Center for Faculty Development & Excellence - Programs
by Emory University
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Description
The goal of the CFDE is to provide support for faculty in the three key areas of academic life: teaching, research, and institution building. We want to focus our conversations and programs on two key areas: 1) faculty creativity over the life cycle - how different professional stages can lead to different challenges in remaining active and engaged in one's teaching and research; and 2) faculty distinction - how Emory's unique environment can provide opportunities for national and international leadership for those who teach and do their research here.
| Name | Description | Released | Price | ||
|---|---|---|---|---|---|
| 1 | VideoDeveloping Inquiry in Courses Across the Curriculum | -- | 5/9/12 | Free | View In iTunes |
| 2 | VideoFaculty Connect Presentations 3-28-12 | -- | 3/29/12 | Free | View In iTunes |
| 3 | VideoTeaching for Learning: An Evidence-Based Examination of Key Pedagogical Concepts | -- | 3/1/12 | Free | View In iTunes |
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4 |
Interdisciplinarity for the Disciplines | At a recent workshop organized by Emory’s Center for Faculty Development and Excellence, faculty and students from the Interdisciplinary Studies Program discussed how interdisciplinary studies has influenced their teaching and scholarship, and how IDS can best serve faculty and students across the college and professional schools, given its strengths in bridging the humanities and sciences, and in teaching research and writing. | 10/27/11 | Free | View In iTunes |
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5 |
Tenure & Promotion, Part 3-Advice for Social Scientists | The process of tenure and promotion in university life goes to the heart of what we do in the university and who we are as a faculty. But it is naturally weighted with anxiety and tension — so much of a scholar's professional destiny hinges on that single decision. But there are many things a scholar can do to ensure fairness and a greater sense of ease throughout the tenure and promotion process. On February 10, 2011, the Center for Faculty Development and Excellence, in collaboration with Emory College, presented a workshop to examine the basics of the tenure and promotion process: logistics and timelines, what a good tenure file looks like, what trends in the area are showing. | 7/12/11 | Free | View In iTunes |
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6 |
Creativity Through the Life Cycle-The Visual Arts & Teaching | Does creativity change across the life cycle? How do artists and academics maintain the creative spark throughout life? These questions and more were explored in depth during a conference on "Creativity through the Life Cycle." | 7/11/11 | Free | View In iTunes |
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7 |
Tenure & Promotion, Part 2-Advice for Humanists | The process of tenure and promotion in university life goes to the heart of what we do in the university and who we are as a faculty. But it is naturally weighted with anxiety and tension — so much of a scholar's professional destiny hinges on that single decision. But there are many things a scholar can do to ensure fairness and a greater sense of ease throughout the tenure and promotion process. On February 10, 2011, the Center for Faculty Development and Excellence, in collaboration with Emory College, presented a workshop to examine the basics of the tenure and promotion process: logistics and timelines, what a good tenure file looks like, what trends in the area are showing. | 7/11/11 | Free | View In iTunes |
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8 |
Tenure & Promotion, Part 1-Advice for Scientists | The process of tenure and promotion in university life goes to the heart of what we do in the university and who we are as a faculty. But it is naturally weighted with anxiety and tension — so much of a scholar's professional destiny hinges on that single decision. But there are many things a scholar can do to ensure fairness and a greater sense of ease throughout the tenure and promotion process. On February 10, 2011, the Center for Faculty Development and Excellence, in collaboration with Emory College, presented a workshop to examine the basics of the tenure and promotion process: logistics and timelines, what a good tenure file looks like, what trends in the area are showing. | 7/11/11 | Free | View In iTunes |
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9 |
Thinking About a Teaching Portfolio | A teaching portfolio is a versatile and valuable tool, one that allows teachers to take stock of their pedagogical achievements and skills, identify areas, for improvement and, most commonly, to document credentials and professional development when they make a bid for tenure and promotion or apply for a new academic position. In this podcast, three professors from three disciplines offer advice on how to create a portfolio that stands out from the crowd. | 5/2/11 | Free | View In iTunes |
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10 |
