INSTITUTE OVERVIEW:

Three sessions consisting of both synchronous Zoom meetings and asynchronous work (5 hours per day) with participants completing additional asynchronous online work between sessions to develop portions of an online course to be taught in Fall 2025. Dates for this institute are flexible and can coordinate with other summer institutes.

Session 1

Due before next session: completed course review and course map.

Session 2

Due before next session: Complete course syllabus and instructor welcome/course overview video.

Session 3

Due before next session: completed course structure and one module. Make sure content is accessible. Include student learning outcomes, instructor’s intro video and course overview.

Note: This schedule may be adjusted based on the specific needs and goals of the institute participants and/or institutional goals. Participants will complete work on a specific course that is an online course scheduled for 2025-2026.

INSTITUTE FACILITATOR:

1. The primary facilitator is Abigail Laird, Instructional Designer in the Center for Teaching and Learning Additional staff members in the CTLD will assist with the facilitation of this course.
2. Abigail has worked closely with faculty in different capacities since 2015, when she began to work for the Office of E-Learning. She later transitioned to the School of Business, providing support to faculty for over five years. She currently works for the CTLD as an instructional designer and holds a master’s degree in instructional technology. Abigail conducts course reviews and leads training sessions to ensure that faculty are well-prepared to teach online.
3. The facilitators will lead synchronous Zoom sessions covering an array of topics (see agenda). Participants will submit course development learning activities that receive feedback and are graded in a timely manner by the facilitators.

PARTICIPANT EXPECTATIONS:

1. We will accept up to 8 participants
2. Participants will be selected based upon review of the submitted application and may not be participants of previous online teaching certificate cohorts or a previous Designing A Quality Online Course summer institute. If there are more than 8 qualified participants, a survey will be used to select candidates most likely to benefit from the institute.  
3. Participants will be expected to complete all learning activities in the course syllabus and on the Blackboard course site.

INSTITUTE OVERVIEW:

The suggested format for SIPET is a three-day face-to-face institute. The topics for the institute are listed below.

Day 1: Best Practices in Peer Observation, Effective Teaching & Peer Evaluation Models & Tools

Day 2: The Pre-Observation Meeting, Evaluating Teaching, Peer Observation Report Analysis

Day 3: Writing Effective Peer Observation Reports, The Post-Observation Meeting & Feedback & SIPET Expectations

SIPET is three full-day five-hour sessions (9:00am-12:00pm; 1:00-3:00pm) offered May 20-22, 2025. Days 1 & 3 will be held in-person on campus, day 2 will be held online (synchronous and asynchronous activities).

Participants complete assessment surveys regarding the effectiveness of the institute and are expected to respond to email requests for 2 years following SIPET to report number of peer observations requests received and number of peer observation reports completed. SIPET participants may volunteer to assist the CTLD with additional outreach and training sessions regarding peer observation at Stockton.

INSTITUTE FACILITATORS:

Dr. Kathy Klein, Executive Director of the Center for Teaching & Learning Design will have overall responsibility for SIPET. Dr. Klein will be assisted by two faculty facilitators (Dr. Meg White & Dr. Liz Shobe have assisted in the past and continuation in this role may be discussed with SFT if needed).

Dr. Klein has expertise and experience in pedagogy, peer observation, and teaching evaluation. She completed SIPET training in 2017 and has additional skills and experience with teaching observation. Dr. Klein reviews tools and frameworks associated with peer evaluation. Faculty facilitators (Dr. White & Dr. Shobe) previously completed SIPET training, co-chaired the Faculty Senate SIPET Task Force, and have expertise in peer observation and have facilitated the institute for the past 4 years.

The facilitators will deliver an effective institute experience that engages participants, supports learning and growth, and promotes effective precepting at Stockton in the following manner:

1. Plan and prepare: Establish desired learning outcomes for SIPET and create and implement a plan to meet the outcomes to ensure a successful Develop a clear and well-structured agenda, review and organize materials, and be familiar with the content and objectives of the institute.
2. Set clear expectations: Communicate the purpose and goals of the institute to participants, and outline what they can expect to learn and accomplish.
3. Create a positive and engaging environment: Encourage participation and interaction, use inclusive language, and create a supportive atmosphere that fosters learning and collaboration.
4. Adapt to the group's needs: Be flexible and responsive to the needs of the participants, adjusting the pace and content as needed. Work closely with participants and facilitate all aspects of learning.
5. Use a variety of teaching methods: Incorporate different teaching methods, such as lectures, discussions, activities, and case studies, to keep participants engaged and actively learning.
6. Encourage feedback and reflection: Create opportunities for participants to provide feedback, ask questions, and reflect on what they have learned.
7. Evaluate the session: After the session, evaluate its effectiveness and gather feedback from participants to identify areas for improvement for future

