Programs

Program Overview

The Lucas Center for Faculty Development promotes excellence and innovation in teaching and learning at FGCU.  We offer programs for new faculty and their seasoned colleagues that aim to transform classrooms and careers. While most of our initiatives are targeted to faculty, we offer a robust selection of programming that supports, facilitates, promotes and advances best practices within our diverse learner-centered campus community.

 Academies 

COURSE DESIGN ACADEMY

The Course Design Academy (CDA) will meet for three full days in Summer A to explore learner-centered design principles, discuss ideas in small learning teams, and apply principles/concepts to courses and syllabi. You will exit with a new and improved fall course and tools to implement strategies and activities. Over the three days, we will continue to explore ways to “backward” design from what we want our students to know, identify effective ways to assess what our students know, explore ways to support significant long-term learning, and plug these ideas into your course.

 

Dates: 2023 Dates TBD
Time: 9:00a-3:00p
Location: LIB 221 (Lucas Center)

ACADEMIC PORTFOLIO WORKSHOP

The Academic Portfolio Workshop was first introduced to FGCU under the direction of Peter Seldin and J. Elizabeth Miller. This professional development program is time intensive. Participants are assigned to a faculty coach to develop the narrative portion of the promotion portfolio. The workshop will result in you developing a framework to showcase your strengths and accomplishments as a faculty member. This workshop is for faculty submitting their promotion portfolio within the next two years.

 

Dates: 2023 Dates TBD
Location: LIB 221 (Lucas Center)

PEER OBSERVATION OF TEACHING WORKSHOP

Peer observation of teaching is a supportive and developmental process to encourage dialogue about teaching among collaborative peers. Research suggests that the peer observation process can benefit the teaching of both observer and observed (Hendry & Oliver, 2012). Therefore, by participating in this workshop you will 1) increase your capacity to provide a valuable service to your peers and the university, and 2) engage in professional development to enhance your own teaching. Faculty who have achieved the rank of associate professor or instructor II are eligible.

 

Dates: 2023 Dates TBD
Time: 9:00a-3:00p
Location: LIB 221 (Lucas Center)

LEarning Assistant (LA) academy

Information coming soon!

 

Dates: 2023 Dates TBD
Time: 2023 Times TBD
Location: LIB 221 (Lucas Center)

INTEGRATING SUSTAINABILITY ACROSS THE CURRICULUM (ISAC)

The Integrating Sustainability Across the Curriculum (ISAC) Academy provides time, space, and resources for individuals from across the university to engage in inter- and cross-disciplinary discussions for sustainability content development. Faculty, staff, and adjuncts from all colleges and programs are encouraged to apply to this cohort-based annual workshop. No prior experience with sustainability is necessary. Participants will be compensated by stipend for participating in all scheduled dates and revising and/or implementing sustainability content, activities, or experiences.

 

Dates: 2023 Dates TBD

Time: 2023 Time TBD

Location: LIB 221 (Lucas Center)

 


 

Intermittent Academies

These academies are available according to faculty/staff interest.

EARLY CAREER ACADEMY

Climbing the Ladder to Successful Teaching, Scholarship and Service

Since the inception of the New Faculty Academy, we have had requests to develop similar experiences for faculty members who have been at FGCU for some time. The Lucas Center for Faculty Development has developed an annual academy to support faculty at early career (Instructor I, Assistant Professor, Assistant Librarian). The topics we cover and the tools we will provide will prepare, lead, guide, and challenge you to define your goals for the next 3-5 years, to support the attainment of your goals and identify how to integrate the three areas of faculty work with your personal and professional life. Imagining what your career can look like will prepare you to be an agent for your own growth and development. We hope you join fellow faculty members as they explore and plan their future career path.

ESTABLISHED CAREER ACADEMY

Managing your Career as Running a Marathon: Reflection & Transformation

Since the inception of the New Faculty Academy, we have had requests to develop similar experiences for faculty members who have been at FGCU for some time. The Lucas Center for Faculty Development has developed an annual academy to support faculty at established career (Instructor II & III, Associate Professor/Associate Librarian, Professor/University Librarian). The goal of this academy is to maintain instructional vitality, explore the role of advocacy and leadership, and to develop ways to engage in the reciprocal nature of mentoring. You will participate in a community of scholars and collaborate with a colleague across disciplines.

Book Clubs

Book Clubs are scheduled for fall and spring terms. Faculty and staff members can sign up for one club and must commit to reading assigned pages and participating in every discussion. The Lucas Center provides a copy of the book for participants to keep.

