Faculty Resource Network

An academic partnership devoted to faculty development. Now in our fourth decade, we remain committed to this partnership, and to fostering connection, collaboration, and collegiality among our members.

Network Summer 2021

When: from June 7 to June 11, 2021

*Where: New York University’s Washington Square campus

*Due to COVID19 and COVID19 concerns and best practices, Network Summer 2021 will be held virtually.

Additional information about this year’s Network Summer seminars is included below. Applicants should submit the completed application along with their institutional liaison officer’s signature; a statement of intent that indicates how the seminar participant will apply what is learned at the home institution; a current CV; and a letter of support from either the division dean or department head, who is well-acquainted with the applicant’s area of research. Please note that applicants may only apply to either the Network Summer week-long seminar series, or the month-long summer Scholar-in-Residence program.

Application Deadline: Friday, April 23, 2021 by 11:59 p.m. (EST)

Summer 2021 Application for Network Summer Seminars »

NS Frequently Asked Questions

Scholar-in-Residence Program

Establishing a Campus Makerspace: How Our Institutions Can Embrace STEAM, Creative Research, and Interdisciplinary Collaboration

About the Seminar:

A makerspace is a place where people with shared interests, especially in computing, technology, and the creative arts, can gather to work on projects while sharing ideas, equipment, and knowledge. This seminar will focus on the process of establishing a makerspace and lab for innovation, using Spelman College, a historically Black college (HBCU) for women, as a case study. Each day, this workshop-oriented seminar will focus on a new topic of creative research including mixed reality, physical computing, 3D printing, and creative coding. Conveners will explain the processes, technologies, resources, collaborations, and support tools that are needed when establishing a makerspace at other institutions.

 

About the Conveners:

Jaycee Holmes is a faculty member in Arts and Visual Culture at Spelman College and serves as the co-director of the Spelman College Innovation Lab, a makerspace and campus hub for creative research, entrepreneurship, and interdisciplinary collaboration. Holmes is also a co-founder and current Director of Curriculum of Instruction of CodeHouse, a 501c3 non-profit that encourages Black and Latinx high school students into opportunities within the technology sector. Her passion is to encourage students to explore traditional STEM subjects with a creative lens at the intersection of art and technology. A former program manager at Microsoft, Holmes has considerable experience in ideation and product development processes that involve cross-disciplinary collaboration; an industry perspective that she now teaches in her classrooms. A trained maker, Holmes received her master’s degree from New York University’s Interactive Telecommunications Program.

Eric Thompson is an engineer, designer, researcher, and entrepreneur focused on all things related to creative technology. Eric worked as a mechanical engineer helping build cutting-edge large-scale marine construction equipment before returning to graduate school to pursue research at the crossroads on IOT, emotional design, and smart materials. After graduate school, Eric began Walimu, a startup focused on using telepresence and live coaches to train kids and teens in various video games and prepare them for tournaments, high school and college teams, and scholarship opportunities. Since December 2018, Eric has also managed the Spelman Innovation Lab where he builds out compelling programming for students, staff, and faculty assisting them with their innovation, academic, artistic, and entrepreneurial endeavors. Eric holds a B.S. in Mechanical Engineering and an M.S. in Human-Computer Interaction. Pericthompson.myportfolio.com

Dr. Jerry Volcy is the founding director of the Spelman Innovation Lab, which aims to form synergetic research collaborations between STEM and non-STEM faculty and students at Spelman College. He is also the Brown-Simmons Professor of Computer Science at Spelman and is an instrumental founding member of the Atlanta University Consortium Data Science Initiative which aims to raise the data literacy of every student at the member institutions, including Morehouse College, Spelman College, and Clark Atlanta University. Dr. Volcy’s areas of research include swept-laser systems used for high-speed spectroscopy, fiber Bragg grating interrogation, and optical coherence tomography. His work spans the fields of robotics, machine vision, medical devices, and high-speed data acquisition systems and includes work at the firmware level, device driver designs, high-bandwidth numerical processing, and graphical front-ends.

Imagining Identities in Islamic and Christian Spain

Co-sponsored by the Hagop Kevorkian Center for Near Eastern Studies at New York University

About the Seminar:

This seminar will focus on the creation of identities in the medieval period, when the Iberian Peninsula (present-day Spain and Portugal) was ruled by a series of Muslim and Christian principalities that found themselves in conflict along various political, economic, religious, and cultural axes. The diversity of interactions between the leaders, the cultural elite, and the general population in states that were neighbors and peers make this time and place a fascinating laboratory for exploring the many ways in which individuals and groups created different kinds of identities — primarily religious and racial, but also gender, and professional — for themselves and for others. We will spend most of the week focused on the medieval period but will also undertake project-based explorations of the ways in which the cultural memory of medieval Spain helps to shape political and cultural discourses in Spain, the Middle East, and the Americas in the modern and contemporary periods.

