Through grants, workshops, seminars, publications, and formal and informal discussions, the Center for Faculty Career Development (CFCD) aims to cultivate dialogue among Wesleyan’s faculty and encourage association with faculty members at other academic institutions.
On April 12, about 25 faculty members attended a CFCD workshop titled “Becoming More Visible: Enhance Your Online Profile” in Usdan University Center. The workshop taught faculty ways to become more visible to colleagues, students and non-campus organizations by optimizing their work and presence online through search engine optimization as well as social media.
The workshop was taught by editor Naedine Joy Hazell MALS ’14 and Scott Johnson. Hazell has been editor-in-chief of The Hartford Courant, a three-time judge of the Pulitzer Prizes, editor of Hartford Magazine and New Haven Living and more. Johnson spent 25 years in journalism before moving into rebranding and strategy. Beginning as a graphic artist and designer, he then moved into newspaper redesign. He then moved from newspapers to the Associated Press in New York as director of graphics and visuals and authored the AP visual style guide. He currently works at Memorial Sloan Kettering Cancer Center in the Strategy and Innovation Department.
(Photos by Tom Dzimian)
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Peter Gottschalk was named the Director of the Center for Faculty Career Development for a three-year term starting July 1.
Gottschalk is currently Professor of Religion and has been at Wesleyan since 2002. He earned his BA at the College of the Holy Cross, his MA at the University of Wisconsin-Madison, and his PhD at the University of Chicago. Gottschalk has co-edited one volume, co-authored another with a Wesleyan student, and authored three monographs, including the recent Religion, Science, and Empire: Classifying Hinduism and Islam in British India. His work has also been published in The Los Angeles Times and the OnFaith website formerly of The Washington Post, and his teaching has been recognized with an NEH Enduring Questions grant.
About 20 faculty, staff and graduate students participated in a contemplative pedagogy workshop and discussion Feb. 19 in the Allbritton Center. The workshop, titled “Practically impractical: Contemplative practices in the classroom – A Faculty and Graduate Student Teaching Workshop” was taught by Michelle Francl, professor of chemistry on the Clowes Fund for Science and Public Safety at Bryn Mawr College.
Read more about the workshop here.
Photos of the workshops are below: (Photos by Olivia Drake and Aviva Hirsch ’16)
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How do faculty help students, and themselves, thread a path through an ever-growing body of information? What practices can faculty and students find that enable them to bring a clear and sustained focus to their work in the classroom and the laboratory?
Through two workshops and discussions, held Feb. 19, participants can consider how one might approach teaching from a contemplative perspective, in both the long and short term. Faculty and students will experiment with the adaptation of several traditional contemplative practices to classroom situations including “stilling” (breath and body awareness), contemplative writing, “beholding,” and explore how these might be instantiated in a classroom, laboratory or personal practice.
Michelle Francl, professor of chemistry on the Clowes Fund for Science and Public Policy at Bryn Mawr College, will lead the workshops along with Wesleyan faculty and staff. Francl is a quantum chemist who has published in areas ranging from the development of methods for computational chemistry to the structures of topologically intriguing molecules. She takes a contemplative approach to both, introducing students to practices to help them find stillness and focus, including contemplative writing, and feels strongly that a pedagogical stance that recognizes the role contemplation plays in research and writing — scientific or otherwise — has the potential to deepen students engagement in their work.
“Studies show that contemplative pedagogy – a teaching method to integrate secular meditation and mindfulness into the classroom – can help improve cognitive and academic performance,”
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