Developing Highly Effective Researchers

by Amanda Hovious of The Designer Librarian and Todd Heldt of LIS101

As a PhD student in Information Science, I have been chewing on one problem in particular: What are the missing components of information literacy instruction? What is not currently being addressed? I believe the answer lies in the essence of every information seeking model out there, and especially in Kuhlthau’s Information Search Process (ISP) model, which I had the pleasure of deconstructing in a theory development class. What is that essence? Uncertainty.

Uncertainty is present in the information seeking process (just about every information seeking model recognizes that role).

Uncertainty is inherent in inquiry and reflective thinking (John Dewey).

Uncertainty is the primary principle of Kuhlthau’s ISP model, and she defines uncertainty as “a cognitive state that commonly causes affective symptoms of anxiety and lack of confidence.”

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Addressing uncertainty is key to information literacy development. But in the absence of understanding ways to overcome the barriers that uncertainty creates in the information search process, we teach skills that will likely not develop beyond the classroom.

So, how do we address uncertainty in the information search process? A good place to start is Costa and Kallick’s Habits of Mind. They identified 16 habits of thought and action that help students manage the uncertainty that comes with ill-structured problems (e.g., information problems).

These habits are described to some extent in the Dispositions of the ACRL Framework. However, habits of mind are broader than the realm of information literacy. They are ways of thinking and doing that are essential to many areas of lifelong learning. In a nutshell, habits of mind are life skills.

Many of the habits Costa and Kallick endorse are absolutely essential for information literacy development. In particular, here are ten habits we need to instill in our students:

  • Thinking about Thinking (metacognition)

Thinking about thinking seems simple: to be aware of your own thought processes. But hidden biases and faulty heuristics can cloud a student’s judgment. Encourage students to spend some time thinking about how who they are impacts their relationship with information.

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  • Thinking Flexibly (being comfortable with multiple perspectives)

Any research project that requires an analysis of multiple perspectives requires thinking flexibly. Encourage students to investigate articles from sources across the political spectrum to see how different people present the same information. Likewise, fostering respectful classroom discussion about debatable topics is another good way for students to interact with differing viewpoints.

  • Thinking Interdependently (collaborating)

Most jobs and projects require some amount of collaboration. Assignments requiring students to share their ideas clearly and actively engage with input from others will not only make them more thorough researchers, it will help them more clearly communicate the information they have found.

  • Questioning and Posing Problems

Teach students to plan their research process ahead of time. Have them identify what they know and don’t know before they begin. Also, teach them not to be afraid of being wrong! If given the opportunity they will most often find that what they think they know is incorrect or incomplete. Embrace that!

  • Gathering Information through All Senses (being an observant researcher)

Not every answer is in a book or database! Offer assignments to allow students to interview people and/or observe behaviors first-hand.

  • Striving for Accuracy (choosing accurate or evidence-based sources)

Teach students not to settle on the first source they find, even if it seems legitimate and supports their prior beliefs. Have them read as widely as time allows, and engage with primary, secondary, and tertiary sources to see what the overall state of knowledge is in the field under study. Ask them when possible to verify conclusions by consulting other expert sources.

  • Applying Past Knowledge to New Situations (transferring skills)

Let them know that it is acceptable to draw on previous research experiences to tackle new research problems.  It isn’t cheating to use the same database over and over again if it has the requisite information!

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  • Persisting (growth mindset)

Teach students to follow a research project to the end, and not to give up if they don’t succeed right away. Researchers don’t usually find what they are looking for in the first article they read. Showing students how to put together different combinations of keywords, and navigate different kinds of sources will make them much more likely to find what they need. (And it always pays to reiterate that librarians are here to help when they get stuck!) 

  • Creating, Imagining, Innovating (looking at information in new ways)

Create assignments that let students share their research findings in new and interesting ways. Would visual aids such as graphs and charts be easier to understand than a written narrative? Would an e-portfolio be more accessible than a printed paper?