 

Braiding Sweetgrass

By: Robin Wall Kimmerer

Drawing on her life as an indigenous scientist, and as a woman, Kimmerer shows how other living beings—asters and goldenrod, strawberries and squash, salamanders, algae, and sweetgrass—offer us gifts and lessons, even if we've forgotten how to hear their voices. In reflections that range from the creation of Turtle Island to the forces that threaten its flourishing today, she circles toward a central argument: that the awakening of ecological consciousness requires the acknowledgment and celebration of our reciprocal relationship with the rest of the living world.

braidingsweetgrass

Discussion Facilitated By: Brenda Thomas, MS, MSRC
Dates: Wednesdays - 9/7, 9/28, 10/26 & 11/9
Time: 2:00p-3:00p
Location: Lucas Center (LIB 221)
Modality: In-Person

Note: Robin Wall Kimmerer will be on campus for a special event this November!

REGISTER HERE

 

CURIOUS: THE DESIRE TO KNOW AND WHY YOUR FUTURE DEPENDS ON IT

By: Ian Leslie

In Curious, Ian Leslie makes a passionate case for the cultivation of our 'desire to know.' Drawing on fascinating research from psychology, economics, education, and business, Leslie looks at what feeds curiosity and what starves it, and finds surprising answers. Curiosity is a mental muscle that atrophies without regular exercise and a habit that parents, schools, and workplaces need to nurture. Filled with inspiring stories, case studies, and practical advice, Curious will change the way you think about your own mental life, and that of those around you.

curious

Discussion Facilitated By: Jess Homer
Dates: Wednesdays - 9/7, 9/28 & 10/19
Time: 12:00p-1:00p
Location: *OUTDOORS* Meet at the tables in front of the Library/Starbucks. In case of inclement weather, the facilitator will be in touch with an alternate meeting place.
Modality: In-Person

BOOK CLUB FULL - WAIT LIST ONLY

GEEKY PEDAGOGY

By: Jessamyn Neuhaus

Geeky Pedagogy is a funny, evidence-based, multidisciplinary, pragmatic, highly readable guide to the process of learning and relearning how to be an effective college teacher. It is the first college teaching guide that encourages faculty to embrace their inner nerd, inviting readers to view themselves and their teaching work in light of contemporary discourse that celebrates increasingly diverse geek culture and explores stereotypes about super-smart introverts.

 geekypedagogy

Discussion Facilitated By: Denise Allen, OTD, OT/L, CHT
Dates: Thursdays - 8/25, 9/15 & 10/6
Time: 12:00p-1:00p
Location: Lucas Center (LIB 221)
Modality: In-Person

BOOK CLUB FULL - WAIT LIST ONLY

The Dawn of Everything

By: David Graeber

The Dawn of Everything fundamentally transforms our understanding of the human past and offers a path toward imagining new forms of freedom, new ways of organizing society. This is a monumental book of formidable intellectual range, animated by curiosity, moral vision, and a faith in the power of direct action.

thedawnofeverything

Discussion Facilitated By: Laura Frost, Ph.D.
Dates: Tuesdays - 8/30, 9/20, 10/18 & 11/15
Time: 12:30p-1:30p
Location: Lucas Center (LIB 221)
Modality:
In-Person

*IMPORTANT NOTE*

This is a 2 semester book group spanning both fall 2022 and spring 2023. The above dates are set for the fall, once the book group is underway, the facilitator will work with the group to set dates for the spring.

 

REGISTER HERE

Ungrading: Why Rating Students Undermines Learning (and What to Do Instead)

By: Alfie Kohn & Susan D. Blum

The moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed.

 ungrading

Discussion Facilitated By: Brenda Thomas MS, MFRC & Mary Abercrombie, Ph.D.
Dates: Wednesdays - 9/14, 10/5 & 11/2
Time: 2:00p-3:00p
Location: Lucas Center (LIB 221)
Modality:
In-Person

REGISTER HERE

Faculty Learning Communities

Faculty Learning Communities (FLCs) are informal groups of faculty members who meet on a regular basis to explore topics of common interest. Groups may discuss relevant articles and classroom examples. Some groups may pose questions for the group to answer or seek problem solving help. Other groups may develop research projects or begin scholarly writing groups.

INTEGRATING INFORMATION LITERACY

Facilitated by Heather Snapp

 

This faculty learning community is designed to help you integrate information literacy more intentionally into your assignments and courses. Learn about best practices, discuss strategies, and share and gain ideas from each other. Attendees will create or modify a new or existing assignment or course with the goal of incorporating information literacy objectives. This FLC is facilitated by Lucas Faculty Fellow Heather Snapp, First Year Experience and Outreach Librarian.

