The team approach is also a great way to include adjunct faculty members as departments and programs develop their approaches to AI.

What if I don’t have an assignment in mind–can I still participate?

Yes! This initiative is designed specifically for anyone who has not fully worked out how to best integrate AI into a course. You will have time to think through issues, see different approaches, and design an assignment.

What is required to receive the stipend?

Three requirements must be met to receive the grant stipend:

• Attend a Getting Started Session the first week of classes (multiple virtual sessions will be offered throughout the week)
• Receive feedback on your draft assignment/activity in March-April
• Submit your assignment/activity with cover sheet by Friday, April 25th

My schedule is bananas–what if I can’t attend workshops during the spring semester?

Workshops are optional. Each month, content-focused virtual workshops will focus on AI integration with one of three LAMW competencies: Communication, Teamwork & Collaboration, and Critical Thinking. Content workshops will be recorded and uploaded to the grant’s Canvas site. All participants will be invited into the Canvas site by December 18th.

In addition, we will offer monthly in-person and virtual ‘lab’ sessions for project brainstorming and feedback. These sessions will be great for teams and discipline-based faculty to work together. Lab sessions will be set after surveying the cohort in January. Lab sessions will not be recorded.

Please reach out to the Center for Teaching with any questions you have about the grant program. The slide deck from Monday’s information session contains additional details.

January Preweek AI Virtual Workshops (Registration form)

Join us as we kick off the Provost’s AI Learning Excellence Grant with a short series of virtual workshops and meetups January 7-10th. Workshops will focus on foundational AI skill development and effective uses for specific learning outcomes. Check out the session descriptions and be sure to register by Monday, January 6th at noon.

Spring AI workshops will be announced in January–stay tuned!

DLS January Preweek Sessions

Join DLS during January Preweek for some less AI-centric digital learning sessions. If you rely on Canvas quizzes or want to explore digital assignment design, be sure to review the offerings below.

Transitioning to Canvas New Quizzes (Registration form)
Tuesday, January 7th, 11:00 – 11:50 AM via Zoom

Time is running out! Canvas has introduced a new quizzing system called “New Quizzes,” which will replace the current “Classic Quizzes” within the next year. If you have quizzes in the Classic format that you wish to continue using, they must be migrated to New Quizzes before Classic Quizzes are phased out. This workshop will guide you through the features of New Quizzes and provide step-by-step instructions on how to convert and migrate your existing Classic Quizzes. 

Digital Assignment Jam, Including AI! (Registration form)
Craft A Project You Can Implement Spring Semester (or later… no pressure!)
Tuesday, January 7th, 12:30 PM – 2:00 PM in HCC 410
Workshop is capped at 15; Boxed lunch provided to those that register by December 17th

This open work session will provide instructors with an opportunity to bring their digital assignment ideas and develop them for implementation into a course. We will also be exploring AI tools that could be incorporated into these assignments. Time will be allotted for faculty to bounce ideas off one-another, as well as members of Digital Learning Support and the Digital Knowledge Center. We will work through ideas, provide guidance, and explore the many ways we can support your project. The session will be informal, but we hope that by the end of it you’ll have an assignment ready to go for the semester.

Looking Ahead: Spring 2025 Faculty Pedagogy Colloquium (RSVP form)

Faculty Pedagogy Colloquium is a forum for faculty to share strategies and innovations in their classrooms with the larger UMW community. After presenters offer an overview of their teaching strategies or research, the audience engages in a Q&A. Due to limited seating, participants are asked to RSVP. Lunch or an afternoon snack is offered.

We are pleased to share our Spring 2025 presenters–join us to hear about great teaching across campus.

“Minecrafting the Past: Sandbox Games and Historical Exploration” with Susan Fernsebner, Professor-History and American Studies
Monday, January 27th
12:00-1:00 PM in Seacobeck 139
How might we make the best use of digital play spaces and sandbox games as a site for exploring history? This talk will introduce the ways in which Minecraft has been used in a recent History course focused on lived architectures of 19th and early 20th century China. We’ll explore approaches to group work, digital environments, and crafting a 3-D vision of the past as a form of exhibition.

“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, February 12th
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.