  • Communicating with Clarity and Precision

The best research skills in the world will only have limited value if students can’t communicate their findings precisely and clearly. Reinforce the importance of presenting information in a clear, unbiased way.

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Some of these habits are addressed in library/information literacy instruction, but we must remember that there is a big difference between teaching a skill to a student and creating an environment where the student can put that skill into continuous practice. The latter is more important in the development of habits of mind, and the library is just one environment that can be designed to reinforce them.

 

Introducing these ideas to students need not be overly complicated, and a few simple steps can help them keep these habits at the forefront of their minds. Define the profile of highly effective information seekers and enumerate those qualities on posters and handouts. Post them around the library, touch on them during instruction sessions, and give instructors in other departments copies for their classrooms to reinforce it beyond the walls of the library.

With these habits of mind, students will be able to search for information with more confidence and purpose, and they will be more discriminant in their selection of sources. These habits of mind correspond in many ways to the Dispositions from the ACRL Framework but will likely be more approachable for students and newer information seekers.

Share this infographic with your students:

Good Habits Make Good Research

Happy Faculty Development Week!

Welcome back faculty! It was great to see so many colleagues from HWC and CCC.  I arrived in time to hear the Chancellor’s prepared remarks. I took some notes and want to share some thoughts and talking points.

First,  can I just say, the tone was so positive I had to look around and make sure I was at FDW. Not since Wayne Watson Jr. have I heard so much positive language at FDW.  Although, now that I think about it, I don’t think Cheryl addressed us last year. Correct me if I’m wrong but I think Rasmus gave a lovely speech which was firmly in the camp of “too little, too late. “

So, after a brief intro and opening statement, the Chancellor began with a moment of silence for the victims of Charlottesville, WVA.  There was an acknowledgement of our own city’s violence and then began the body of his speech with a catchphrase that he stated he has widely used since coming to CCC. CCC is a” breakthrough institution for our students”.  It is a “game changer for our students” and allows them a life trajectory which can take them to the middle class and beyond.

He stated that while he may not be at CCC for 20 years, like some of our faculty, he intends to have a lasting impact on our schools. He believes that people come together for a shared mission and he is open to having conversations. He would like to break down the District/Colleges divide. And then he said something which made me actually cheer…out loud… he said each college is unique with its own culture,  but we are stronger together:  individual colleges AND one City Colleges of Chicago. After Cheryl’s insistence that we were campuses and we should all look alike through logo and personality, how nice to validate the culture we create and encourage our individual COLLEGES in the context of unity.

And then, my faculty brethren, he said, faculty are the key to the success of the students and colleges. What we do matters. He will work with us and develop a cohesive high performing team to support our students and us in our endeavors. Not much applause from the audience here. I think there was stunned disbelief and some skepticism but wow, how great to hear!

After the Chancellor, the Provost spoke briefly and said that City Colleges is more than completion and retention, it was about providing a superior student experiences. From what happens in the classroom, through the development of peer and faculty connections and by having a vibrant college experience, students should have a full experience. Faculty have far greater impact on this experience than anyone else. And faculty are the most important component and he is dedicated to helping us help students.

Two speakers, one fairly consistent pro-faculty message. It was appropriate for the occasion and for the audience. After being dismissed and insulted by Cheryl it was wonderful to hear appreciation and promises of support.

However, while I am wearing my rose-colored glasses for now, IMHO, our new Chancellor already has one strike against him, the departure of our beloved President Margie.

And our Union President, cautiously optimistic, did point out that while the District Leadership is certainly personable, the bar set by Cheryl was so incredibly low, anyone would be an improvement.  Still, my optimism showing, if action follows deed, District and Faculty may be able to finally pull in tandem towards the success of our student population.

I would love to hear other’s thoughts about today.

Goodbye Margie, You will be missed!

Joy: it was the message at one of Margie Martyn’s very memorable State of the College addresses. After the tepid leadership of Dan Laackman, the unapologetic joy Margie took in supporting our students, staff and faculty was inspiring

Margie is an educator, an advocate and a leader. As an administrator her focus was ALWAYS on supporting our students.  I was looking forward to a year with a new Chancellor who at least seemed positive about the entire mission of CCC. But now, I am disheartened by Margie’s departure. She is remarkable. There are so many things she has done to support all of us. I am reminded of a couple now.