INTENTIONAL DESIGN: DESIGN-BASED STRATEGIES FOR IMPROVED TEACHING AND LEARNING

Facilitated by Anne-Marie Bouché

 

All teachers are necessarily designers — we create a universe of material and immaterial “things” with which students have to interact. How well that interaction goes is, to a surprising extent, controlled by the design of those things, whether that means a whole course, a webpage or an individual learning object.

The term “design” encompasses a very broad range of useful concepts and processes that can be used to improve educational materials and outcomes. By applying research-based design principles, and by simply looking at our courses and course materials more critically with a design-sensitized eye, we can discover many creative ways to enhance usability, reduce errors and confusion, make course communication more efficient, improve outcomes, provide an enhanced learning environment for a wider range of students and increase student satisfaction.

This Faculty Learning Community is for those who would like to explore the application of basic design principles and concepts to teaching and learning. Using our own courses and course artifacts as examples, we will share creative ideas and insights and develop a community of practice with the goal of making our courses more functional and more engaging. The first two meetings will be devoted to foundational concepts: design thinking, the design process and an introduction to basic principles. Participants will then be invited to select specific aspects of their courses they would like to focus on in subsequent meetings. Some possible topics include: syllabus design, designing your Canvas website; using design to improve assignment instructions; using visual assets effectively.

Week 1: What does “design” have to offer to teachers? Basic design concepts; “design thinking” and design process; “accessible” and “universal” design in education.

Week 2: Evaluating courses and learning objects from a design standpoint. Please bring at least one example or problem from your own practice that provides a problem or a solution that illustrates the application of one or more of the design principles explained in the readings below:

Donald Norman. The Design of Everyday Things (introduction)

William Lidwell, Kritina Holden and Jill Butler. Universal Principles of Design (excerpts)

Weeks 3-5: Specific topics to be determined by the group.


EXPLORING UNDERGRADUATE RESEARCH AS A MENTORING OPPORTUNITY

Facilitated by Greg Boyce

 

Undergraduate research is a high impact teaching practice that provides a unique mentoring opportunity for students and faculty. The Council of Undergraduate Research goes as far as to state “We believe that undergraduate research is the pedagogy of the 21st century.” In this faculty learning community, we will discuss best practices, design appropriate level projects, identify internal and external funding opportunities, and share what works best in providing transformative experiences to our undergraduate students. New cross-discipline collaborations may also arise from attending this FLC. We will also have guests from various fields of study who will briefly share their experience followed by group discussion and Q&A. Research is broadly defined as seeking new knowledge and all disciplines (including art, business, engineering, entrepreneurship, humanities, nursing, sciences) are welcome and encouraged to participate.

Lucas Faculty Fellows 2020-2021

Photo of Burcu Izci

Burcu Izci, PhD
Program Coordinator/Assistant Professor
Teacher Preparation Programs
Focus of Fellowship: Increasing Scholarship Efforts and Implementing an FGCU Accountability Partner Program

bizci@fgcu.edu or 239-590-7781

 

Photo of Megan McShane

Megan McShane, PhD
Associate Professor
Bower School of Music & the Arts
Focus of Fellowship: Engaging Campus-Wide Faculty Cohorts with Tailored Programs for External Fellowships including the Fulbright Scholar Awards

mmcshane@fgcu.edu or 239-590-7427

 

Photo of John Roth

John Roth, Dmin Mdiv
Adjunct Instructor
Communication & Philosophy
Focus of Fellowship: Identifying Areas of Need and Creating Support for Adjunct Faculty

jroth@fgcu.edu


 

Photo of Charles Wang

Charles Xiaoxue Wang, PhD
Professor
Leadership, Technology & Research
Focus of Fellowship: Designing an Effective Remote Classroom

xxwang@fgcu.edu or 239-590-1162


Previous Fellows Resources

New Faculty Mentoring

What is a Mentor?

Mentors are full-time faculty members at FGCU who have been with the university for at least three years. Faculty members who have successfully completed the Course Design Academy will be given preference as mentors because of their work in best practice pedagogy. Mentors have skills in many areas but do not profess to be a “guru” about all things but rather are a “coach” who can support early career faculty members and help a new faculty member find the resources either on-campus or in the wider academic community to be a successful faculty member. Although these mentors will be expected to primarily support the new faculty members with classroom pedagogy, they may be called upon for advice and support in other areas.  A mentor may not be from the same discipline or department as the mentee; however, the mentor will help the mentee find the advice and resources they need.