“Creating a Sustainable Gene Editing Module for Genetics” with April Wynn, Associate Professor-Biological Sciences and Ginny Morriss, Assistant Professor-Biological Sciences
Monday, March 31st
3:30 – 4:30 PM in Seacobeck 151
Gene editing technology is rapidly changing the landscape of scientific research and having a firm grasp on this technology can position UMW students to be competitive and successful After Mary Washington. CRISPR-Cas9, can be used to efficiently and selectively edit genes in living organisms. The best way for students to understand this technology and to fully grasp its power is to work with the technology itself. Our project was to significantly revise the General Genetics Laboratory to introduce a sustainable CRISPR/Cas9 laboratory module to our students as a foundational experience.

Join us for January Preweek virtual workshops to jumpstart the Provost’s AI Learning Excellence Grant. Workshops focus on foundational AI skill development and exposure to AI tools for different learning outcomes.

All faculty and staff are welcome to attend. Registration for all workshops closes on Monday, January 6th at noon.

Sessions may be accessed through a single Zoom link (see CfT December First Friday email or your registration form receipt). Please email vrussel3@umw.edu if you have difficulty joining any sessions.

Click the triangle next to each date to see available sessions and descriptions:

Tuesday, January 7th

10:00 – 11:00 AM: To AI or Not to AI?: It’s a Real Question

How do we decide where and when to use AI in class assignments and activities? In this session, we’ll examine how current AI tools can maximize specific kinds of learning goals and where the tools fall short. Participants will begin to draft personal decision-making frameworks for AI use and discussion with students. #CriticalThinking

Wednesday, January 8th

10:00 – 10:50 AM: Welcome to the AI Thunderdome

Join Digital Learning Support and Digital Knowledge Center staff as we use different Generative AI platforms and compare their abilities. We’ll explore multiple approaches to your questions like how to create assignments, do research, approach daily work, or help build courses. We will compare the results we get from the different platforms and repeat the process with new questions. #DigitalFluency

11:00 AM – 12:00 PM: AI Tools for Academic Research

In this session, UMW librarians will demo several different AI tools that promise to assist with academic research (https://library.umw.edu/SimpsonAI). We will review what the tools can do, what their limitations are, and what you should know about how you and your students can use them. Attendees will have an opportunity to experiment with these tools and share their experiences with the group. It may be a good idea to create a free account with tools Consensus (https://consensus.app) and/or Elicit (https://elicit.com/) before the session. #CriticalThinking

2:00 – 3:00 PM: WI and AI–Working Through the Contradictions

In writing intensive courses (or any course which assigns writing), it can seem counter-intuitive to allow any use of AI; while you’re not alone in wanting to keep AI out of the writing classroom, the reality is our students are using it.  So how do reconcile what seem to be competing interests? This session will provide some practical ideas for how to incorporate AI into your writing assignments in ways that don’t compromise the integrity of teaching writing as well as how to help students think critically about what AI can and, more importantly, can’t do for them. We will also touch on how to assess writing assignments that utilized AI. #Communication

Thursday, January 9th

10:00 – 11:00 AM: AI Prompting 101-Getting the Most from AI Tools

In this session, you will learn best practices for crafting precise and effective AI prompts. We will discuss iterative prompting, the value of context, and how to avoid common pitfalls. Participants will have time to practice and refine their prompting skills. Resources to support student skill development in AI prompting will also be shared. #DigitalFluency

Small Group Brainstorming

Gather with a small group of colleagues for open-ended brainstorming and discussion about AI issues relative to your classes facilitated by the Center for Teaching. Sessions will be limited to 10 faculty. Reserve your spot early! #TeamworkCollaboration

Session #1: 1:00 – 2:00 PM

Session #2: 2:30 – 3:30 PM

Session #3: 4:00 – 5:00 PM

Friday, January 10th

Individual Consultations

Schedule a 1:1 appointment with the Center for Teaching to discuss your individual class assignment. Consultations are a great way to work through and synthesize ideas shared during the week. Individual consultations are virtual and are scheduled through the CfT online appointment scheduler. #TeamworkCollaboration

This month, we’re turning the tables on Elizabeth and shining our Faculty Spotlight on her! As the Center for Teaching’s Associate Director, her work helps to extend our support to more faculty and departments. Read below to learn about Elizabeth’s role in the Center for Teaching, how her work is extending beyond UMW, and what fills all the travel mugs you see her carrying around campus.

You started working with the Center for Teaching as a Faculty Fellow and are now its Associate Director. Tell us a little bit about the projects/programs you facilitate.