She understands that HWC is a family. She showed that in many ways.

  • When Rachel or Jeni had parts in stage productions, she attended to support them. I imagine she attended other people’s productions, performances, etc.
  • When an adjunct who had only taught for us for 7 weeks died, she attended his funeral.
  • She provided a room for new mothers to pump
  • She supported the Memorial service and contributed refreshments when the budget was zero.
  • She participated in the American Lung Association Climb for Air (Climbing the stairs at Presidential Towers) as a member of the HWC team
  • She sat down with Theatre and Speech faculty to devise a strategy to help save theatre at HWC because the ill-considered pathways were reducing enrollment in these liberal arts classes.
  • She knows so many students by name and can tell you their stories, she didn’t have them in class, she just makes a point to know the students.
  • She always answers emails.

There are so many other ways she has provided leadership at HWC and has supported our mission and our school.  I hate that she will not be with us this semester.

Today is her last day and I can’t be there in person but I did want to say to Margie:

Thank you for your leadership, you are a great role model.

Thank you for your time, which you gave so willingly.

And Thank you for your joy. It meant so much to us all, especially during the dark days of reinvention.  And when you spoke about your joy, you humbled me by your honesty and vulnerability. A President who spoke of the joy of serving our incredibly diverse and extraordinary student population was something to see and emulate. I will miss your infectious smile, dedication to the mission and healthy example of riding your bike to work!

You will always be a member of the HWC family and my wish for you in the future is good health, interesting challenges, great adventures and mostly JOY!

Most sincerely,

Jenny Armendarez

Bienvenido, Chancellor Salgado – Adelante!

So, we have a new Chancellor.*

Meet Juan Salgado–this interview from The Reader, published shortly after Chancellor Salgado was named a MacArthur Genius grant recipient for his work in community advocacy is a good place to start. Salgado is clearly connected to the city power networks and Mayor Emanuel–he also serves as a Commissioner on the Park District Board. Yesterday, I heard some grumblings about him as “anti-union” and guessed that it was related to his leadership of a couple of charter schools (and that seems to be the case–apparently he put up some resistance to one of his schools’ attempts to unionize, at least at first), but was happy to find this article from 2015 about unions and charter schools from just last year where, if you read through it, you’ll see him quoted as saying:

I sat down with Juan Salgado, the president and CEO of Instituto Del Progreso Latino, a nonprofit educational organization in Pilsen, a predominantly Latino neighborhood in Chicago, to learn what it’s been like for him to oversee two charters that have unionized with AFT. Salgado believes that unions have been tremendous assets for his schools, particularly around some of the more fraught questions of wages and benefits. Can such issues be resolved “without a union?” he asks. “Yeah. But can we move forward to actually run a school? Probably not.” The mutual buy-in at the end of the negotiating process, Salgado said, created a better spirit at his schools.

Though Salgado was explicit that he disapproved of the way the union conducted its first organizing campaign—the organizers caricatured him as an evil boss, he says, solely to advance their strategy—he still feels the resulting unions, full of organized, passionate people, are no hindrance to excellence. “Unions ask a lot of questions! And that’s OK,” he says. “Critical questioning causes reflection and makes sure you have very good answers. And they demand transparency, and transparency is important. It’s a value that we should all have.”

