2021 Summer Institutes
The Office of the Provost is pleased to open the application cycle for this year's summer institutes. All institutes will be held virtually, given the uncertainties of planning in-person activities this summer.
Faculty can apply for more than one institute, however, applicants should consider the dates and anticipated time commitments for each opportunity. Staff can also apply to summer institutes when relevant for their positions and with approval by their manager.
NOTE: Those applying to the Students in Transition: FRST, F-designated, and First-Year Seminar combined institute should ALSO complete that institute's information form (a google.doc provided below) found in the institute description, as this program serves multiple constituencies.
The deadline to apply is MONDAY, APRIL 12th and Institute facilitators will notify selected participants by MONDAY, April 26th. Please contact the appropriate facilitator if you have questions about a particular institute.
Conducting Research with Students
Facilitators: Rachel Kirzner and Christina Jackson
Dates: June 10 & 11, 2021, 9:15am - 2:30pm
This institute introduces faculty to the benefits of student research collaborations. Participants will review examples of projects, as well as basics about logistics and funding mechanisms. All participants should bring an idea for a project that they would like to implement.
The purpose of this workshop is to provide faculty with the knowledge and resources to involve students in research projects. This involvement can be beneficial for students, faculty, community partners and the larger Stockton community. Conducting research with students can also present some challenges for both student and faculty. Faculty at teaching schools like Stockton typically have higher teaching loads, but also the pressure to produce and publish research (Ossoff 1998). At our university, students tend to have jobs alongside their class load causing their time to be less flexible. However, if projects are organized well, students can still benefit from the hands-on experience and a wide range of skills that derive from active research.
Research with students can also pose particular ethical and methodological problems (Ferguson, Younge and Myrick 2004). Participants will have the opportunity to learn about the online CITI research ethics and compliance training students can take as well as how to include students on a faculty’s IRB protocol. Fortunately, our university has several different routes to conducting research and involving students in the process in ways that are ethically and methodologically sound. Stockton’s commitment to the importance of research collaborations is also illustrated through our Essential Learning Outcomes, in particular, Information Literacy and Research Skills and Teamwork and Collaboration. Through the proposed institute, faculty interested in involving students in research will learn about creating learning objectives, identifying project needs, and then determining the appropriate level of student engagement. This workshop will provide faculty with knowledge on why student research collaborations are beneficial, tangible examples of projects, logistics, and funding as well as the opportunity to draft a project in consultation with a mentor. Faculty are expected to come with an idea for a project they would like to implement with students.
Rachel Kirzner, Assistant Professor of Social Work, teaches Research Methods in Social Work and has been engaging students in research projects since Spring, 2018. She has utilized the independent study model as well as R&PD funds for paid student researchers. Her current research projects include Atlantic City Focus Groups on Cardiac Risk and Resilience, and BSSW Student Veterans. She has a special interest in student research and mentoring and serves on the Stockton Advising Council.
Christina Jackson, Associate Professor of Sociology, has had several research projects in which students were involved through her classes and independent studies since 2016. Most of her research has been implemented through academic projects. She and students have aided community/advocacy organizations to help complete data collection and have partnered with community groups on multiple projects. She is a past fellow for the Center for Community Engagement and is currently the coordinator of the Community Leadership and Civic Engagement concentration.
Participants will be selected on the following criteria:
- Represent a range of schools.
- Can identify in writing (as part of the application) a student research project that they would like to implement, or are in the early stages of planning or implementation.
- Can articulate (as part of the application) compelling reasons for commitment to student research.
- Complete several readings for advance preparation.
- Develop idea for the research they would do to involve students; explore nuts and bolts of how that would work, during the institute.
- Present on the second day of the workshop with mentor present (share-back).
- Turn in a written summary of their planned project to organizers, by the last day of August 2021.
- Become part of a post-institute online community including listserv and BB site, with the goal of sharing updated research and materials on student research partnerships, and supporting each other in implementation of their ideas.
Search Advocate Training
Facilitators: Emari DiGiorgio and Allison Sinanan
Dates: May 17 & 19, 2021, 10:00am - 1:00pm
This institute trains faculty and staff to serve as search advocates. All campus searches require a search advocate, who participates from the development of a position description through integration of a new hire. Their role is to advocate for the search process itself and to assist committees to avoid unintentional biases.