Over the past few years with Center for Teaching, I’ve facilitated a couple of programs on assessment, including ungrading and alternative assessment. My favorite program, though, is NEST, which consists of an interdisciplinary group of faculty from across campus that meets monthly to talk all things teaching and, importantly, visit each others classes for nonevaluative observations and debriefs. NEST just finished up its 6th semester run and it continues to help me think about new and creative ideas and solutions for the classroom. 

Editor note: Elizabeth is also the lead facilitator for the year-long new faculty orientation program and sits ex-officio as the CfT representative on the Distance and Blended Learning committee. She serves as a liaison to the Center for Community Engagement supporting faculty development efforts with the CCE Director, Sarah Dewees. Elizabeth also makes sure that August Preweek PD Day and May Teaching and Learning sessions run smoothly while often presenting sessions on play, assessment, and managing teaching expectations.

What are your areas of research and how do they connect to your classroom teaching?

I research family health communication and use social science research methodologies. I often bring in what I learn and examples from my research into classes to demonstrate the research process, show mistakes and edits, and for disciplinary examples depending on the course. 

We talk a LOT about AI in the CfT. Do you incorporate AI into your classes? How do you decide whether or not to use AI?

I sometimes incorporate AI into my classes.  For right now my method of deciding about using it or not is based on the individual class and purposes of assignments. In research methods this semester, I encouraged some students to use Copilot to help edit their research questions and to think about key search terms for library research. I think it’s helpful to talk with students about the when, what, and why AI use may or may not be appropriate for an assignment based on our objectives. I’m busy brainstorming ways to incorporate it into small group deliberations for next semester, as well, so we’ll see where that goes! I know my approach will continue to adapt. 

Recently, you were asked to serve on a teaching panel at the National Communication Association conference focused on mentoring Ph.D. students and early career faculty. Can you tell us a little bit about it?

At NCA I participated in a pre-conference day focused on mentorship in the Health Communication division for graduate students and early career faculty in the discipline. I was asked to speak to the larger group about experiential learning and pedagogical approaches in the classroom. I also took part in small group discussions throughout the day focused on teaching, collaboration in research, and other kinds of career advice. It was a great experience, and I’ve even heard from a few of the graduate students I spoke with. 

Who was your favorite teacher and why?

I have so many, but I’ll go with who comes to mind first—Mrs. Jones who was my 7^th and 8^th grade English teacher, as well as my homeroom teacher at least one year. She had the perfect balance of warmth and rigor, and I think each of us felt seen and respected by her. You knew she was truly in our corner and believed in you. Gratefully, I’m still in touch with her. 

8 AM or 4 PM class? Why?

8AM for sure—-I am an early riser and by 4pm I’m beginning the slow fade for the day. 

What is your favorite UMW class to teach?

I have a few, but Health Communication might be my favorite. Yes, it’s the one most directly related to what I research regularly, so I’m passionate about it in general, but I also really enjoy the diversity of students and majors that end up represented in the class leading to richer discussions and ideas. 

What is your favorite podcast or show?

Currently, the Mr. Ballen podcast. I love the way he tells real-life mysteries in story form. 

You are often spotted with multiple travel mugs in hand. 🙂 Where is your favorite place to get coffee or tea in the area?

Always with multiple mugs! Fredericksburg has great coffee, but I’d say Agora is my favorite place.

What would be your dream program to do through CfT?

A faculty group to explore and build classes that are interdisciplinary and can be co-taught by faculty across campus.  In a dream big scenario, this would be a group that would consider process, materials, class activities, assessment, etc. and even include student participation in the group. I’ve always liked the idea of bringing students into some of our conversations and programs if it fits. 

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Faculty Spotlight (and a Special Shout Out)

This month, the Faculty Spotlight is turned low because faculty are hibernating after a busy, advising-heavy October. We’ll be back in December with our next glowing faculty profile!

The Center for Teaching congratulates Marc Williams, Assistant Professor-Theatre and Dance, for his recent certification as a Knight-Thompson Speechwork teacher! Marc is one of only 80 such certified professionals in the world. The Knight-Thompson approach honors personal uniqueness and focuses on building speech skills so the student can produce whatever sounds they need to make in order to play a role. Knight-Thompson Speechwork also embraces primary sources (native speakers) in accent analysis rather than prescribed “standard” models of an accent. The approach aligns with Marc’s stated belief that “accent work is empathy work.” Marc used a CfT Small Teaching Grant this past summer to partially fund his 3-week, full-time residency at UC-Irvine.