I love the idea of having a Chancellor who has a moral commitment to education as transformative, though, I’m reminded that Chancellor Hyman has a deep belief in that same principle. I’m a little worried that so much of the talk about education and schooling that I see in relation to Chancellor Salgado (and the Mayor) consistently connects learning and jobs/careers. Even while I understand the appeal and value of a pathway to work and pay, we have seen where that narrow conception of the value of a liberal education can lead. I am heartened by his commitment to (and experience in) citizenship preparation and GED programs and recognize those and his charter school experience as providing something of what Faculty Council asked for in regard to an “educational background,” and I hope that Chancellor Salgado will recognize that his experiences at Moraine Valley and his work experience are a long way from being a complete understanding of what we do and do well. (For example, he is quoted in the Sun-Times article as saying, ““The school that I run, 54 percent of our students get some sort of college credential before they graduate from high school. We need to do that in every school because that saves students and families money and advances them into higher education,” he said. But a credit is not a credential, and a community college is not a bridge from high school to college–it IS college. But maybe that’s just semantics. Certainly everyone in a new job deserves the chance to learn and grow and show what they can do. I look forward to seeing what our new Chancellor does and can do. Hell, I look forward to actually seeing our Chancellor in the colleges for something other than a press conference with the Mayor.

 

*I have to also say that I was also happy to see that the news reports were not mere restatements of the press release, but provided fuller context on situation that our new Chancellor comes into. I’m not sure if it was a fluke or part of the information provided by our current board and leadership or whether we have Donald Trump to thank for the new willingness on the part of our local press to not accept the pronouncements of City Hall as unquestionable truth, but I’m happy to see it.

Nothing New Under the Sun: ID Policy Edition

So, just the other day as I rode home on the train, I was thinking to myself how nice it is not to have to be fighting about paper and copiers anymore, a thought that came to mind as I walked out of the building and saw the signs taped to the doors saying students would not be let in without their IDs. “This again,” I thought as I walked by, which drew my mind into other policy battles of the past (e.g., the Great Copy/Printer battles of 2012). Happily distracted by thoughts of gratitude I didn’t think much of the new ID policy, knowing that our active and effective Faculty Council was on the case and, surely, this wouldn’t be a thing again.

And then, just yesterday, I had a student show up at the very end of her class’ first examination, in the last two minutes of class, actually, apologizing and worried. She remembered having her ID with her at home in the morning, but somewhere between that memory and her arrival at school, she’d misplaced it. Unfortunately, she didn’t have ten dollars with her, nor a bank card to get some, so she had to go back home, get a check, get to a bank, cash it, return to school, pay the ten bucks, get a new ID and then find her professor and hope that she could get a make-up (which, as you surely can imagine) is not a guarantee for any college student.

In other words, this young woman could easily have lost the chance to pass the class (while, nevertheless on the hook for paying for it because she misplaced her ID one morning and goes to a school that refuses any other means than $10 to verify that she is in fact a student at the school. Had she been allowed to log in to Blackboard or MyCCC.edu on her phone or on a computer in the lobby, the security guards could have easily verified her status and purpose.

Talking to her, I had a tremendous sense of deja-vu. This policy is a policy that creates problems for our students by solving a problem for…whom exactly? Security? Administrators? Who? And then it hit me. We’ve seen this one before. And I wrote about it before. So I went back and found my post about the last time this happened, and re-read it, and found that EVERY SINGLE CRITICISM  applies now. Was SGA involved? Was Faculty Council (hint: No)? Is there data supporting broad HWC community desire for this policy (or some other reason–legal, safety (has there been a spike in thefts by unidentifiable visitors?)? Is this the plan to make up for the service-sucking state-budget-created black hole of a problem one Hamilton at a time? What problem is it solving and for whom? Who knows? So, why now? Good question.

Last time, in September of 2014, Margie “postponed the implementation of charging $10” for people without their ID. I guess that “postponement” ended the first week in February. But it’s not any less of a stupid policy. My student got her make-up exam and an apology from me for a school policy that made an already difficult and challenging day much much harder. That seems like the opposite of what our HWC values and aims are.

I just don’t get why this is a thing.

First CASTivity for Spring 2017

It’s about the P-word:

Exam

Placement.

We are inviting all interested faculty to join us for a CAST Lunchtime chat on

Tuesday, February 21, 2017

12:30-1:50pm

CASTle (Rm. 1046).

Our English and math placement coordinators as well as our dedicated testing center staff will be present to talk about the new placement process and its impact.

