How do you take advantage of the opportunities offered by this unique format while also surviving the grueling schedule? How do you ensure that your students learn really important things, and learn them deeply?. How do you take advantage of the Winter Term themes or student engagement grants?

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• health and wellness at the end of term
• connecting final exams, projects, and activities to course goals and themes
• strategies for time management
• supporting student learning

We’ll center our conversation on the topics of grading, meeting fatigue, and self-care and go from there. What tips and tricks do you have for surviving — and thriving — this busy time?

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This session is limited to 30 participants. Registration in advance is required .

Sponsored by Center for the Advancement of Teaching & Learning, North Carolina Campus Compact, and the Kernodle Center for Service Learning and Community Engagement

Bio: Nancy Thomas is the director of the Institute for Democracy and Higher Education in the Jonathan M. Tisch College for Civic Life at Tufts University. She directs research on higher education’s role in American democracy, including the National Study of Learning, Voting, and Engagement (NSLVE). Prior to joining Tisch College in 2012, Nancy directed the Democracy Imperative, a national network of academics and practitioners working to advance deliberative democracy in higher education. Earlier in her career, she practiced university law. She currently serves as an associate editor for the Journal of Public Deliberation and senior associate with Everyday Democracy. Her professional interests connect political learning and democratic engagement; equity, diversity, and inclusion; academic freedom and free speech, and; legal issues in higher education. She holds a doctorate from the Harvard Graduate School of Education and a law degree from Case Western Reserve University

Topics include the interpersonal qualities and behavior strategies of highly-effective “Master” mentors, techniques for forming effective mentorships, and key ethical obligations and considerations. There will be a strong focus on using mentorships to leverage inclusion and diversity with particular focus on gender and race. Cultural humility and egalitarian values in the context of mentoring relationships will also be emphasized. Participants will discuss key obstacles to mentoring and leave with several strategies for streamlining mentoring activities without reducing their efficacy.

Bio: W. Brad Johnson is a professor of psychology in the Department of Leadership, Ethics and Law at the U.S. Naval Academy, and a faculty associate in the Graduate School of Education at Johns Hopkins University. A clinical psychologist, Johnson is a mentoring expert specializing in developing strong mentoring cultures for organizations around the globe. Johnson is the author of numerous publications including 13 books, in the areas of mentoring, professional ethics, and leadership. His most recent books include: “Athena Rising: How and Why Men Should Mentor Women” (2016, with David Smith); and “On Being a Mentor: A Guide for Higher Education Faculty” (2nd ed.) (2015).

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‘Should we instead be teaching students to create their own parameters inside which they attempt to meet their own goals? Then, if and when they encounter failure, that failure is more authentic because the student invested their own thought and planning in creating the experience. What might that mean our teaching and student learning? Join colleagues to discuss the implications of “teaching failure.”

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But teaching about class isn’t easy. The concept is complex and contested, and it can generate uncertainty for faculty and resistance among students, who come from a range of backgrounds and experiences. In this session, we’ll dig into the challenges of teaching about class and strategies for making it clearer, more engaging, and more relevant for students.

Bio: Sherry Lee Linkon is a professor of English and director of the Writing Program at Georgetown University. Her teaching and research involve two main areas: teaching and learning in the humanities and the interdisciplinary study of working-class culture. In working-class studies, Linkon’s work focuses on social class in higher education, deindustrialization, and contemporary working-class literature. Her edited collection “Teaching Working Class” (Massachusetts, 1999) was named one of the most important academic books of the 1990s by Lingua Franca magazine. With John Russo, she co-authored “Steeltown USA: Work and Memory in Youngstown” (Kansas, 2002) and co-edited “New Working-Class Studies” (Cornell, 2005). Her forthcoming book, “The Half-Life of Deindustrialization,” examines early 21st century working-class narratives reflecting the continuing effects of economic restructuring, primarily in Rust Belt cities. She was the founding president of the Working-Class Studies Association, and she edits a weekly blog, Working-Class Perspectives.

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