Search Advocates are expected to participate throughout the search and selection process, beginning with development of the position description and continuing through integration of the new hire. At every stage, their role is to advocate for the search process itself and to assist committees in efforts to avoid unconscious, unintentional biases. They actively promote diversity and affirmative action principles by sharing information, recommending inclusive/affirmative strategies, supporting full committee and stakeholder participation, and consulting with the Office for Diversity and Inclusion. In collaboration with search chairs, search committees, and hiring officials, they affirm Stockton University’s high standard for excellent and inclusive search/selection practices.
Emari DiGiorgio and Allison Sinanan will serve as trainers/facilitators, given their previous experience serving as search advocates and training new search advocates for the past three summers. They will offer clear and concise information and tips about serving as a search advocate based on previously established guidelines and based on their experience. They will discuss best practices and lead participants through role-play scenarios. Additionally, they will share workshop materials with participants and upload them to the Search Advocate SharePoint.
Participants will be asked to commit to the entire two-day virtual training on May 17 and May 19, 2021. Participants will be asked to attend a follow-up meeting in fall 2021 that will include all trained search advocates and provide any updates to search processes/procedures, new forms, etc. Additionally, participants will be encouraged to use the resources in the Search Advocate SharePoint and to add their own.
Participants will be asked to be on-call when faculty/staff/administrative searches arise. As searches evolve, Dr. Valerie Hayes, Chief Officer for Diversity and Inclusion, or her designee, will reach out to the collective group of advocates to determine availability. It is preferred that Search Advocates participate in searches outside of their programs or divisions, so that they might offer a fresh perspective. Participation is voluntary, but it is beneficial, and goes into the advocate’s file as “institutional service.” Participation as a search advocate also gives the advocate more insight into other schools, programs or divisions outside of their own.
Students in Transition: FRST, F-designated Courses, and First-Year Seminars
Facilitators: Heather McGovern and Christine Ferri
Dates: May 26 & June 2, 2021, 9:00am - 3:30pm
The purpose of this institute is to prepare full-time faculty to participate in Stockton’s established programs for new students. This includes those interested in teaching a FRST courses, F-designated courses, and First-Year Seminars.
The purpose of the Students in Transition Summer Institute is to train full-time faculty to participate in Stockton’s established academic programs for new students. Some aspects of this institute will include all participants, while others will be conducted as breakout sessions in related, but distinct, groups.
Group A: FRST Critical Thinking and College Writing Courses
FRST 1002 Critical Thinking and Reading courses are first-year seminars with only first-year students. Courses vary widely in content but share a commitment to teaching students critical reading and thinking skills, communication skills (verbal and writing) and information literacy. Faculty also commit to including the Common Reading, Freshman Convocation, college events, and issues related to diversity as part of the course.
College Writing is a first-year writing course for first-year students with fewer than 16 credits who are placed based on standardized test scores in writing-related areas (ACT, SAT, and/or Accuplacer). Classes share a commitment to helping students further develop rhetorical savvy and strategies, see themselves as writers and researchers, and improve their research practices and ability to evaluate sources.
Group B: F-designated Courses
F-designated courses are a first-year friendly courses, taught by a faculty who choose to reserve all or most seats for first-year students and who have participated in an F-designated Institute focused on professional development related to teaching students in transition. F-designated courses provide additional scaffolding or other support structures, ranging from helping students navigate precepting or connecting them with other University services, to set them up for academic success.
Group C: First-Year Seminars (FYS)
First-year seminars are General Studies seminars with only first-year students. All incoming first-year students with fewer than 16 credits are required to take a seminar in their first semester. Courses vary widely in content but share a commitment to teaching students critical reading skills, communication skills (verbal and writing) and information literacy. Faculty also commit to including the Common Reading, Freshman Convocation, college events, and issues related to diversity as part of the course.
Heather McGovern has been coordinator of FRST since 2017 and Christine Ferri has been Convener of the First-Year Seminar program since 2017. The institute will also include presentations by faculty, librarians, staff and administrators with experience and expertise teaching first-year students.
To be accepted, participants must verbally commit to teaching a FRST, F-Designated, or First-Year Seminar class by fall 2022. Participants will also be asked to:
- Provide a tentative course outline, a tentative book/reading list, and some ideas about the syllabus for the new course.