Faculty Pedagogy Colloquium (RSVP and lunch request)

Playing Alone: Integrating Play into Asynchronous Online Courses with Melissa Wells, Associate Professor-College of Education
Tuesday, November 12th
12:30-1:30 PM in Seacobeck 105
Are you interested in integrating playful teaching strategies but wondering how to do so in an asynchronous online course? In this session, Melissa will share her journey of incorporating play into a recent asynchronous online course. Bring your device, questions, and ideas so we can continue to learn and play–together!

Please RSVP by Monday, November 4th if you are requesting a lunch; if you are attending but do not require a lunch, you can RSVP up to November 11th. Seats are limited due to the room size.

Mark your Spring 2025 calendar for these presentations:

• January 27th, 12:00 – 1:00 PM: “Minecrafting the Past: Sandbox Games and Historical Exploration” with Susan Fernsebner (History & American Studies)
• February 12th, 3:00 – 4:00 PM: “The ‘Elements’ of Success: Building Comfort and Skill in Mathematics for Future Science Courses” with Kelly Perkins (Mathematics) and Leanna Giancarlo (Chemistry and Physics)
• March 31st, 3:30 – 4:30 PM: “Creating a Sustainable Gene Editing Module for Genetics” with Ginny Morriss and April Wynn (Biological Sciences)

Provost’s AI Learning Excellence Grant

This spring, the Provost’s Office is sponsoring an AI Learning Excellence Grant. The purpose of the grant is to encourage critical exploration of and with AI as part of a liberal arts education. A series of workshops and lab sessions during the spring semester will offer faculty support in:

• strengthening foundational AI knowledge and skills,
• evaluating the intersection of AI with Life After Mary Washington competencies,
• developing thoughtful and informed approaches to AI in the classroom.

A stipend will be offered for active participants who submit a final assignment or classroom activity for sharing with the campus community.

If you have been feeling overwhelmed about integrating AI into your teaching or want ideas to teach about AI even if you don’t want to teach with AI, then this opportunity is for you! The call for participation will be emailed to all faculty the week of November 11th.

AI Corner (Resources for Independent Exploration)

• What does AI literacy mean? Can we strategically use AI in learning, even as the technology continues to evolve faster than we can keep up? “The Future is Hybrid: How Colleges are Reimagining Learning in an AI World” poses these questions and more–an interesting read if you want to think about the big picture. (Remember: all faculty have free access to the Chronicle!).
• Marc Watkins argues in “Make AI Part of the Assignment” (another Chronicle article) that asking students to reflect upon their use of AI in the writing process introduces necessary “intentional friction” and makes them “more self-aware learners and writers”. He shares his “AI-Assisted Learning Template” as one example of how to build accountability and reflection into AI-assisted writing products.
• What can fun teach us about navigating AI and learning? Josh Brake’s Substack post “Is Learning Fun?” offers some thoughts about the allure of AI’s ease and efficiency against learning’s often necessary struggles.

AI Roundtable: Postponed

Due to low attendance, the November and December AI Roundtables have been postponed. CfT and DLS will regroup and reimagine the series for the spring semester. Thank you for the faculty who joined us for discussions earlier this semester!

LAMW Competency of the Month: Wellbeing and Mindfulness

Guest blogger: Chris McBride, Psychological Sciences and LAMW Faculty Development Committee Member

Our students demonstrate Well-Being and Mindfulness when they:

• Recognize connections among physical, emotional, mental, and other areas of wellness
• Demonstrate the ability to recognize challenges as opportunities for growth
• Use self-directed interventions to support their emotional health
• Practice self-care by effectively managing stress
• Connect with peers and join supportive communities

We can help our students develop their Well-Being and Mindfulness skills by:

• Creating course policies that promote healthy sleep patterns such as early evening deadlines rather than midnight deadlines
• Discussing well-being practices specific to our fields (financial well-being, cultural well-being, mental well-being, physical well-being, etc.)
• Providing meaningful feedback that helps students focus on mastery and growth mindset, including scaffolding assignments or the option to submit drafts prior to final submission
• Facilitating peer study groups and collaborative projects to build a sense of community
• Integrating brief stretch breaks, mindfulness exercises, or deep breathing sessions into class sessions.
• Creating a supportive classroom environment by encouraging inclusive discussions and respecting diverse perspectives
• Sharing campus mental health resources on syllabi
• Checking in with students before or after class in informal discussions

For more classroom-specific ideas, check out these resources:

