University of North Dakota Faculty/Staff Newsletter

Join a Faculty Study Seminar

Faculty Study Seminars allow faculty with common interests to learn more about a teaching-related topic.

This spring the Office of Instructional Development will offer three. Each group meets four times a semester, at times mutually agreed to by participants, to read and discuss an academic or teaching-related book (books provided by OID). Your only obligation is to read and to show up for discussion. To sign up for a group, e-mail the facilitator noted below with your contact information (e-mail and phone) and a copy of your spring semester schedule (noting the times you cannot meet). You will be contacted once an initial meeting date is set.

Teaching Naked: How Moving Technology Out of Your College Classroom Will Improve Student Learning by José Antonio Bowen (Jossey-Bass, 2012). Referring to PowerPoint as the “most abused new technology,” José Bowen makes a compelling case in Teaching Naked for how to prioritize the benefits of the human dimension of learning. Bowen’s work is part of the ongoing conversation in higher education about the inverted or “flipped” classroom in which content delivery takes place outside the classroom, often utilizing technologies such as podcasting, and classroom time is used for active learning (inverted from the traditional model of class time as lecture or content delivery and homework—thinking or skills based work—done outside class). Bowen argues that if students are going to pay high expensess for campus classes, faculty need to provide more than what can be found online by maximizing their face-to-face time with students. He illustrates how technology can be most powerfully used outside class sessions to ensure that students arrive to class more prepared for meaningful interaction with each other and faculty, and offers practical advice on how to engage students with new technology while restructuring classes into more active learning environments. Lori Swinney (Director of the Center for Instructional and Learning Technology) and Anne Kelsch will co-facilitate this Faculty Study Seminar. If you are interested in participating, contact Anne Kelsch at or 777.4233.

Academic Motherhood: How Faculty Manage Work and Family, Kelly Ward and Lisa Wolf-Wendel (Rutgers University Press, 2012). Academic Motherhood analyzes the stories of more than 100 women who are both professors and mothers, examining how they navigated their professional lives at different career stages. Kelly Ward and Lisa Wolf-Wendel base their findings on a 10-year longitudinal study that asked tenure track women how they manage work and family in their early careers (pre-tenure) when their children are under five, and then again in mid-career (post-tenure) as their children mature. The faculty studied work in a range of disciplines and at institutions with differing policies regarding family leave and tenure. The book intends to help institutions and the tenure track faculty who teach at them “make it work.” Writing for faculty and administrators, as well as scholars, Wolf-Wendel and Ward bring an element of optimism to the topic of work and family in academe. They provide insight and policy recommendations that support faculty with children and offer problem-solving approaches at the personal, departmental and institutional level, as well as addressing the concerns of dual career couples. Lori Reesor (Vice President for Student Affairs) and Anne Kelsch will co-facilitate this Faculty Study Seminar. If you are interested in participating, contact Anne Kelsch at or 777.4233.

Integrating Multilingual Students into College Classrooms: Practical Advice for Faculty, Johnnie Johnson Hafernik and Fredel M. Wiant (Multilingual Matters, 2012). UND is becoming more linguistically diverse. The percentage of UND students coming from other countries has nearly doubled from 3.5 percent in 2001 to 6 percent today. And it’s not just international students who may use multiple languages—for example, New American and American Indian students may be multilingual as well. This straightforward book provides practical information for helping international and non-native English speakers succeed in college classrooms. The book explains why many non-native English speakers, even though they have passed English proficiency exams, still struggle with the academic demands of college reading, writing, speaking and listening. The author, a professor and expert on English as a second language in the college classroom, provides solid advice for faculty faced with dilemmas such as grading papers, understanding accents, and understanding the different educational and cultural backgrounds of multilingual students. Anne Walker (Teaching and Learning) and Kathleen Vacek will co-facilitate this Faculty Study Seminar. If you are interested in participating, contact Kathleen Vacek at or 777.6381.

-- Jana Lagro, coordinating assistant, University Writing Program, 777.3600,