Grading and Grade Inflation | Anxieties about grade inflation have pervaded higher education for about a decade, particularly since a 2003 article in the Washington Post presenting data from more than 30 colleges and universities over 35 years that showed a clear rise in grades across the board. Since then, campuses around the nation have examined their own grading practices and cultures to determine what those shifts might mean. On November 11, 2010, the Center for Faculty Development and Excellence at Emory University co-sponsored "Grading and Grade Inflation: A Conversation about Theory, Practice, and Reality," with the Emory College Lecture Track Faculty Committee. The program, co-facilitated by Christine Ristaino of the Department of French and Italian & Kristin Wendland of the Department of Music, offered an overview of Emory-specific data on undergraduate students grades and standardized test scores alongside recent scholarship on grade inflation, and asked what grade inflation is, whether it exists at Emory, and what might be some strategies to help avoid it. | 4/6/11 | Free | View In iTunes |
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11 |
Authoring Advocacy: Ann Connor | For some, the role of the public intellectual comes easily. Their work might have some bearing on public policy issues, and they feel an obligation to speak to issues related to their research. They are relaxed in the glare of television lights or in the line of fire in blog discussions and debates. Many scholars, however, avoid taking public positions, in part because their professional training typically prepares them only to address audiences in their disciplines. What are the challenges and rewards of cultivating a public voice for faculty members who might see a role for themselves as advocates? On December 2, 2009, the Center for Faculty Development and Excellence hosted “Authoring Advocacy,” a cross-disciplinary panel discussion in which several Emory faculty colleagues shared their stories, questions, and dilemmas. In this segment, Ann Connor, an assistant professor and family nurse practitioner in the school of nursing at Emory, discusses her almost 30 years of work with persons who are homeless. | 1/14/11 | Free | View In iTunes |
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12 |
Plagiarism and the Internet | Plagiarism is among the most enduring and serious of academic crimes – one that has vexed teachers for ages. Many students don’t seem to realize how serious an infraction it is, nor that it amounts to nothing less than the theft of ideas. Yet often they are foggy about precisely what constitutes plagiarism. At its most blatant, a violation can derail a student’s entire academic career. But often, students are unaware that they have transgressed. When told of the offense, they are truly bewildered because of a genuine belief that they acted in good faith. Plagiarism was the central topic at a recent workshop hosted by the Center for Faculty Development at Emory University. Presenters laid out strategies for both detecting and deterring the practice, and they also cleared up some of the confusion students often experience. | 12/21/10 | Free | View In iTunes |
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13 |
Millennial Learners: How They Learn, How We Teach | Experienced teachers understand that students learn in diverse ways. Each one absorbs and processes information at different paces. Each has a different combination of strengths, weaknesses, preferences, and motivations. Some thrive on traditional lectures, while others prefer working in small groups, or alone. And each student’s approach to learning reflects in some part a mosaic of life experiences, backgrounds, family histories and other factors. On March 3, 2010, the Center for Faculty Development and Excellence at Emory University hosted a workshop titled “Millennial Learners: How They Learn, How We Teach.” This program touched upon the challenge of creating conditions that engage all students in the learning experience and offered suggestions of how to apply technology to reach that goal. | 11/10/10 | Free | View In iTunes |
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14 |
Civil Discourse in the Humanities | Civil discourse is essential to the life of a university. Yet sometimes it seems that incivility trumps thoughtful courteous dialogue in everything from mundane, day-to-day interactions to national debates, such as the ones around healthcare reform in the last year. In many ways, the university is one of the few places in society where difficult conversations can take place in a civil manner—but how do you keep a civil tongue when you feel you’re under assault? Across the university, challenges around civil discourse differ in different arenas of intellectual inquiry. To stimulate new ways of thinking about talking across difference, the Center for Faculty Development and Excellence of Emory University designed a series of workshops in 2009-2010 based on different fields of inquiry. How do we "agree to disagree" about "hot-button" issues in our respective fields? Can we learn to co-exist in classrooms, labs, offices, and exam rooms with different opinions, while avoiding destructive coping mechanisms that undermine intellectual community? | 8/18/10 | Free | View In iTunes |
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15 |
Copyright Trends and their Implications for the Classroom | Rapidly evolving technology and modes of communication have dramatically changed the landscape of copyright law and how it affects faculty today. Notions of copyright ownership, fair use, and even creativity have been transformed not only by the digital revolution but also by generational differences in understanding these questions. On February 11, 2010, the Center for Faculty Development and Excellence hosted a workshop titled “Copyright Trends and Their Implications for the Classroom.” This program offered an introduction to copyright, particularly as it affects the work lives of faculty as scholars and teachers. | 7/12/10 | Free | View In iTunes |