• Integrating Well-Being Concepts into Learning Environments (UC-Davis guide)
• Integrating Well-Being in Your Classroom (GMU Center for the Advancement of Well-Being blog post)

Mark Your Calendar! LAMW Wine and Refine (RSVP form)

Election 2024 Resources

In the coming days and weeks, we anticipate continued discussion about the 2024 election. The following resources may be helpful as you decide whether and how to navigate discussions in your classroom:

• Teaching After an Election (Boston College Center for Teaching Excellence)
• Dialogue Activities from the Constructive Dialogue Institute (via the Longwood University CAFE blog)
• Navigating the Post-Election Period with Your Students (University of Michigan Center for Research on Teaching & Learning)
• Difficult Dialogues (Vanderbilt University Center for Teaching)

Be sure to review the email sent on Wednesday, October 30th from the Center for Community Engagement, Student Affairs, and Human Resources (via Amy Jessee) with information about resources and opportunities on Election Day and throughout next week.

Other CfT Happenings:

• New Faculty Monthly Meetup: Wednesday, November 13th at 4:00 PM in Seacobeck 151. New faculty–check your inbox for a post meetup happy hour invitation from one of your colleagues!
• AI + Assessment Learning Community: Our next meetings are coming in 2 weeks instead of our regular 4-week cycle–Wednesday, November 13th at 3:30 PM in Seacobeck 129 and Thursday, November 14th at 3:30 PM via Zoom. November tasks will be uploaded to Canvas this weekend.
• UMW NEH AI Grant Cohort Meeting: Thursday, November 21st at 3:30 PM via Zoom. Don’t forget about the cross-institutional office hours on Wednesday, November 6th at 3:00 PM (this is a change from the original calendar!).
• NEST: Friday, November 15th at 4:00 PM in HCC 210. Contact Elizabeth with questions.
• 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 (spring classes are coming!), 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.

Look for the next First Friday post on Friday, December 6th!

With Fall Break in sight, we are almost to the midpoint of the semester. It’s busy in the Center for Teaching–check out opportunities and resources that are coming this month.

Faculty Spotlight: Kyle Schultz

Curious what keeps one of UMW’s 2024 award winning professors motivated and why he avoids both 8 a.m. and 4 p.m. classes? In this month’s faculty spotlight, Elizabeth interviews Dr. Kyle Schultz, Professor of Mathematics Education. 

Fall 2024 Faculty Pedagogy Colloquium

(RSVP form and lunch request)

Faculty Pedagogy Colloquium is a forum for faculty to share strategies and innovations in their classrooms with the larger UMW community. After presenters offer an overview of their teaching strategies or research, the audience engages in a Q&A. Due to limited seating, participants are asked to RSVP. Lunch is offered and may be requested up to two weeks before the presentations.

We are pleased to share our fall presenters–join us to hear about great teaching across campus:

“The 4Ps of Accents for Actors” with Marc Williams, Assistant Professor-Theatre & Dance
Wednesday, October 30th
12:00-1:00 PM in Seacobeck 151
Marc received a Summer 2024 Small Teaching Grant to support his attendance at the Knight-Thompson Speechwork teacher certification program in Irvine, California. In this presentation, Marc will provide an overview of traditional speech training for actors, how the Knight-Thompson approach differs from traditional practice, and share an accent analysis he created as a tool for accent coaching.

“Playing Alone: Integrating Play into Asynchronous Online Courses” with Melissa Wells, Associate Professor-College of Education
Tuesday, November 12th
12:30-1:30 PM in Seacobeck 105
Are you interested in integrating playful teaching strategies but wondering how to do so in an asynchronous online course? In this session, Melissa will share her journey of incorporating play into a recent asynchronous online course. Bring your device, questions, and ideas so we can continue to learn and play–together!

Mark your Spring 2025 calendar for these presentations–details to come later this semester:

• January 27th, 12:00 – 1:00 PM: “Minecrafting the Past: Sandbox Games and Historical Exploration” with Susan Fernsebner (History & American Studies)
• February 12th, 3:00 – 4:00 PM: “The ‘Elements’ of Success: Building Comfort and Skill in Mathematics for Future Science Courses” with Kelly Perkins (Mathematics) and Leanna Giancarlo (Chemistry and Physics)
• March 31st, 3:30 – 4:30 PM: “Creating a Sustainable Gene Editing Module for Genetics” with Ginny Morriss and April Wynn (Biological Sciences)

Grading Hour

Grading Hour is a virtual workspace for completing grading and feedback. Participants sign into Zoom, share a grading goal for the hour, and then work in two 25-minute grading sprints with a short break in between.  