- Attend all institute presentations.
- Finalize preparatory material and have it ready to present in the fall semester General Studies proposal meetings, if proposing a new General Studies course OR
- Finalize syllabus, course assignments, and course outline that address the components of a first-year seminar or F-designated course by the final session, if reworking a General Studies course that has already been approved.
Faculty members and full-time staff who have never taught a first-year seminar, FRST course of the type they plan to work on, or F-designated course and who have demonstrated evidence of excellent teaching will be prioritized.
Practicing Anti-Racism in Writing Instruction
Facilitators: Nancy Reddy, Emari DiGiorgio and Christina Harris
Dates: July 21 & 29, 2021, 10:00am - 1:00pm
This institute will introduce faculty teaching W1 or W2 courses across to university to key principles of anti-racist writing pedagogy. Faculty will learn from facilitators with expertise in this area, read scholarship, and apply key principles to their classroom practice.
The purpose of this summer institute is to introduce faculty (full-time, part-time, adjunct, and professional staff) teaching writing in W1 and W2 courses across the university to key principles of anti-racist writing pedagogy. Faculty will learn from facilitators with expertise in this area, read scholarship, and apply key principles to their classroom practice. A secondary goal of this institute is to develop a core group of faculty committed to anti-racist pedagogies who will then be able to share what they’ve learned and how they’ve improved their teaching practices with faculty in their home programs and with other faculty through opportunities like CTLD workshops.
Emari DiGiorgio, Christina Harris, and Nancy Reddy will facilitate the institute, as this work is an extension of their work in FRST, FRST Writing, Writing Across the Curriculum, and Africana Studies. All three presenters continue to engage with the relevant scholarship, have completed or offer trainings in anti-racist pedagogy, and have experience providing professional development and pedagogy training to faculty at Stockton and external to the institution. In particular, Christina Harris has partnered with the Southern Regional Institute and the Educational Technology Training Center (SRI&ETTC) and Why the Humanities Matter to deliver professional development workshops to New Jersey K-12 teachers on a variety of topics including Culturally Responsive Classrooms, Revolutionary Pedagogy, and Social Justice for Educators.
- Participants are expected to complete some foundational reading to ground themselves in key principles of anti-racist writing pedagogy before the institute.
- During the institute, participants will apply those principles to a specific writing course they plan to teach in the fall or spring.
- Faculty should leave the workshop with plans to adjust one or more of the following: assignments, grading criteria, assessment and feedback practices, in-class activities related to the teaching of writing.
- Institute members will meet again in the fall to discuss how applying those changes has impacted students’ learning and experience in their courses, as well as to provide additional support to participants.
Summer Institute for Peer Evaluation of Teaching (SIPET)
Facilitators: CTLD and SIPET Faculty Fellows
Dates: July 13-15, 2021, 9:00am - 3:00pm
This institute promotes the development of peer observation and evaluations skills for all course delivery methods (face-to-face, hybrid, and online) as well as course types (studios, labs, seminars, lectures, etc.). The expectations for those participating in the 2021 SIPET are governed by the Summer Institute for Peer Evaluation of Teaching (2013), which specifies that those completing the workshop carry out at least four peer evaluations (no time limit) as well as agree to be available, during the two years following participation, for no more than three brief consultations with faculty carrying out peer evaluations but have not attended SIPET training.
The Summer Institute for Peer Evaluation of Teaching (SIPET) is an interactive virtual summer institute promotes the development of peer observation and evaluation skills. Faculty with expertise in observing and evaluating course delivery methods (face-to-face, hybrid or online) and course types (studios, labs, seminars, lectures, etc.) are desired as participants in the SIPET institute. SIPET participants are expected to conduct peer evaluations and report the number of peer evaluations completed to the Center for Teaching & Learning Design (CTLD). It is expected that participant names will be posted on the CTLD website and other venues as being available for conducting peer observations. It is anticipated that participants will complete at least four peer observations after participating in the Institute and may be requested to assist with peer observation training for faculty who do not attend the SIPET. The SIPET training involves three days of virtual sessions. Faculty selected must be available to participate in all three of the scheduled full-day sessions during May 2021.
