The Center for Faculty Development supports the initiation and continuation of Faculty Learning Communities on both a long-term and short-term basis. There is a second Learning Community on University Mission forming in Fall 2014. Details follow:
Learning Community on the University’s Mission
Context and Goals:
John Carroll University emphasizes in its official documents, policies, and practices a commitment to its mission as a Jesuit and Catholic institution. It does so in a way that seeks to maintain the centuries-old Jesuit tradition of academic excellence and care for students along with the current concern for Social Justice. It aspires to do this in a manner that is inclusive and ecumenical and welcomes people from many walks of life. Each member of the faculty has a valuable opportunity to further this mission in his or her research, teaching, and interactions with colleagues and students.
This learning community is designed to allow faculty to:
- Explore the mission in a collegial and supportive environment that is intellectually stimulating.
- Learn about the intellectual and cultural sources for the Jesuit tradition in higher education
- Imagine new ways in which they can engage in this tradition in ways that are consistent with their own work and convictions.
Readings will include, among others, the following:
- Gray, Howard. “The Experience of Ignatius Loyola: the Background to Jesuit Education.”
- O’Malley, John W. “How the First Jesuit Became Involved in Education.”
- Hellwig, Monica. “The Best of Times, The Worst of Times: Catholic Intellectual Life in Today’s Academic Setting.”
- Nicolas, Adolfo. “Depth, Universality, and Learned Ministry: Challenges to Jesuit Higher Education Today.”
- O’Brien, David. “Conversations on Jesuit (and Catholic?) Higher Education: Jesuit Sí, Catholic . . . Not So Sure”
This Learning Community will meet approximately 8 times over the course of the academic year. Specific dates will be set when participants are determined but the sessions will take place on Thursday evenings. In order to ensure a manageable size for discussions the number of participants will be limited to 12. Interested faculty should submit an application including a 300-word essay on their interest in this learning community and what they hope to gain from it. This application should be sent to Dr. Paul V. Murphy at firstname.lastname@example.org by Tuesday, September 9. A stipend of $1,000 will be provided to each participant upon completion of the series and the submission of an essay on how they approach the mission of the university in their own work in light of the readings and discussion of this learning community.
Facilitator: Dr. Paul V. Murphy
The April 2013 final report of this learning community is here.
Context and Goals:
Since the 1990s, the concept of “intercultural competence” has gained increasing attention in international and interdisciplinary programs as a skill that needs to be intentionally taught and assessed. Given the variety of contexts in which intercultural competence is invoked, the literature can be highly theoretical or praxis-oriented, disciplinary or interdisciplinary, regionally specific or globally oriented. The objective of this learning community is to develop an understanding of intercultural competence as an academic, interdisciplinary field; to develop materials and strategies for teaching intercultural competence in existing or new courses; and to design effective tools for assessing intercultural competence in our curricula.
Michael Byram, Teaching and Assessing Intercultural Communicative Competence(Multilingual Matters, 1997)
Anwei Feng, Mike Byram and Mike Fleming, eds., Becoming Interculturally Competent through Education and Training (Multilingual Matters, 2009)
Emory Griffin, Intercultural Communication: Communication Accommodation Theory of Howard Giles,” in “A First Look at Communication Theory (McGraw-Hill Higher Education, 2009)
Dan Landis, Janet M. Bennett, Milton J. Bennett, eds., Handbook of Intercultural Training(Sage Publications, 2004)
James Neuliep, Intercultural Communication: a Contextual Approach (Sage Publications, 2006)
Amos Paran and Lies Sercu, eds., Testing the Untestable in Language Education(Multilingual Matters, 2010)
Pamela Perkins, The Art and Science of Communication: Tools for Effective Communication in the Workplace (John Wiley & Sons, 2008)
Wallace Schmidt, et. al., Communicating Globally: Intercultural Communication and International Business (Sage Publications, 2007)
Eva Alcón Soler and Maria Pilar Safont Jordà, eds., Intercultural Language Use and Language Learning (Springer, 2007)
Nico Vink, Dealing with Differences (KIT, 2005)
February-August 2011: Monthly meetings to discuss selected readings; information exchange with other inquiry groups.
September 2011: Workshop led by faculty from the SIT Graduate Institute
October 2011-February 2012: Development and piloting of teaching and assessment tools and curricular components.
March 2012: Reflection, assessment, strategies for implementation.
Dr. Julia Karolle-Berg (CMLC); for more information email email@example.com.
Context and Goals:
An important aspect of John Carroll’s efforts at curricular review is investigating ways to more effectively integrate global learning into the Core Curriculum. To inform that effort, the University has been awarded a grant to participate in the Association of American Colleges and Universities (AACU) Summer Institute “Shared Futures: Global Learning and Social Responsibility–General Education for a Global Century.”
This learning community’s purpose is be three-fold:
- First, to facilitate participation in the AACU Shared Futures Institute;
- Second, to provide information and communication avenues for the work of the APTF Working Group on Curriculum; and
- Third, to provide an opportunity for faculty at large to consider and develop their knowledge of theoretical issues and current scholarship surrounding globalization, and of best practices in global education planning and pedagogy.
Arjun Appadurai, Globalization (Duke University Press, 2001)
Frank Lecher and John Boli, eds., The Globalization Reader (Wiley-Blackwell, 2007)
Manfred Steger, Globalization: A Very Short Introduction (Oxford University Press, 2009)
February-March 2011: Readings, discussion meetings.
April-May 2011: Development of “Global Learning Action Plan” for AACU.
June-July 2011: Submission of action plan; preparation for summer institute.
August-September 2011: Communication of outcomes at Fall Faculty Workshop and with related learning communities and committees.
Facilitator: Dr. Lauren Bowen (AVP and PO); for more information email firstname.lastname@example.org.
Participatory Culture and New Media
Context and Goals:
Whether we regard ourselves as technophobic or technophilic, the world our students inhabit is marked by immersion in new media and in the participatory culture enabled by technology. But we have also, as faculty members, been frustrated by student research that relies largely on superficial and shallow on-line sources and by their failure to evaluate the legitimacy of these sources.
While there has been some discussion in higher education of the social exclusion and the digital divide, there has been less conversation about developing courses and curricula that directly address new media literacies and their connection to traditional textual literacies—reading and writing. This learning community will work toward achieving a common understanding of how media literacy—the critical production and consumption of visual, aural, and digital images—builds on a foundation of the traditional research, technical, and critical-analysis skills that we already teach. It will offer suggestions about ways that JCU’s curriculum can address core media literacy skills.
Henry Jenkins, Confronting the Challenges of Participatory Culture (MacArthur Foundation, 2006)
February 2011: Discussion of the reading.
March-Mary 2011: Three meetings to discuss ideas for curriculum development in media literacy.
Facilitators: Dr. David Shutkin (ED), Dr. Linda Seiter (MT/CS); for more information email email@example.com or firstname.lastname@example.org.