For application information, contact the Lucas Center at lucascenter@fgcu.edu.

New Faculty Academy

Overview 

New Faculty Academy (NFA) is for new (and relatively new) faculty members at FGCU, who are referred to NFA by their department chair upon being hired. During the fall semester, we will focus on best practices for teaching effectiveness.  During the spring semester we will focus on wholistic a holistic approach to shaping your career.  All new resident faculty hires at FGCU with less than two years of university teaching experience (not including graduate assistantships, teaching assistantships or adjunct teaching) are required to enroll.  Other new faculty may enroll, if there is space available.   

 

Teaching Effectiveness: The first half of NFA is built upon the belief that while no one can make you be a better teacher, you can be given the tools to develop your own “teacher persona” through reading, discussing, reflecting, and practicing.  Along the way you’ll have opportunities for feedback from your NFA facilitators, other faculty members and your peers.  The goal is to equip you with skills that will set you on the path of teaching effectiveness.

 

Shaping your Career: The second half of NFA recognizes that there are multiple demands on faculty members and that preparation to work in the academy does not always a) address the full range of professional responsibilities faculty engage in, b) clearly outline expectations for success, or c) acknowledge the challenge of finding a healthy balance between professional and personal responsibilities.  The goal is to equip you with skills that set you on the path to overall success as a faculty member at FGCU. 

 

 

NFA is offered bi-weekly during the fall term on Friday mornings from 9:00a-11:00a and monthly on Fridays during the spring term in LIB 221.

For more information, please contact us at lucascenter@fgcu.edu or 239-590-1282.

Peer Observation of Teaching

Purpose

Formative Feedback

Process

At the Lucas Center we view peer observation of teaching (POT) as an effective mechanism for assisting faculty to achieve their professional goals related to the art and science of teaching. Research strongly suggests that POT (being observed and observing others) can provide an opportunity for collegial conversations about teaching, while also enabling reflective practice and providing opportunities for the provision of developmental advice (Drew et al., 2016; Hammersley-Fletcher & Orsmond, 2005; Hendry & Oliver, 2012; Pressick-Kilborn & te Riele, 2008).

In order to most closely align POT with the mission, vision, and goals of the Lucas Center, we employ a coaching model that conceptualizes POT as a formative, collaborative, and developmental series of activities conducted between a Lucas Center representative and a faculty member who wishes to engage in a dialogue about her/his teaching (in contrast to a summative, more formally evaluative approach used by some institutions). In this spirit of mutuality, all observers commit to opening their classrooms to observation by those they observe.

Despite our intention to enact a process that is useful and fulfilling for both the faculty member being observed and the observer, we acknowledge that vulnerability and concerns about judgment are inherent in the process. Therefore, we ensure that confidentiality is built into the POT procedure, and written reports are provided directly and only to the observed faculty members when requested. Peer observers are encouraged to share their experiences of and feelings about being observed in their own classes in order to foster trust and mutuality in the observation process.

The Lucas Center will not provide letters or reports attesting to the quality or effectiveness of one’s teaching based on a single observation. However, when faculty members provide a clear set of learning objectives for a given lesson during the pre-observation meeting, observers can comment on the extent to which those objectives have been achieved.

Procedure

Faculty wishing to schedule an observation should follow these steps.

  1. Contact your chosen observer to request an observation at least three weeks before the date of the class session you would like observed and arrange a pre-observation consultation.
  2. Email your observer the course syllabus and any materials you believe would help her/him better understand your goals for the class and how you intend to accomplish them.
  3. Attend a brief (typically 15 – 30 minutes) pre-observation meeting, during which you will a) discuss your general approach to teaching and any specific elements of your lesson (e.g., teaching methods, style, student engagement) about which you would like feedback and b) learn about the observer’s approach to conducting an observation.
  4. Within a week of the observed class, participate in a post-observation meeting, during which you and the observer will discuss your respective perceptions of the class, and the observer will provide feedback and suggestions (often including detailed descriptive notes) typically in direct response to the areas of focus discussed in the pre-observation meeting. 

We strongly believe that peer observation of teaching can play a valuable role for all faculty who engage in a reflective process of professional improvement. We hope to visit many of your classrooms and encourage you to observe the teaching of Lucas Center personnel at your convenience.