SIPET will be co-directed by Dr. Kathy Klein, Executive Director of the Center for Teaching and Learning Design and a tenured member of Stockton’s Occupational Therapy Program, and this year's SIPET Faculty Fellows, Dr. Meg White, Associate Professor of Education, and Dr. Elizabeth Shobe, Professor of Psychology. Dr. Klein led the Center for Learning Design for two years, which expanded to become the Center for Teaching and Learning Design this past year. She completed SIPET training in 2017 and subsequently undertook several peer observations at Stockton in a variety of modalities. She is interested in introducing formal tools that may be used for peer observation.
Expectations for 2021 participants are governed by an existing locally negotiated agreement, and stipulate that applicants will:
- Prepare for the institute (homework).
- Participate in a three-day workshop.
- Carry out at least four (4) teaching evaluations (as described in the relevant section of the Procedure for Faculty Evaluation) with no time limit.
- Agree to be available during the two years following their participation, for no more than three brief consultations with faculty who are carrying out peer evaluations but have not attended a SIPET.
Teaching Race and Racism
Facilitators: Donnetrice Allison and Patricia Reid-Merritt
Dates: June 1-4, 2021, 10:00am-2:00pm
This institute is designed to ensure the broad-based dissemination about the teaching of race and racism throughout Stockton’s curriculum. Participants will learn from facilitators with expertise in this area, read scholarship, and discuss best practices. Relevant both for those teaching at the undergraduate and graduate levels. An additional purpose of the institute will be a “train the trainer” approaching whereby a core group of trained and experienced faculty can assist with future trainings of additional faculty.
The purpose of this summer institute is to assist faculty interested in developing courses on race and racism that will be designated for the newly proposed R1 and R2 graduation requirement. The institution will focus on pedagogy, and participants will learn from facilitators with expertise in this area, read scholarship, and discuss best practices for teaching undergraduate and graduate students about race and systemic racism in the U.S. and abroad, particularly as it relates to systems set up to impede Black progress. An additional purpose of the institute will be a “train the trainer” approaching whereby a core group of trained and experienced faculty can assist with future trainings of additional faculty.
Donnetrice Allison and Pat Reid-Merritt will serve as co-facilitators for the 2021 summer institute, as both currently serve as core faculty of the Africana Studies Program. Both facilitators have years of experience teaching and facilitating workshops about race and racism. Dr. Reid Merritt is among the senior-most faculty who teach in this area at Stockton University, and she recently served as editor of a two-volume anthology on race and racism entitled A State by State History of Race and Racism in the United States, published by Greenwood (2019). Dr. Allison was a contributing author for this anthology, and currently serves as Director of Strategic Initiatives for Stockton University, in addition to serving as Program Chair for Africana Studies.
This institute will take place over a four-day period, Monday through Thursday, from 10 am until 2 pm each day. On the first day, participants should come prepared to discuss the courses they intend to adjust for 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 discuss specific adjustments made to their original courses.
FRST Math Summer Institute
Facilitators: Francis Nzuki, Emily Ryan, Thierry Saintine
Writing Mentors: Lisa Youngblood, and Joe Cirio
Dates: May 19 & June 22, 2021, 9:00 - 4:00pm
The purpose of this institute is to support faculty teaching Algebraic Problem Solving (APS) with a W2 designation. This will also be an opportunity for other APS instructors interested in adding this designation to their course.
The FRST Math Summer Institute is designed to provide participants with resources, experiences and the space needed to learn about and discuss writing pedagogies that adhere to the new W2 guidelines stipulated by the Writing Advisory Council (WAC). Facilitators and participants will have many opportunities to share and learn from one another ideas and strategies that can enhance our teaching and the APS curriculum. Given the recent public lynching of George Floyd and the ensuing national (and international) push to address systemic racism and gender disparities in American institutions, we will also focus on ways to make social justice (e.g., anti-racism; anti-sexism) a more integral part of APS.
To ensure the FRST Math Summer Institute is successful, facilitators will:
- Discuss the benefits of teaching writing within the APS curriculum.
- Bring in writing pedagogy experts to speak about best practices within that discipline.
- Share ideas of topics found within the APS curriculum that lend themselves to writing and give examples of assignments.
- Support any APS instructors who are interested in applying for a W2 designation.