PARTICIPANT EXPECTATIONS:

• Up to 12 tenured faculty member participants will be accepted.
  • If there are more than 12 eligible applicants, participants will be randomly selected through a lottery system (selection process is fair and transparent). Participants must be tenured faculty (or have been awarded tenure for the upcoming academic year).
• Participants must be willing to complete at least 4 peer observations (typically during the next two academic years).
• Participants are expected to complete pre-institute preparatory activities such as reading, video and other resources (2-3 hours), attend the SIPET sessions (15 hours), work between sessions (amount of work varies 1-2 hours per day) and participate in follow-up assessment activities (1 hour). After SIPET training, trained peer observers will be advertised to the campus community via the CTLD website and recommended by CTLD, Deans, and others.

INSTITUTE OVERVIEW:

As teachers, many of us aim to continuously improve our teaching methods and course materials for students. Typically, we plan a lesson, teach the lesson, and then reflect on the effectiveness of the lesson alone. This can be an isolating process that can feel frustrating if we don’t see progress in student learning immediately. In this institute, participants will learn about improvement science, how to apply methods of improvement science to teaching, and how to create a system of continuous improvement to gradually, scientifically, and intentionally improve student learning through evidence and collaboration. Although it is not mandatory, we recommend participants apply with at least one other colleague who teaches the same course to work together during this institute.

 

INSTITUTE FACILITATORS:

Dr. Siobahn Suppa and Dr. Alysia Goyer from the First-Year Studies (FRST) Mathematics program have extensive experience in collaboration, scientific improvement methods, and curricular design.

 

PARTICIPANT EXPECTATIONS:

Participants will be expected to read 2-4 research articles and/or book chapters in preparation for the first day of the institute and to choose a course they envision collaborating with a colleague to improve. They will engage in small group discussions, reflective writing, Q&A sessions with the facilitator, and they will create their own diagram for a learning goal of their choice.

INSTITUTE OVERVIEW:

This summer institute will again take place over a four-day period: Monday, June 2 – Thursday, June 5, from 10 am until 2 pm each day (in person or via zoom TBD). On the first day, participants will come prepared to discuss the courses they are intending to adjust for an R1 or R2 designation. On the second and third days, facilitators will guide participants through readings and best practices for teaching about race and racism, and on the final day, participants will present specific adjustments made to the courses reviewed on the first day. Finally, there will be two follow-up meetings – one a week before the fall semester begins and one mid-semester – to check in with participants and address any concerns they have.

INSTITUTE FACILITATORS:

There are several faculty members at Stockton University who currently teach courses about race and racism. As noted in the Proposal for Race and Racism Education Across the Curriculum, presented to the Faculty Senate on Friday, January 29, 2021 Proposal Link, those faculty were among the first approved to teach R1 and R2 designated courses in fall 2021. In the previous four summers of the institute, facilitators have invited some of those faculty members to come in and speak briefly about their experiences teaching about race and racism. We intend to invite them again. Invitees have included (but are not limited to) – Dr. Darrell Cleveland (EDUC and R Convenor), Dr. Michael Rodriguez (POLS), Dr. Guia Calicdan-Apostle (SOWK), Dr. Robin Hernandez-Mekonnen (SOWK), Dr. Allison Sinanan (SOWK), and Dr. Nazia Kazi.

PARTICIPANT EXPECTATIONS:

This year will mark the fifth year for this summer workshop, and as long as Stockton University maintains its commitment to educating students about race, we expect the demand for faculty preparedness to continue. Given the high demand for R designated classes, it is important that we have enough faculty trained and ready to develop and teach the courses.

We welcome all faculty (full and part-time) to apply, not only those who are planning to apply for the R designation, but also those who have recently been approved for the R designation and will teach their course for the first time in Fall 2025. There have also been applicants for the R designation who we have recommended to the summer institute because of their lack of experience teaching about race. In the previous four summers, we have trained nearly 50 full and part-time faculty and staff members, and the R Committee has approved more than 100 courses since 2021. We hope to train an additional 10 – 12 participants this summer.

