2022 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 in person, barring any unforseen changes in pandemic conditions.

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. 

 

The deadline to apply is MONDAY, APRIL 11th and Institute facilitators will notify selected participants by MONDAY, April 25th. Please contact the appropriate facilitator if you have questions about a particular institute.


Search Advocate Training

Facilitators: Emari DiGiorgio and Allison Sinanan

Dates: May 24 & 26, 2022, 9:00am-12:00pm

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.

INSTITUTE OVERVIEW:

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.

INSTITUTE FACILITATORS:

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.

PARTICIPANT EXPECTATIONS:

Participants will be asked to commit to the entire two-day in-person training on May 24 and May 26, 2022. Participants will be asked to attend a follow-up meeting in fall 2022 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.


Summer Institute for Peer Evaluation of Teaching (SIPET)

Facilitators: CTLD Executive Director, Dr. Kathy Klein and SIPET Faculty Facilitators, Dr. Liz Shobe and Dr. Meg White

Dates: May 24, 25 & 26, 2022, 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 2022 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.

INSTITUTE OVERVIEW:

The Summer Institute for Peer Evaluation of Teaching (SIPET) is an interactive summer institute promoting 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 in-person sessions. Faculty selected must be available to participate in all three of the scheduled full-day sessions during May 2022.

INSTITUTE FACILITATORS:

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, Dr. Liz Shobe, Professor of Psychology and Dr. Meg White, Associate Professor of Education.  The Institute Facilitators provided successful SIPET training in 2021. The facilitators previously completed SIPET training and provided numerous peer observations as tenured faculty. The facilitators are enthusiastic in sharing best practices and assisting faculty in gaining competency in the peer evaluation process. 

PARTICIPANT EXPECTATIONS:

Expectations for 2022 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: May 31 - June 3, 2022, 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.

INSTITUTE OVERVIEW:

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.

INSTITUTE FACILITATORS:

Donnetrice Allison and Pat Reid-Merritt will serve as co-facilitators for the 2022 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 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.

PARTICIPANT EXPECTATIONS:

This institute will take place over a four-day period, Tuesday through Friday, 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. 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. 


Quantitative Reasoning Across the Disciplines (QUAD)

Facilitator: Emily Ryan

Dates: May 18 & June 15, 2022, 9:00am-3:00pm

The purpose of this institute is to support faculty teaching courses with a Q1 or Q2 designation or faculty interested in adding this designation to their course.

INSTITUTE OVERVIEW:

This institute will provide an oppportunity for participants to learn a brief history and purpose of the Quantitative Reasoning Across the Disciplines initiative and to discuss program objectives. Participants will be paired with mentors for collaboration on planning and developing course materials and participants will present their work and receive feedback from peers. 

INSTITUTE FACILITATORS:

Emily Ryan will serve as facilitator for this institute. She is an Instructor of Mathematics and First Year Studies, the QUAD Convenor and experienced at supporting faculty who wish to add a Q designation to their course(s).

Betsy McShea, Bradley Forrest and Brandy Rapatski will serve as Mentors for this Institute.  Betsy McShea is an Associate Professor of Mathematics and FRST Year Studies and a former QUAD Convenor. Bradley Forrest and Brandy Rapatski are Associate Professors of Mathematics. 

PARTICIPANT EXPECTATIONS:

This institute will take place over two full days with a 28-day break between those days. Participants should come prepared to discuss the courses they intend to adjust for Q1 and Q2 designation. Mentors will guide participants through course development on the first day and participants will have an opportunity for presentation, feedback and further course development on the second day.

Participants will be required to submit a course syllabus that includes Q1 and Q2 statements and content with a Q sample assignment in the year after the institute, with the exception of faculty revising current Q designated courses. 


FRST Math Summer Institute

Facilitators: Francis Nzuki, Emily Ryan, Thierry Saintine

Writing Mentors: Joseph Cirio and Lisa Youngblood

Dates:  May 24 & June 23, 2022, 9:00am – 3:00pm

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.

INSTITUTE OVERVIEW:

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 awakening to systemic racism and gender disparities in America's institutions, these topics will include anti-racist and anti-sexist issues.

To ensure the FRST Math Summer Institute is successful, facilitators will:

  1. Discuss the benefits of teaching writing within the APS curriculum.
  2. Bring in writing pedagogy experts to speak about best practices within that discipline.
  3. Share ideas of topics found within the APS curriculum that lend themselves to writing and give examples of assignments.
  4. Support any APS instructors who are interested in applying for a W2 designation.

INSTITUTE FACILITATORS:

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.

PARTICIPANT EXPECTATIONS:

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:

  1. Provide written reflection upon completing the institute.
  2. 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.