Does it have to be a log? Re-thinking assumptions about academic work (all day (9am-5pm), continued on May 31 (9am-5pm), includes lunch)
facilitated by Professor Marc Brudzinski ’93, Ric Grefé (Design Thinker in Residence), Professor Dara Musher-Eizenman ’93, and Maureen Brudzinski ’99
What are the most annoying parts of your job? Maybe you have a service course that you have taught for years but have never been completely satisfied with. Maybe in your department faculty meetings there is plenty of discussion, but nothing ever seems to get done. Maybe your research conference presentations feel stale and you are looking for a new approach. It doesn’t have to be like that; you can re-design your work so it’s not just less annoying but actually more effective and even more enjoyable.
In this two-day workshop, we will teach you a human-centered way to rethink your assumptions about how you need to do your work. This deeply thoughtful approach has worked for us and for many colleagues in our own careers as professors at large universities and small liberal arts colleges. On day one of the workshop, we’ll introduce a real project about student well-being. Through this project you will learn the basic tools of this approach. The project will be engaging, but just enough outside of your core area that you will be able to learn techniques without feeling like you already should know the answer. On day two, equipped with these new methods, we will guide you through aspects of your own work that you would like to re-imagine. The workshop will be hands-on, useful, surprising, and lots of fun.
Registration for this event has closed.
Because we do not specifically cover subject matter related to inequity in many STEM+ classrooms, we do not usually think about how our racial identities affect the way we teach. And yet, we are finding that we need to be more aware of the our own role(s) in society, particularly in STEM+ communities, as we develop the infrastructure and choreography of our classrooms. In this workshop, we will discuss the ways that language, microaggressions, and incomplete empathy can inhibit student success. Using case studies, we will work together to identify the sources of micro- and macro-aggressions, and we will discuss effective problem solving strategies and word-choices in response to hostile situations. We will then practice having productive conversations about difference with our peers and our students.
What you can expect to walk away with:
- A vocabulary around equity and inclusion issues, specifically race and ethnicity
- Self-reflection related to identity and societal hierarchy, especially as it affects scientists and the culture of STEM
- Tools for listening and responding during challenging conversations
- Experience thinking critically about the way that one behaves and reacts to situations encountered on and around campus.