The current FRST Math Convenor, Francis Nzuki, will work closely with Emily Ryan and Thierry Saintine to facilitate the institute, as all three teach Algebraic Problem Solving regularly with a W2 designation.
The FRST Math Summer Institute will invite current and prospective Algebraic Problem-Solving instructors to participate. Participants will be expected to bring syllabi and ideas for assignments to the initial meeting. They will also be expected to:
- Provide written reflection upon completing the institute.
- Provide an updated course syllabus reflecting inclusion of the new writing assignments.
On the final day of the institute, participants will be asked to bring their newly revised and developed pedagogical materials. They will be asked to present their materials and showcase how they would implement the W2 materials in the classroom.
Stockton Critical Thinking Institute (SCTI)
Facilitators: Jed Morfit, Mark Berg, and Tina Zappile
Dates: June 8 & 9, 2021, 9:00am-3:00pm
The premise of this institute is that improving student critical thinking skills and advancing this Essential Learning Outcome (ELO) requires deliberate instruction in critical thinking within disciplines and programs and across the entire curriculum. This 2-day summer workshop introduces instructors to effective critical thinking pedagogy and helps them integrate that pedagogy into their Program and General Studies courses.
The purpose of the Stockton Critical Thinking Institute (SCTI) is to continue to demonstrate quantifiable improvement in student critical thinking. To achieve this, participating faculty are expected to demonstrate knowledge about a critical thinking (CT) framework/model, redesign part of a course to incorporate elements from a CT model, and create or revise student assignments, activities, or other course requirements to reflect CT. Participants receive direct and specific feedback through classroom observations and coaching sessions (these observations are not part of the formal personnel process and are not included in faculty files). Facilitators will also solicit feedback from participants after day two with the intent to improve the SCTI in future years to better address the needs of the Stockton community to improve instruction in critical thinking.
Mark Berg is an Associate Professor of Psychology and a founding member of the SCTI with Jed Morfit and Bill Reynolds. He teaches critical thinking for the FRST program and has also made it an integral part of all of his program courses in Psychology as well as his GSS course Pseudoscience & The Paranormal. Mark has published in the area of critical thinking pedagogy and presented on the topic at the International Institute for Critical Thinking and the Conference for Higher Education Pedagogy. His psychological research focuses on comparative cognition or comparisons between the ways animals and humans think and form concepts.
Jed Morfit is an Associate Professor of Art. He is one of the founders (with Mark Berg and Bill Reynolds) of the Stockton Critical Thinking Institute, and has been leading SCTI summer institutes since 2012. He presented “Critical Thinking and Creative Practice” at the International Institute for Critical Thinking, and “Critical Thinking in the College Classroom: Teaching The Teachers” at the Conference for Higher Education Pedagogy with Mark Berg and Bill Reynolds. He has made critical thinking the core of his teaching and taught his first FRST Critical Thinking and Reading course this fall.
Tina Zappile is an Associate Professor of Political Science in the field of International Relations. Tina has previously served as a co-facilitator for the SCTI for 3 years after being a participant herself as a junior faculty. She regularly teaches critical thinking content in her disciplinary and General Studies courses and has completed training at the Tennessee Tech Critical Thinking Assessment tool (CAT) training workshop and presented work at the Critical Thinking Foundation’s annual conference. She currently has an ongoing scholarship on teaching and learning (SoTL) project where she is assessing the impact of specific interventions on critical thinking skills using an instrument that measures critical thinking in student writing. Also relevant is that Tina is the lead author of "Global Challenges: Promise & Peril in the 21st Century", a digital textbook & online course that employs a critical thinking framework and includes digital critical thinking content. Tina applies critical thinking to her focus on global learning, and her scholarship is in the field of International Relations.
Applications will be reviewed by SCTI facilitators based on the following considerations:
- Participants will be targeting one course for development of critical thinking pedagogy and will be asked to identify the course name, registration acronym and number of their target course for the institute. They are also asked to write a description of why they believe their selected course lends itself to the infusion of critical thinking content.
- Their willingness to participate in the Critical Thinking Institute’s “peer coaching” model, where leaders serve as an outside observer that visits their class and provides (confidential) feedback on their teaching practices.
- Their commitment to the following statement: “Successfully infusing critical thinking skills into the curriculum will require practice, self-reflection and considerable changes in how/what we teach on an ongoing basis.”