See you there!

 

Upcoming Conferences

conference

Over the last few weeks, Grace and I have received conference announcements from a few disciplines. Please keep sending those that you’d like to share.  Below are some conferences that are happening soon.

Rosie

Upcoming Conferences

Chicago SNCC History Project (Black History Month Conference):  “From Civil Rights to Black Power”: Tracing the African American Freedom Struggle” (Fri, Feb 17, 2017 – Sat, Feb 18, 2017)

Roosevelt University

Theme: This is 50 years after the, very controversial, shout, “Black Power”, rang out, on a Mississippi highway, as part of the Meredith March Against Fear. It signaled challenges to the early integrationist, non-violent and leadership of the southern civil rights movement and the beginnings of demands for equity rather than integration, an end to old alliances and the creation of new alliances, tactics, leadership and a change in locus to a northern / national Black Power/ Black Liberation movement.

The Chicago SNCC History Project in cooperation with the SNCC Legacy Project and others will use this year’s Black History Month Conference to revisit this, understudied an often misunderstood but crucial, part of the on-going African American fight for freedom, social justice, and humanity.

At this historic two-day conference, through discussion, film and music, we will begin the study of such important period. A usual, this will be an intergenerational arena where we will count on the participation of those who were there in earlier days as well as those younger people who have now taken up the on-going fight for freedom, justice, and humanity.

21st Annual Illinois Community College Assessment Fair (February 24, 2017)

Prairie State College

Theme: Assessment: Just and Fair

The keynote speaker will be Norbert Elliot, Professor Emeritus at New Jersey Institute of Technology. The title of his presentation is “Ethical Theory, Writing Performance, and Assessment of Student Learning: Foundational Principles” and will address fairness in assessment and its relation to validity and reliability.

Proposal deadline: Friday, February 10

Submission and registration details are available at the conference website: http://prairiestate.edu/academics/assessment-fair.aspx

For questions, please contact Carolyn Ciesla (cciesla@prairiestate.edu; 708-709-2949).

29th International Conference on Technology in Collegiate Math (March 9-12, 2017)

Chicago, IL

https://pearson.cvent.com/events/ictcm-2017/registration-d92237f82db14378aaa394e2c0a5d7a1.aspx?utm_medium=email&utm_source=HED_Math_ICTCM17_Registration_Oct10_SOC&utm_campaign=701b00000006Kt9&cmpid=701b00000006Kt9

Oakton Women’s and Gender Studies Program 2017 Conference (Friday, March 24, 2017)

Oakton Community College, Des Plaines, IL

Theme: “In Challenging Times:  Women, Activism and Leadership”

Keynote: Barbara Ransby, the new NWSA President Proposal Deadline: February 15, 2017 Full details of the conference, including possible topic areas, and guidelines for submission of proposals, can be found in the attachment to this message.  For more information, please contact Kathleen Carot, coordinator of Women’s and Gender Studies, at kcarot@oakton.edu or 847-376-7061.
Excellence in Teaching Math and Science Research and Practice (April 13, 2017)  

Northwestern University, Evanston, IL

https://www.math.uic.edu/chicagosymposium

53rd Allerton English Articulation Conference (April 19-20, 2017)

Allerton Park and Retreat Center in Monticello, Illinois

Theme: Addressing the Moment: Resistance and Resilience

This year’s theme, Addressing the Moment: Resistance and Resilience, invites us to consider challenges we and our campuses face in light of budgetary exigencies and changing political tides. With budgets slashed, MAP grants in jeopardy, and resources for higher education more fragile than ever, how do we find the spirit and equanimity to support our students and colleagues through our work in English Studies? Since our theme is suggestive, meant to invigorate rather than limit our discussions, proposals need not adhere strictly to our thematic invitation. As always, suggested proposal topics include but are not limited to composition, cultural studies, diversity, English education, first-year experience, English language learning, film, genre, literature, developmental writing, reading, cognition, collaboration, technology, placement, assessment, and Writing Across the Curriculum.