Trained Peer observers

  • Menaka Navaratna

  • Alayde Barbosa

  • Angel Taylor

  • Tatiana Schuss

  •  Brenda Thomas

  •  Lynn Jaffe

  •  Erik Insko

  •  Tanya Huffman

  • Jackie Greene

  • Dan Bacalzo

  • Reid Lennertz

  • Jason Zhang

  • Jan-Martijn Meij

  • Jeffrey Kleeger

  • Amanda Parke

  • Matt Palmtag

  • Daniel Lambrecht

Small Group Instructional Diagnosis of Teaching (SGID)

Between weeks four and seven of the semester is a terrific time to seek feedback from your students about how they are experiencing your class. The Small-Group Instructional Diagnosis (SGID) is a focus group led by a trained facilitator who speaks directly with your students to provide formative feedback concerning ways learning can be enhanced. A post-SGID consultation between facilitator and instructor is part of the procedure. The SGID session takes about 30 minutes of class time. 

 

Information SheetMID-TERM FEEDBACK

Student-Faculty Partnership Program

oVERVIEW

The model for the SFPP is the Bryn Mawr Students as Learners and Teachers (SaLT) program (Cook-Sather, 2014), a student-faculty partnership program that has proven effective for over a decade. Like the SaLT program the SFPP pairs faculty members with students positioned as pedagogical consultants to those faculty. The program has been running successfully at FGCU since Fall 2018. Student-faculty pairs work in semester-long partnerships to analyze, affirm, and revise the pedagogical approaches employed in a particular course, with participants meeting regularly one-on-one and in larger groups to discuss their work. 

Students apply for the position of consultant; the application process includes writing a statement about why they want to be a consultant and what would make them good at the role. Student applicants also secure two letters of recommendation: one from a faculty or staff member, and one from a student peer. This application process is not designed to exclude but rather to prompt students to reflect on their experiences and recognize the ways in which they have expertise and insights to bring to conversations about teaching and learning. Each student consultant is paid approximately $1000 for the semester to fulfill the following responsibilities:

  • Consultants will participate in an orientation and all participants will be given detailed guidelines for participating in the program.
  • Consultants will meet with their faculty partners to establish why each is involved, what hopes both have for the collaboration, and to plan the semester’s focus and meetings.
  • Consultants will visit one class session of their faculty partner’s course each week and take detailed observation notes on the pedagogical challenge(s) the faculty member identifies.
  • Consultants will survey or interview students in the class (if the faculty member wishes), either for mid-course feedback or at another point in the semester.
  • Consultants will meet weekly with their faculty partners to discuss observation notes and other feedback and implications.
  • Consultants also participate in weekly meetings with other student consultants and with the coordinator of the program for support and debriefing.

Additional details of the SFPP are as follows:

  • Consultants are not enrolled in the courses for which they consult.
  • The student-faculty partnerships are formed largely based on participants’ schedules and, where possible, taking into consideration personality and academic experience.
  • Faculty receive a $500 stipend

By bringing faculty out of pedagogical solitude and into partnership with students, the program will invite faculty to reflect critically on their pedagogical practice in dialogue with those who spend their days in classrooms, and it positions students as co-producers rather than consumers of educational approaches and knowledge.

 

 REFERENCES

Cook-Sather, A. (2011). Layered learning: student consultants deepening classroom and life lessons. Educational Action Research, 19(1), 41–57. https://doi.org/10.1080/09650792.2011.547680

Cook-Sather, A. (2014). Student-faculty partnership in explorations of pedagogical practice: a threshold concept in academic development. International Journal for Academic Development, 19(3), 186–198. https://doi.org/10.1080/1360144X.2013.805694

Cook-Sather, A. (2015). Dialogue Across Differences of Position, Perspective, and Identity: Reflective Practice in/on a Student-Faculty Pedagogical Partnership Program. Teachers College Record, 117(2), 1–42.

Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging Students as Partners in Learning and Teaching: A Guide for Faculty. San Francisco, CA:  John Wiley & Sons.

 

2022 Southwest Florida Symposium on Teaching and Learning:

Transformation Through Reflection: Our Teaching and Learning Journey

 

Friday, February 4, 2022
Held remotely via Zoom

For this year’s symposium we wanted to take a day to do something none of us do often enough: reflect deeply on our teaching practice. At the 2021 Symposium we shared the successes we experienced in our transition to emergency remote instruction. But we were still very much in scramble mode—scrambling to get materials online, record lectures, learn the intricacies of new modalities—all while trying desperately to stay connected to our students, our loved ones, and each other. Now we thought it was time to take a deep breath (…and exhale) and reflect on where we and our students are on our path to transformation. Our theme for 2022 was “Transformation through Reflection: Our Teaching and Learning Journey.”


2019 program 2020 program2021 Program2022 PROGRAM
Questions? Contact lucascenter@fgcu.edu or tlc@fsw.edu