The Faculty Development Office is pleased to offer faculty communities: ways to collaborate with colleagues on semester-long professional development projects.
Are you new to teaching online or in your first two years of teaching online? Or considering starting an online course in the near future? Join us for this faculty inquiry project to explore the most effective ways to transition from classroom-based to online teaching and learning. Discuss course design, assignments, student engagement, instructor presence, online discussions, class community, innovative ways to use Moodle, and other topics generated by the group. Get a chance to see different models for course designs and receive and give feedback from colleagues on new approaches to your courses. This faculty inquiry project will be facilitated by Gillian Glaes, a Visiting Professor in History and related fields, who has extensive experience teaching online both at UM and beyond. Apply to participate by Wednesday, September 18 at 5 p.m. For more information, see the Online Teaching & Learning FIP application.
Fall 2019 Faculty Writing Group
Research has shown that writing groups increase scholarly productivity. Our experience at UM has demonstrated that they also build collegiality among motivated faculty members from across campus. Join our writing group to create protected time to complete your writing projects. We will be meeting at the following times:
Thursdays 9:30-11:30 a.m. (September 12, September 26, October 10, October 24, November 7, November 21, December 5, and December 19)
Space is limited. Please contact Amy Kinch to join.
Past Faculty Inquiry Projects and Series
Inquiry projects are designed for faculty members who want to take a collective and scholarly approach to addressing a professional topic. The format creates a collegial setting in which faculty members from across campus learn from one another.
FIP: Improving Students' Understanding and Skills via Active Learning Opportunities (SPring 2019)
Senior Faculty Inquiry Project on Teaching and Learning (Spring 2018)
Faculty Leadership (Spring 2018)
Creating Engaging Learning Experiences (Fall 2017)
Learning LaTeX (Fall 2017)
Engaging Students in the Digital Age (Spring 2017)
Examining Course Curriculum for Diverse Perspectives (Fall 2016)
Technology in the Classroom (Fall 2016, Missoula College)
Large Courses in the Sciences (Spring 2016)
Faculty Writing Groups (Spring 2019,Fall 2018, Spring 2018, Fall 2017, Spring 2016, Fall 2016)
Social Science Applications of the R Statistical Package (Spring 2016)
Opportunities for Mid-Career Development (Fall 2015)
Selling Your Story: Presentation Skill Building Series (Fall 2015)
Leadership (Spring 2015)
Improve and Augment your Digital Course Materials (Fall 2014)
Reaching your Goals for Productivity and Personal Well Being (Spring 2014)
Regarding cross-campus connections, "That was valuable, just to be able to be like ‘okay I can call somebody outside of my realm, that can give me some advice and be that ally that I need.’" Spring 2018 Leadership FIP participant
One participant said that the faculty inquiry project had changed his thinking about the student experience, writing, “I never thought about reaching students in this way. At the university level the student is traditionally thought of as being responsible for their learning but in reality, much of that responsibility rests with the professor.” Fall 2017 Creating Engaging Learning Experiences participant.
"I really love the writing group. The accountability, dedicated writing time, and positive support are very valuable." Fall 2017 Writing Group participant
"The faculty members were all extremely knowledgeable and engaged in effective dialogue throughout the meetings. The group brought positive perspectives and goals to the table." Spring 2016 FIP participant
"[I valued] the ability to connect with other faculty members and discuss how they teach-getting to know that other folks are interested in trying new things in the classroom but are equally as unsure about it as I am!" Spring 2016 FIP participant
"This is what I thought academia was supposed to be like." Spring 2015 FIP participant