Proposal deadline: February 15, 2017

Please email a title and one-paragraph abstract of your individual, group, or poster presentation proposal to AllertonConference@niu.edu by February 15, 2017. Those accepted will be notified by March 1, 2017.

Good news from CCC. No really…

Posted on behalf of Michael Heathfield

The data are in – serious big data. Millions of anonymous tax filings and tuition records have been used by The Equality of Opportunity Project which specializes in using mass data to create policy solutions for social justice and increase equality. The headline of the just-published data set when searched for CCC says:

“The median family income of a student from City Colleges of Chicago is $31,700, and 4.9% come from the top 20 percent. About 2.7% of students at City Colleges of Chicago came from a poor family but became a rich adult.”

Behind this unsurprising finding there are much more important data about which we should be proud. On the access issue it is very clear who our students are. Really clear:

heathfield-1

Yet, with regard to social mobility we do much better than we might imagine:

heathfield-2

So we end up with what I consider to be a fairly impressive “mobility index”:

heathfield-3

To know our students, to know the struggles some of them face, and to now know that big national data puts us at 53 out of 690 community colleges for real impact to family lives, is a pretty impressive performance. Of course, I am being selective with the data I report here. Yes, really.

You can find the full data set here: https://www.nytimes.com/interactive/projects/college-mobility/city-colleges-of-chicago.

Sure, there is more to do. And yes, we must always get better. Wouldn’t it be a wonderful 2017 to have a District leadership team who lead by knowing and acknowledging the pretty spectacular job we already do? Oh happy day!

 

Mike Heathfield

 

Shared Governance Action Items: Provost Nominations by January 17 and Policy Revisions by January 22

Two important announcements from FC4 and District. You received these as an e-mail, but just to help spread the word:

1. PROVOST SEARCH:

From FC4 President Jennifer Alexander (Subject: “Nominations for Provost”), nominations for City Colleges Provost are now open until January 17. Anyone may nominate anyone. Description is here: http://www.ccc.edu/…/About-the-Provost-and-Chief-Academic-O…

Send nominations here: citycollegesprovost@agbsearch.com

2. ACADEMIC POLICY REVISION:

New policies are being proposed, and we have a short window to provide commentary and other proposals. I haven’t yet had the opportunity to review the proposals, but will before our FC meeting tomorrow. Armen forwarded the e-mail yesterday (subject: “District-Wide Academic & Student Policy Review, January 9 ­ 22”), but here are the key points:

1. Deadline for feedback is January 22.
2. Relevant documents can be viewed and feedback submitted here: https://cccedu.sharepoint.com/policy/SitePages/Home.aspx

Faculty Council Meeting: Wednesday, January 11, 1-3pm, Room 1115

The first Faculty Council meeting of the year is scheduled during registration week, Wednesday, January 11, from 1 to 3pm, in room 1115. Vice President Sarrafian has approved attendance to this meeting as part of full-time faculty’s 30 hours during registration week.

This meeting’s purpose is to be as accessible as possible to the largest number of faculty, in order to have at least one meeting this semester where the faculty body can gather to introduce and discuss the issues that matter most to our community. This will also help Faculty Council set its agenda for the Spring semester. If all goes well, I hope this serves as a model for a pre-semester large Faculty Council meeting going forward, in order to better facilitate shared governance.

If you have thoughts about what should be on the agenda, either leave a comment or e-mail me at bswanson1@ccc.edu.

HW Faculty Council Candidate Statements (Fall 2016 Edition)

It is my pleasure to fulfill a request put forward by our current HWFC to share the statements of our three colleagues who have been nominated and agreed to stand for election to three-year terms on the Faculty Council. There are two open positions.

I share these in the order that I received them.

Kristin Bivens, Associate Professor of English

This past August, as I started my 10th year at HW in the English department, I took stock of various opportunities I had participated in and others I had not. For example, I served as CAST coordinator, along with Kamran Swanson, for 2016. As part of my CAST duties, I organized (along with Kamran) FDW in August and various CASTivities throughout the spring semester (and now, the fall semester). I think my biggest contribution has been hybridizing and digitizing CAST content and recording CASTpod interviews with and for HW folks.  I was happy to use some of the tech skills from my PhD in technical communication and rhetoric as CAST coordinator and for FDW.