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16 |
Authoring Advocacy: Art Kellermann | For some, the role of the public intellectual comes easily. Their work might have some bearing on public policy issues, and they feel an obligation to speak to issues related to their research. They are relaxed in the glare of television lights or in the line of fire in blog discussions and debates. Many scholars, however, avoid taking public positions, in part because their professional training typically prepares them only to address audiences in their disciplines. What are the challenges and rewards of cultivating a public voice for faculty members who might see a role for themselves as advocates? On December 2, 2009, the Center for Faculty Development and Excellence hosted “Authoring Advocacy,” a cross-disciplinary panel discussion in which several Emory faculty colleagues shared their stories, questions, and dilemmas. In this segment, Arthur Kellerman, professor and associate dean for health policy in the school of medicine, tells stories and shares wisdom from his experiences as a public intellectual on the uninsured and access to emergency medical care. | 3/17/10 | Free | View In iTunes |
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17 |
Authoring Advocacy: Liz Bounds | For some, the role of the public intellectual comes easily. Their work might have some bearing on public policy issues, and they feel an obligation to speak to issues related to their research. They are relaxed in the glare of television lights or in the line of fire in blog discussions and debates. Many scholars, however, avoid taking public positions, in part because their professional training typically prepares them only to address audiences in their disciplines. What are the challenges and rewards of cultivating a public voice for faculty members who might see a role for themselves as advocates? On December 2, 2009, the Center for Faculty Development and Excellence hosted “Authoring Advocacy,” a cross-disciplinary panel discussion in which several Emory faculty colleagues shared their stories, questions, and dilemmas. In this segment, Associate Professor of Christian Ethics Elizabeth Bounds, who teaches in the Candler School of Theology at Emory, comments on her experiences as an advocate in the context of Christian faith groups working in American prison systems. | 3/17/10 | Free | View In iTunes |
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18 |
Student Professionalism Across The University | How do students learn professional conduct that they carry throughout their careers? Can faculty instill in them a desire to approach professional affairs within a strong ethical framework? Can the teaching of professionalism be meaningfully measured? A panel discussion hosted by the Center for Faculty Development and Excellence” explored these questions and other aspects of teaching professionalism across the university on November 3, 2009. Panelists included Mark Risjord, an associate professor in the Department of Philosophy and associate dean in the Laney Graduate School; William Eley, executive associate dean for medical education and student affairs in the School of Medicine; and Bonna Westcoat, associate professor of art history and archaeology. CFDE director Laurie Patton and Charles Howard Candler Professor of Religions, moderated the discussion. | 3/2/10 | Free | View In iTunes |
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19 |
Identity and the Internet | Today’s generation of college students, commonly known as “the Millennials,” grew up with digital technology and the Internet. Their orientation to multiple communication and social channels is changing the way college classes everywhere are organized and taught. These students are quite used to managing massive amounts of information coming at them simultaneously in many different modes—facebook, myspace, Twitter, instant messaging, blogs, ipods, video games. Should the classroom be any different? Should faculty adapt to the way these learners function in the digital age? Perhaps even more important is the question of how students become socialized on the Internet and begin to think of themselves as Internet users. How does their “real” identity intersect with their “online” identity? And what are the implications of social media and its attendant technology for learning? | 1/22/10 | Free | View In iTunes |
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20 |
Civil Discourse in the Health Sciences | Civil discourse is essential to the life of a university. Yet sometimes it seems that incivility has trumpet thoughtful courteous dialogue in everything from mundane, day-to-day interactions to national debates. In many ways, the university is one of the few places in society where difficult conversations can take place in a civil manner—but how do you keep a civil tongue when you feel you’re under assault? Across the university, challenges around civil discourse differ in different arenas of intellectual inquiry. To stimulate new ways of thinking about talking across difference, the Center for Faculty Development and Excellence of Emory University designed a series of workshops in 2009-2010 based on different fields of inquiry. How do we "agree to disagree" about "hot-button" issues in our respective fields? Can we learn to co-exist in classrooms, labs, offices, and exam rooms with different opinions, while avoiding destructive coping mechanisms that undermine intellectual community? | 1/4/10 | Free | View In iTunes |
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21 |