• Tuesday, October 8th, 3:30 PM
• Friday, October 18th, 11:00 AM
• Thursday, October 24th, 4:00 PM
• Friday, November 1st, 12:00 PM

Check your First Friday email or contact the Center for Teaching for the link.

Book Authors Group

Fridays, 3:30 – 5:00 PM via Zoom (Facilitators: Brenta Blevins and Zach Whalen)

This weekly gathering focuses on progress for any and all writing projects. Dissertations, books, grants—if it involves the need for concentrated writing, the Book Authors Group offers encouragement and accountability. This group gets results! Several books, articles, and an advance contract have developed in these weekly meetups. ALL are welcome–contact the facilitators for the Zoom link and more information.

AI Roundtable #3: Can we combat cheating with (and with) AI?

Wednesday, October 16th, 1:00 – 2:00 PM in Seacobeck 151

Join CfT and DLS for what is sure to be a spirited conversation about cheating and AI. We will consider why students cheat, the evolution and reliability of detection tools, and strategize how assignments can be designed to minimize inappropriate AI use. Teaching with AI, Chapter 6 (“Cheating and Detection”) offers one perspective on the topic and will be our common resource to jumpstart discussion.

AI Corner: Resources for Independent Exploration

• AI Roundtable Recaps are available at the UMW Learn site. Get main takeaways from AI Roundtable discussions and links to related resources. The page will be updated after each AI Roundtable.
• Curious about AI tools other than Copilot or tools that do more than generate text output? Check out this Substack post by Lance Eaton to review a ‘showcase’ and critique of newer AI tools.
• There are complex ethical issues when integrating AI into coursework. This curated set of resources from the University of Virginia’s Teaching Hub offers ideas for nuanced and purposeful AI use in classrooms. After clicking on a resource ‘bubble’, you will be taken to a page with an overview of the resource’s value and then a direct link to the article, website, or media.

October LAMW Competency: Career, Self-Development, & Professionalism

Our students demonstrate Career & Professional Development when they: 

• Proactively develop themselves and their careers through continual personal and professional learning
• Have an awareness of their strengths and weaknesses
• Understand how to find and pursue career opportunities
• Network to build relationships within and beyond UMW
• Identify and demonstrate effective work habits

We can help our students develop their Career & Professional Development Skills by: 

• Conducting course-related self-assessments identifying student’s strengths and weaknesses.
• Considering a “professionalism grade” to encourage students to practice important career-readiness skills (e.g., time management, preparedness, respect for classmates, participation in class discussions, etc.).
• Emphasizing skills students are using when completing assignments in your class.
• Asking students to set goals related to professionalism in your course. Revisit those goals throughout the semester and ask students to reflect on their progress.
• Showing students job boards, postings, job descriptions, and other career-related materials specific to your field.
• Assigning reflection questions during and after large class projects that focus on identifying how the skills they are using during the project can translate into experiences after graduation
• Tasking students with conducting informational interviews to learn about the culture of various organizations, the skills needed to be successful in that organization, and becoming comfortable with discussing their own experiences.

Other CfT Happenings

• New Faculty Monthly Meetup: Wednesday, October 9th at 4:00 PM in Seacobeck 151. We have a LOT to share this month, so please be on time!
• AI + Assessment Learning Community: Watch your inboxes early next week for updates and October tasks.
• NEST: Monday, October 21st at 2:00 PM in HCC 210. Contact Elizabeth with questions.
• Teaching with AI: Five copies remain and are available on a first come, first serve basis. Reach out to the Center for Teaching or stop by Seacobeck 209 to claim your copy!
• CfT Consultations: If you would like to schedule a 30-minute session (in-person or virtual) to discuss teaching solutions and ideas (AI or not–we like lots of different challenges!), 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.

Look for the next First Friday post on Friday, November 1st!

Curious what keeps one of UMW’s 2024 award winning professors motivated and why he avoids both 8 a.m. and 4 p.m. classes? In this month’s faculty spotlight, Elizabeth interviews Dr. Kyle Schultz, Professor of Mathematics Education. Read on to learn about his approach to teaching and his practical advice for new faculty.

This year you were awarded the Graduate Faculty Award! What do you enjoy most about working with the graduate students in your program? What keeps you motivated? 

