January is National Mentoring Month, and we have been thinking about how to frame the work of OFASD as it connects to university culture change, to the Strategic Plans, to helping faculty and academic staff build fulfilling careers and feel connected in such a large and diverse institution.
As an educator, my measures of time tend to be semesters, annual review periods, the typical weeks to receive feedback on manuscripts or grant proposals, and cycles towards the next promotion,
On October 3, we hosted the Academic Leadership Fellows Fall Reception and Project Showcase. This event served as a welcome for our new cohort of Fellows for 2024-2025 and an opportunity for the 2023-2024 Fellows to share work they engaged with over the past year.
On October 3, we hosted the Academic Leadership Fellows Fall Reception and Project Showcase. This event served as a welcome for our new cohort of Fellows for 2024-2025 and an opportunity for the 2023-2024 Fellows to share work they engaged with over the past year.
October is full of many opportunities to reflect, remember, and celebrate. We are reminded through numerous postings, emails, newsletters, and various meetings we attend. Everything from National Coffee Day to World Mental Health Day,
It’s hard to imagine that we’re already past September 20th, officially welcoming fall. The weather doesn’t always serve as the best reminder, but campus is alive with students and activities almost 24/7.
The Office of Faculty and Academic Staff Development welcomes a new group of faculty, academic staff and leaders to the five cohort programs our office oversees: The Lilly Teaching Fellows,
The Office of Faculty and Academic Staff Development welcomes a new group of faculty, academic staff and leaders to the five cohort programs our office oversees: The Lilly Teaching Fellows,
Welcome to fall and the start of the 2024-2025 academic year! It seems impossible to believe that summer has flown by so quickly. But students are moving in, the marching band is holding practice,
What does it mean to value teaching? Whose views matter in assessing teaching? What is the role of student learning in quality teaching? In what ways do contextual features such as required versus elective,