The annual Teaching and Learning Day is a day of reflection and discussion among faculty about big issues that impact the Stetson University mission and learning community. National scholars engage the community in thought-provoking conversations through discussions and workshops. Teaching and Learning Day occurs annually on the Friday before the start of the spring semester.
2021 Teaching and Learning Day
2021 T+L Program
Teaching and Learning Day for 2021 will be announced in November 2020.
If you would like to view past Teaching and Learning Days, feel free to check out the archive of various presentations and handouts below
2020 Teaching and Learning Day
Teaching and Learning Day for 2020 was on January 10th from 8:30 a.m.- 1:00 p.m. in the CUB.
Our focus the year was high-impact practices, and to do that we tried a different format. We have many faculty and staff at Stetson who are already making innovative use of high-impact practices to improve student learning. So instead of a guest speaker, we decided to showcase some of these people in a way that will encourage sharing ideas and having conversations across programs and departments.
This Teaching and Learning day was structured into workshop blocks led by members of the Stetson community on themes such as global learning, writing-intensive courses, community-engaged learning, internships, and learning communities. The schedule aimed to allow everyone to attend multiple workshops and hopefully jumpstart some new conversations about the ways we employ high-impact practices at Stetson.
All members of the Stetson faculty and staff were invited to attend. The morning started with breakfast available at 8:30 a.m. and concluded with a lunch served at 12:30 p.m.
2019 Teaching and Learning Day
What is Racial Equity? What is a Racial Equity Lens?
How does Racial Equity Impact the Classroom?
Dr. Heather Hackman of Hackman Consulting Group will return to Stetson University for a dynamic morning of learning and discussion addressing these questions.
Dr. Hackman has been teaching and training on social justice issues since 1992 and was a professor in the Department of Human Relations and Multicultural Education at St. Cloud State University in St Cloud, Minnesota for 12 years before she began focusing full time on consulting. She has taught courses in social justice and multicultural education (pre-service and in-service teachers), race and racism, heterosexism and homophobia, social justice education (higher education leadership), oppression and social change, sexism and gender oppression, class oppression, and Jewish oppression. In 2005 she founded Hackman Consulting Group and consults nationally on issues of equity and social justice and has focused most of her social justice training work on race, class, gender, and LBGTQI issues. [learn more]
2018 Teaching and Learning Day
Making Excellence Inclusive: Becoming a Student-Ready College
Dr. Tia Brown McNair currently serves as Vice President in the Office of Diversity, Equity, and Student Success at the Association of American Colleges and Universities (AAC&U). Dr. Tia Brown McNair oversees both funded projects and AAC&U’s continuing programs on equity, inclusive excellence, high-impact educational practices, and student success, including AAC&U’s Network for Academic Renewal series of yearly working conferences. Read Dr. McNair’s complete bio on the AAC&U website
Dr. McNair will engage the Stetson University community in a conversation raised in a recently published book she co-authored, Becoming a Student-Ready College . The national conversation asking “Are students college-ready?” concentrates on numerous factors that are beyond higher education’s control. This book flips the college readiness conversation to provide a new perspective on creating institutional value and facilitating student success. Instead of focusing on student preparedness for college (or lack thereof), this book asks the more pragmatic question of what are colleges and universities doing to prepare for the students who are entering their institutions? What must change in an institution’s policies, practices, and culture in order to be student-ready?
A limited number of copies of Becoming a Student-Ready College will be made available to participants who wish to participate in book circles facilitated by the Brown Center for Faculty Innovation and Excellence.
SAVE YOUR SPOT – RSVP!
Making Excellence Inclusive: Becoming a Student-Ready College
January 12, 2018 – 9:00 – 12:00 PM
(Lunch immediately following)
Questions? Contact the Brown Center (email@example.com) or call 386-822-7930
2016 Faculty Learning Community Day
Including Ourselves in the Change Equation: Personal Learning for Professional Development
January 8, 2016
Program Brochure (pdf)
Robert Kegan led a learner-centered discussion and workshop on Including Ourselves in the Change Equation: Personal Learning for Professional Development using “road-tested” research on strategies to help individuals close the gap between what they genuinely intend to do and what they are actually able to do. He invited each of us to make use of our own experience to re-imagine our lives and our work in the context of ongoing change through successful, healthy strategies for addressing change and what we can each do to develop timely responses to change we are already experiencing in higher education and in our world, and as we prepare for our future and our students. Dr. Robert Kegan is the William and Miriam Meehan Professor in Adult Learning and Professional Development, Educational Chair Institute for Management and Leadership in Education, and co-director of the Change Leadership Group at Harvard University
2015 Faculty Learning Community Day
Disruptive Demographics: Implications to Higher Education
January 9, 2015
Program Brochure (pdf)
Dr. James Johnson, Jr. facilitated a faculty-centered discussion and workshop on Disruptive Demographics: Implications for Higher Education using his research on demographic developments that already have begun to change the face of higher education. With profound implications for Stetson as a community and particularly the work of the faculty, these developments challenged us to reimagine our work and indeed our lives. He encouraged us to develop timely responses to the demographic changes that we are already experiencing, and most importantly, to embrace inclusive excellence as we prepare for our future. Dr. James H. Johnson, Jr. is the William R. Kenan Jr. Distinguished Professor of Strategy and Entrepreneurship and the Director of the Urban Investment Strategies Center at the University of North Carolina at Chapel Hill. He is the author of several scholarly articles, and his most recent book is Prismatic Metropolis: Inequality in Los Angeles.
2014 Faculty Learning Community Day
Transformation for Greater Student Success
January 10, 2014
Dr. John Gardner is universally regarded throughout the national and international higher education community as the initiator and leader of an educational reform movement, spanning more than three decades, to improve the retention and graduation rates of college and university students. His work has focused especially on two critical student transitions during the undergraduate years: the first-year experience and the senior-year experience. Gardner is the founder of two higher education research and professional development educational centers, the University of South National Resource Center on The First-Year Experience and Students in Transition and the John N. Gardner Institute for Excellence in Undergraduate Education. He is also Distinguished Professor Emeritus of Library and Information Science and Senior Fellow at the University of South Carolina. He is a widely published author and scholar whose work has been recognized with numerous awards including eleven honorary doctoral degrees. Gardner brings forty years experience working in higher education to his presidency. Dr. Gardner currently serves as President of the John N. Gardner Institute for Excellence in Undergraduate Education
2013 Faculty Learning Community Day
Jillian Kinzie (Associate Director, Center for Postsecondary Research & NSSE Institute) coordinates the NSSE Institute project activities. Her PhD is from Indiana University in higher education with a minor in women’s studies. Jillian comes to the NSSE staff from the faculty at IU where she coordinated the master’s program in higher education and student affairs from 2000-2002.