I enjoy my students’ passion and creativity in exploring their wonderings about teaching and learning. My background is in secondary mathematics education, but I work with graduate students from all content areas and grade bands to develop and carry out their research. As a result, I get to learn a lot about other fields of education through my students and their projects. Seeing the challenges they will face as teachers and knowing the rewards of the profession refreshes my sense of purpose and motivates me.

You are also a co-PI on the Noyce grant. For those of us that aren’t familiar with it, how would you describe the Noyce grant and purpose? Do you see an impact of the grant opportunity on your teaching and students? 

Our Noyce Grant, DISCOVER, is funded by the National Science Foundation and aims to recruit secondary teachers in STEM fields. Our goal is to get university students majoring in science, mathematics, or computer science to consider a career in teaching and provide informal opportunities for them to experience what it’s like to be a teacher. For students who become DISCOVER Scholars, our grant provides significant financial support ($24,000 during each of their junior and senior years), benefits such as professional memberships and personalized mentoring, and specialized coursework focused on STEM teaching, in return for a commitment to teach in a high-needs school district after graduation. We are currently seeking to connect with UMW and GCC freshmen and sophomores interested in more information about our upcoming cohorts of Scholars.

For me, the grant has provided the opportunity to develop a new course focusing on STEM teachers’ beliefs about the nature of their disciplines and about themselves as teachers. Beliefs form and change over a long time, so giving our Scholars opportunities to reflect upon their beliefs earlier in their licensure program is a great benefit to their professional development.

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

Unlike most of my non-COE colleagues across campus, my professional preparation focused on teaching. I was a high school teacher and coach prior to entering academia and learned a lot about effective teaching from my own education coursework and my students. One of the biggest factors that has helped me grow as a teacher is being able to reflect on my practice, experiment, recognize and accept failure, and learn from my mistakes.

Who was your favorite teacher?

I had five teachers, Dr. Bushyager (high school math), Drs. Hill and Kansky (teacher preparation), and Drs. Wilson and Kilpatrick (PhD program) that stood out. The traits they shared were patience, recognizing me as a person first and a student second, and expressing enthusiasm and encouragement when I shared my ideas.

What is your favorite way to start a class?

I like to ask my students how they are doing and if they want to share anything about their day or week. I like to share as well. Building community and trust is important.

8 a.m. class or 4:00 p.m. class?

With two elementary-aged boys, I try to avoid both. Earlier in my career, I would have said 4:00 pm, but I would probably choose 8:00 am now. The earliest class I’ve ever attended or taught was at 8:30 am, taught just this past spring.

What is your favorite UMW class to teach? Why?

I enjoy my undergraduate elementary mathematics courses, MATH 204 and EDUC 305. It is fun and rewarding to watch my students, particularly those who didn’t have good prior experiences with mathematics, discover that math makes sense and develop confidence in their ability to understand and teach it.

What is your dream class to teach?

I’m going to teach a new special topics course this spring focused on equitable teaching and assessment practices. A lot of what we do as teachers comes from practices established a long time ago, during the Industrial Revolution. In this class, we’re going to explore the origins of our current practices and how those practices can undermine the education of students from underrepresented and impoverished communities. Building on these understandings, we will explore ways to improve how we teach and assess so that all students are empowered to learn.

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

Be careful about making commitments. It’s natural to want to fit in and agree to help out, and easy to overextend yourself. As safeguards, never agree to any request on the spot (ask for time to consider it) and keep a list of the people and requests you say “no” to. (Far from burning bridges, you’ll be surprised at how many folks will still seek you out for future collaboration).

What podcast would you currently recommend? (or book/show/etc.)

I like the podcast 99% Invisible. It focuses on essential architectural and design elements that go largely unnoticed. They recently did a 6-part series, Not Built for This, about how our current infrastructure is being challenged by climate change.

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

I would like to learn more about music theory, maybe MUTH 191. I played bass in a band with friends a long time ago and was self-taught. I relied a lot on memorization and couldn’t improvise much because I didn’t understand how the notes, chords, and scales all fit together. As a music fan, I would like to better understand the compositional elements of the music I like.

What were you like as a student in college?

I was a student athlete as an undergraduate and was fairly disciplined about keeping up with my work. I majored in mathematics and statistics but my favorite courses tended to be in other areas (literature, art, philosophy, economics). This broad range of interests is a big part of why I felt drawn to and feel at home at UMW with its focus on the liberal arts

Happy new academic year! Here is the latest from the Center for Teaching and campus partners to support faculty work in the classroom.