Participants will be selected based on a brief application explaining their teaching background and which R1 or R2 course they wish to propose and/or teach in the upcoming academic year. Priority will be given to those wishing to be trained for a specific course, rather than those with a general interest. Moreover, participants will be selected from across the institution and from a variety of programs to ensure a wide range of course availability for the R designation.

In preparation for the summer institute, participants will be asked to read some specifically assigned scholarship on teaching about race and racism. During the institute, participants will be asked to bring in specific syllabi of courses they intend to create or adjust for the R1 and R2 designation. A significant goal of the institute will be to assist participants in preparing their courses for discussions of race and racism.

INSTITUTE OVERVIEW:

Professors Lisa Youngblood (former Associate Chair of FRST Writing), and Joe Cirio (current Associate Chair of FRST Writing and Convenor for W2-designation, Writing-Across-the-Curriculum or WAC) propose a 2-day summer institute for 2025 that will provide faculty across campus professional development in AI and writing pedagogy whether they are teaching W1 or W2 courses. The focus of the 2025 Summer Institute will be on the preparation of writing assignments and class exercises with awareness of AI. While AI presents significant benefits and challenges in terms of higher education, writing instruction in particular faces unique challenges because of the fundamental role it has in knowledge construction and fostering critical thinking. The institute will cover content such as AI and the future of writing instruction, clarity in the design and implementation of AI policies, rationale for these policies, understanding AI writing tools, designing AI-resistant and AI-Integrated writing assignments, classroom exercises that model AI usage, and ethical considerations and bias in AI.

FRST Writing has hosted Summer Institutes the last two years on writing pedagogy which has touched on AI in writing but has not explored it in depth: In 2023 we focused on best practices in three areas of writing pedagogy: designing effective and authentic writing assignments, how to craft writing instruction that supports students’ writing of the assignments, and designing and implementing systems of writing assessment to support the teaching and learning of writing. As facilitators in the 2023 institute recognized that participants wanted a deeper exploration of other ways to assess/respond to students, the focus in the 2024 institute was on ways to assess student writing and provide feedback to students. In both institutes, the topic of AI was addressed in a limited time frame, particularly in the discussion on designing effective and authentic writing assignments and assessment. However, it was clear that participants would like further discussions on AI in writing instruction, a sentiment also expressed to facilitators in their role as Associate Chair of FRST Writing by numerous adjunct faculty members who teach FRST Writing. This institute would meet the needs of writing faculty across the institution, including the large pool of adjunct writing faculty. Participating in any of the past institutes is not necessary to participate in 2025, and we believe participants from prior years will benefit from this closer attention to writing pedagogy with a greater awareness of AI in designing writing assignments in their courses.

INSTITUTE FACILITATORS:

The Summer Institute will be co-facilitated with Professors Lisa Youngblood and Joe Cirio, both of whom are faculty members in the FRST program in the School of General Studies. Lisa Youngblood is an Instructor of Writing and First-Year Studies and served as Associate Chair of FRST Writing from 2021 - 2024. As Associate Chair, Lisa mentored adjunct faculty members in FRST Writing and provided professional development for all FRST Writing faculty. Lisa also served as the Faculty Fellow for Writing during the academic year 2020-2021, at which time she provided professional development on writing and worked individually with faculty members across the university teaching W2 courses. Lisa regularly teaches W1 courses, with a focus on argumentative writing.

Joe Cirio is Associate Professor of Writing and FRST, current Associate Chair of FRST Writing, and has served as the Convenor of W2-Designated Courses (Writing-Across the Curriculum or WAC) since Fall 2022. In his role as W2 Convenor, Joe facilitates the review process of applications for W2 courses which includes providing feedback to all applications, facilitating discussions with the WAC committee on the applications, circulating feedback from the WAC committee to applicants, and meeting with faculty members to prepare or revise their W2 applications. Joe has served on the WAC committee as a member since Fall 2020 where he provided feedback and mentorship to applicants. He took over the role of Associate Chair of FRST Writing in 2024 and works closely with adjunct faculty members in the FRST Writing program, providing mentorship and professional development. Joe regularly teaches W1 and W2 courses at Stockton, including courses for the interdisciplinary Writing Minor.

PARTICIPANT EXPECTATIONS:

Although a large number of faculty on campus teach either a W1 or W2 course at Stockton, we believe the Summer Institute can work successfully with 12 faculty participants. The format of the institute is designed to give participants additional knowledge on AI in writing instruction and feedback from the two facilitators. These participants will comprise any faculty member who currently teaches W1 or W2 courses, or staff whether in the FRST writing program or in programs across campus. The facilitators will solicit applications from the faculty with an email invitation.