Accuracy or Fluency? Responding to ESL Student Writing | More than 1500 international students are currently enrolled at Emory—and each year that number grows by about ten percent. The sizable ranks of international students is a point of pride for the university, but it also means that a growing number of students whose native language is not English need help achieving linguistic proficiency. That’s where the English as a Second Language Program, or ESL, comes in. When teaching writing to our ESL students, should our goal be accuracy or fluency? What can we expect from our ESL students, and how can we help develop their writing skills? | 11/30/09 | Free | View In iTunes |
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22 |
Wikipedia and its (Dis)contents | Scholars’ opinions on Wikipedia tend to range from the strongly opposed to the deeply ambivalent. But this wildly popular online reference tool—a kind of radically egalitarian, constantly evolving and expanding encyclopedia—will not be ignored. It is, increasingly, becoming the source of information for students—not to mention educators. This denizen of the open-source movement might seem, by virtue of its own construction by anonymous, volunteer contributors who monitor and edit one another’s work, anathema to the notion of scholarly authority. But is there a place for Wikipedia and its model in the halls of academe? What are the intellectual challenges that Wikipedia raises? And what might be the advantages of a 'wiki' anyway? | 11/3/09 | Free | View In iTunes |
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Race in the Classroom | -- | 9/29/09 | Free | View In iTunes |
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24 |
Civil Discourse and Addressing Differences in the Classroom | On April 7th, 2009, The Center for Faculty Development and Excellence at Emory University hosted “Civil Discourse and Addressing Differences in the Classroom” a “teaching table” event for Emory faculty. Professor of Women’s Studies Rosemarie Garland Thomson and Kimberly Wallace-Sanders, associate professor in the Graduate Institute of the Liberal Arts, introduced the session. They opened the discussion on what permits and obstructs civil discourse in the classroom by describing how such issues, opportunities, and challenges played out in an upper-level, undergraduate course they co-taught titled “Extreme Bodies.” | 6/3/09 | Free | View In iTunes |
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25 |
The Challenges of Staying Creative: Eugene Bianchi | On April 1st, 2009, The Center for Faculty Development and Excellence at Emory University hosted “the Challenges of Staying Creative: Stories from Emory.” Several Emory faculty colleagues told stories of their own creative processes and their generative highs and low | 5/13/09 | Free | View In iTunes |
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26 |
The Challenges of Staying Creative: Ani Satz's Story | On April 1st, 2009, The Center for Faculty Development and Excellence at Emory University hosted “the Challenges of Staying Creative: Stories from Emory.” Several Emory faculty colleagues told stories of their own creative processes and their generative highs and low | 5/13/09 | Free | View In iTunes |
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27 |
The Challenges of Staying Creative: Roberto Franzosi's Story | On April 1st, 2009, The Center for Faculty Development and Excellence at Emory University hosted “the Challenges of Staying Creative: Stories from Emory.” Several Emory faculty colleagues told stories of their own creative processes and their generative highs and low | 5/4/09 | Free | View In iTunes |
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28 |
The Challenges of Staying Creative: Lori Marino's Story | On April 1st, 2009, The Center for Faculty Development and Excellence at Emory University hosted “the Challenges of Staying Creative: Stories from Emory.” Several Emory faculty colleagues told stories of their own creative processes and their generative highs and low | 5/4/09 | Free | View In iTunes |
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29 |
The Challenges of Staying Creative: Katherine Mitchell's Story | On April 1st, 2009, The Center for Faculty Development and Excellence at Emory University hosted “the Challenges of Staying Creative: Stories from Emory.” Several Emory faculty colleagues told stories of their own creative processes and their generative highs and low | 5/4/09 | Free | View In iTunes |
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30 |
The Challenges of Staying Creative: Gregory Berns's Story | On April 1st, 2009, The Center for Faculty Development and Excellence at Emory University hosted “the Challenges of Staying Creative: Stories from Emory.” Several Emory faculty colleagues told stories of their own creative processes and their generative highs and low | 5/4/09 | Free | View In iTunes |
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31 |
The Challenges of Staying Creative: Andra Gillespie's Story | On April 1st, 2009, The Center for Faculty Development and Excellence at Emory University hosted “the Challenges of Staying Creative: Stories from Emory.” Several Emory faculty colleagues told stories of their own creative processes and their generative highs and lows. | 5/4/09 | Free | View In iTunes |
| Total: 31 Episodes |
Customer Reviews
Relevant and sound advice
These podcasts have much to offer for faculty at Emory—or in many cases, at any institution—who seek to improve their teaching and research, to understand and enrich the arc of their careers, and to gain insight into the ever-changing environment in which we do our work. Thank you, CFDE!