UMW NEH Spotlight on the Humanities Grant Team

Congratulations to the following faculty selected as UMW’s representatives on the NEH Spotlight on the Humanities Grant, “Developing a Public Liberal Arts Humanities Curriculum: Empowering Students to Navigate an A.I. World”: 

• Maya Mathur (Professor-English & Linguistics) 
• Krystyn Moon (Professor-History & American Studies) 
• Scott Powers (Professor-Modern Languages & Literatures) 
• Michael Reno (Senior Lecturer-Classics, Philosophy, & Religion) 

AI Roundtable

AI Roundtable is an informal gathering to discuss current topics in AI and higher education. It’s a space to ask questions, challenge, and learn about AI. A resource suggestion is provided for each Roundtable topic/question—no requirement to read or listen, however! If you miss a Roundtable, a recap will be available on UMW Learn and CfT First Friday posts. 

Join CfT and DLS for our first AI Roundtable meet-ups in Seacobeck 151: 

• Thursday, September 12th at 2:00 PM: How can faculty responsibly use AI outside of the classroom?
  • Resource: Teaching with AI, Chapter 5 “AI-Assisted Faculty” 
• Tuesday, October 1st at 4:00 PM: Should faculty and administrators be required to disclose use of AI tools?
  • Resource: “Why We Should Normalize Open Disclosure of AI Use” by Marc Watkins 

Plan to join us for AI Roundtables later this semester (topics TBA; all in Seacobeck 151): 

• Wednesday, October 16th at 1:00 PM 
• Friday, November 15th at 1:00 PM 
• Thursday, December 5th at 3:30 PM 

AI Corner (resources & opportunities for independent AI explorations) 

• Get a preview of Teaching with AI in this June 2024 Future Trends Forum interview with Jose Bowen (approximately one hour) 
• Looking for ways to support responsible student AI use? Consider sharing this student-focused resource, a collaboration between Elon University and AAC&U. While directed at a student audience, the guide is also helpful for faculty and staff learning to navigate an AI world. 

Life After Mary Wash Competency of the Month: Leadership

Our students demonstrate leadership when they: 

• Leverage the strengths of others to achieve common goals 
• Use their interpersonal skills to coach others 
• Assess and manage their emotions and those of others 
• Use empathic skills to guide and motivate 
• Organize, prioritize, and delegate work  

We can help our students develop their leadership skills by: 

• Assigning discussion leaders and providing feedback on their ability to facilitate conversations with diverse opinions and interpretations 
• Assigning reflection questions during and after group projects asking students to identify leadership skills they utilized, how those skills supported the group’s goals, and ways they wish to improve in the future 
• Interviewing leaders in their fields and reflecting on the how leaders manage a team’s workflow and interpersonal dynamics towards successful outcomes 

The LAMW Faculty Development Team (Alex Dunn, Chris McBride, Deb O’Dell, and Victoria Russell) are developing resources and workshops for the fall semester—stay tuned!​

NEW PROGRAM: Grading Hour (via Zoom)

Could you use a little accountability to keep on top of grading? Join us for Grading Hour, a virtual workspace for grading and feedback. Participants sign into Zoom, share a grading goal for the hour, and then work in two 25-minute grading sprints with a short break in between.  

Bring all your grading to our September Grading Hours: 

• Friday, September 13th, 11 AM – 12 PM 
• Thursday, September 19th, 3 – 4 PM 
• Friday, September 27th, 10 – 11 AM 

Contact Victoria Russell for the Zoom link or if you have questions.

Book Authors Group

The Faculty Book Author Group is starting its fall writing sessions via Zoom on Fridays from 3:30 to 5:00 PM. The meetings consist of two to three 25-minute pomodoro writing sprints, with short breaks in between. There is no pressure to come to every meeting or to stay for the entire duration of the meetings–this group is about supporting writing whenever it can happen.  

Contact Brenta Blevins or Zach Whalen for the Zoom link and more information. 

Call for 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. We are especially interested in presentations about: 

• integrating LAMW competencies into the classroom 
• critical AI strategies for teaching and learning 
• ‘playful’ teaching strategies promoting engagement and creativity 

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 20th but applications are accepted on a rolling basis throughout the year. Contact the Center for Teaching if you have questions or need more information.