In selecting participants, special consideration will be given to part-time adjunct faculty who teach in the FRST Writing program and to junior faculty members in programs across campus because we believe those instructors can most benefit from the kind of in-depth discussion of AI in writing pedagogy and contact with the writing program coordinators that they may not otherwise receive during the normal academic year.

Participants will be expected to come to the first day of the institute with a syllabus from a W1 or W2 writing course that they have taught or plan to teach in the future and a writing prompt, assignment or classroom exercise or idea for one of these with AI in mind. On the second day of the institute, they will be expected to present a new or revised writing prompt, assignment or class exercise with awareness or integration of AI.

INSTITUTE OVERVIEW:

·         Day 1:

·         Welcome/Introduction

·         Teaching first-year college students

·         Elements of first-year seminars and F-designated courses

·         Critical thinking and information literacy pedagogy

·         Student support resources panel

·         Guidance on discussing precepting and course selection with first-year students

·         AI: Appropriate uses in academics as well as how to discourage inappropriate use

·         How to use TALONS mentors to help with first-year students

·         Reflection and homework overview

·         Day 2:

·         Breakout Group #1: First-Year Seminars and FRST 1002

·         Follow-up from Day 1

·         Using the common reading and other FYS pedagogy in appropriate ways for first-year students from various backgrounds

·         Community building techniques within the academic classroom

·         Supporting a diverse group of students, both in academic preparedness and background (Separate G and FRST seminar instructors)

·         Workshop for faculty to get individual help with application forms and course development

·         Assessment survey and reflection

·         Breakout Group #2: F-Designated Classes

·         Follow-up from Day 1

·         Supporting a diverse group of students, both in academic preparedness and background

·         Community building techniques within the academic classroom

·         Workshop for faculty to get individual help with application forms and course development

·         Assessment survey and reflection

INSTITUTE FACILITATORS:

The Institute would be co-facilitated by relevant Chairs, Associate Chairs, and Convenors for FRST, FRST Critical Thinking, and First-Year Seminars.

Aleksondra Hultquist has taught FRST 1002 since her hire in 2017 and is assuming the Associate Chair for FRST Critical Thinking this summer. Emily Ryan has taught in First-Year Studies since 2017 and has been Chair of FRST since 2024, and Geoffrey Gust has been Convener of the first-year seminar program since fall 2021. All three will facilitate the institute.

Faculty participation is essential to the success of these programs. The workshop leaders will aid in recruiting and encouraging faculty to participate in the Institute. In addition to sending an email invitation to all faculty, we will work with Assistant Deans and Program Coordinators to identify faculty who will most likely succeed in teaching first-year students. Finally, the facilitators will create an institute where a variety of campus members come together to share their expertise and experience and where participants feel comfortable learning from one another.

PARTICIPANT EXPECTATIONS:

We hope to recruit up to 20 faculty participants across the three groups (first-year seminar, FRST 1002, and F-designated).

We will solicit applications from the faculty/teaching staff with an email invitation. Workshop facilitators will also be asked to identify potential participants from colleagues with an interest in teaching first-year students.

Special attention will be paid to junior faculty with evidence of excellent teaching, who can teach FYS or FRST courses as a part of their service to the General Studies curriculum or F-designated program courses as part of their service to the University.

The workshop facilitators will review applications together. To be accepted, participants must commit to teaching the class they plan to focus on by Fall 2026. Participants in the first two groups must be full-time faculty or staff members. In selecting participants for teaching a first-year seminar, having taught a previous General Studies course will be an asset. For the group working on teaching FRST 1002, having taught a previous first-year seminar and/or experience or expertise related to teaching critical thinking or teaching first-year students would be an asset. Interest in teaching a class with a high concentration of first-year students is satisfactory for participating in group 3. Should there be more applicants than can be expected, facilitators will also consider applicants from Schools underrepresented in the current teaching cohorts and to form a cohort of teachers across disciplines.

Participants will be asked to come on the first day of the institute with a tentative course outline, a tentative book/reading list, and some ideas about the syllabus for the relevant course. During the Institute, in addition to attending all presentations, participants who are developing a new General Studies course will be expected to finalize their preparatory material and have it ready to present in the Fall semester General Studies proposal meetings. Participants who are planning to teach a course that is already approved as a General Studies course will be expected to have a final syllabus, course assignments, and course outline that address the components of a first-year seminar or F-designated course by the final session.