Serving faculty as CAST coordinator was a gratifying experience, but when I was recently nominated for FC, I thought this was another opportunity to continue to serve faculty and faculty interests.  As we approach an important crossroads as a district and college (a new chancellor, a new contract, and re-accreditation), I would like to use my experience (spring 2016) working on an all-District team of English faculty to create a new writing placement. My experience called for skills of argumentation and persuasion to ensure the best writing placement test was chosen for our students. I think my experience on this all-District team will also contribute to serving as the criterion chair for integrity for re-accreditation, as well as your FC representative.

Megan Ritt, Assistant Professor of English

Those of you who know me know that I’m passionate about many things (including Game of Thrones, the Oxford comma, and french fries). Another subject I’m passionate about is teaching and the well-being of our students. A lot of what we can do for them is reliant upon not just our content-area knowledge but also our knowledge of education itself, our academic freedom, and our ability to share in the governance of our school.

I want to serve on Faculty Council because I want to put my passion to good use. As a teacher of argumentation, I will listen to the many disparate voices of our faculty and help us reach informed conclusions. Serving as CAST Coordinator in 2014 and 2015 helped me see the importance of being involved on the school-wide level. I am eager to learn from those who have gone before me and to help provide a voice for the faculty and by extension, our students. If I am chosen to serve on the Council, I’ll bring my passion for teaching, my writer’s ear, and my Oxford commas. Thank you for your consideration.

B. Kamran Swanson, Assistant Professor of Humanities (Philosophy)

The Faculty Council is expected to represent the views of full- and part-time faculty, to support positions that preserve and strengthen the academic integrity of the institution, and to work with administration to foster an environment of shared governance. In my first three years of serving on Faculty Council, I have learned what it means to do this effectively, and I am excited to do so more frequently and effectively for another three years. I feel privileged to work among a community of experts, tremendously varied in their knowledge, experiences, and perspectives. I believe that the best version of Faculty Council draws upon these differences, encourages rational dissent, and sets an example for our administration, our students, and our larger community, to exercise a government of free thinkers with competing views. I believe it is possible to do this without losing a clear voice, and I hope my various statements to administration and faculty have demonstrated this over the past few months and years. If reelected to Faculty Council, I intend to continue putting into practice that which I’ve learned before.

 

 

CAST Elections, October 10-14

Elections for CAST coordinator will be conducted this week. Ballots and envelopes will be deposited in department offices on Monday afternoon and picked up Friday morning, just prior to the HLC meeting.

This year, we have one choice: Dr. Rosie Banks and Chao Lu have decided to run as a team (this is allowed according to the CAST charter). I have asked nominees to compose a statement regarding their merit and goals, which is provided here:

“The Center for the Arts and Science of Teaching (CAST) has long provided a faculty-driven, faculty-owned space to share best and current practices, new research, and emerging ideas in pedagogy and curriculum development. In past years, we have enjoyed diverse and substantive FDW and academic year programming that has challenged us to grow as educators. Should you accept us as CAST coordinators for this year, we hope to continue and expand that legacy by:

“-extending CAST’s accessibility through podcasting or other programming possibilities,

“-increasing opportunities for exchange with educators in the HWC community and/or in the Chicagoland region who are doing substantive work in teaching and learning, and

“-increasing opportunities for support for those of us currently pursuing degrees or taking courses, thus recognizing the significance of faculty scholarship in teaching and learning.

“-Most importantly, we will welcome your feedback and participation every step of the way.

“Since joining the HWC community, Ms. Lu and Dr. Banks have contributed extensively to the life of the college through our work in faculty committees, developmental education, the union, and administration (instruction). We hope to have this opportunity to work with you as your CAST coordinators. We would be happy to answer any questions you have both during and after this election process.”