 

About the Convener:

S.J. Pearce is an associate professor in the Department of Spanish and Portuguese at New York University (NYU), where her teaching and research focus on the intellectual history and literature of Jews, Christians and Muslims in medieval Spain. Her recently-published first book, The Andalusi Literary and Intellectual Tradition: The Role of Arabic in Judah ibn Tibbon’s Ethical Will, examines the ways in which Jewish intellectuals in thirteenth century Spain and France understood Arabic to be a language of cultural prestige; the monograph was awarded the 2019 La Corónica International Book Award. She was a fellow at the Frankel Institute for Judaic Studies at the University of Michigan and previously held the Louis and Hortense Apfelbaum Fellowship at the Katz Center for Advanced Judaic Studies at the University of Pennsylvania and the Paulette Goddard Junior Faculty Fellowship at NYU. S.J. earned her Ph.D. at Cornell University in Near Eastern Studies, and her B.A. at Yale University.

Mental Health & Wellness Among Faculty and Staff in Higher Education

About the Seminar:

This seminar is for university faculty, administrators, or staff members who have an interest in the mental health and wellbeing of faculty and staff. After over a year of providing instruction, advisement, and services to students within the context of a pandemic, faculty and staff are approaching emotional burnout. Thus, a full discussion of the emotional and psychological needs of faculty and staff in higher education is warranted. Additionally, the presenter will highlight other sources of stress, such as bullying in academia. Using a dynamic, interactive instructional approach, the facilitator will help participants to increase their: (a) knowledge of stress and burnout in academia; (b) awareness of related environmental factors for minoritized faculty and staff; and (c) basic coping skills.

 

About the Convener:

Cirecie A. West-Olatunji serves as full professor at Xavier University of Louisiana and director of the Center for Traumatic Stress Research. She is also a past president of the American Counseling Association (ACA) and the Association for Multicultural Counseling and Development (AMCD). Nationally, Dr. West-Olatunji has initiated several clinical research projects that focus on culture-centered community collaborations designed to address issues rooted in systemic oppression, such as transgenerational trauma and traumatic stress. She has conducted commissioned research under the auspices of the National Science Foundation; ACA Foundation; Kellogg Foundation; Federal Witness Assistance Program; Spencer Foundation; American Educational Research Association; and African-American Success Foundation. Her publications include two co-authored books, numerous book chapters, and over 50 articles in peer-reviewed journals. In addition to national presentations, Dr. West-Olatunji has delivered research papers in Eastern and Western Europe, the Pacific Rim, Africa, and the Americas. Additionally, she provided consultation in a PBS initiative to create a children’s television show focusing on diversity through KCET-TV in Los Angeles, CA (“Puzzle Place”). She has also provided consultation to the Center for American Education in Singapore and to the Buraku Liberation Organization in Japan to enhance their early childhood and counseling initiatives. Dr. West-Olatunji currently serves as editor-in-chief for the Journal of Multicultural Counseling and Development (JMCD).

Techno-Cultural-Pedagogical Praxis

About the Seminar:

The ecosystem in higher education has been forever transformed and will continue to challenge and grow the ways in which faculty engage teaching and assessment of student learning through the use of technology and the lens of social justice. As we strive to advance knowledge, foster innovation, and ensure inclusion in our virtual and face-to-face learning environments, it is essential for faculty to have time to reflect, collaborate and refresh the instructional arsenal within active communities of peer learning. This seminar is designed for faculty who value collaboration, creativity, diversity, equity, blended learning, and the use of technology as intentional instructional practice.

Learning Objectives
Faculty participating in this seminar will increase their:

  1. Understanding and awareness as teacher and learner through self-assessment, peer-reflection, and small group discussion.
  2. Knowledge of culturally relevant pedagogical tools and inclusive instructional practices.
  3. Engagement, selection and use of technology to promote learner engagement, innovation, and demonstration of learning.
  4. Ability to redesign instructional activities to achieve student learning and program outcomes.

 

About the Convener:

Dr. Monique Earl-Lewis is the founding director of the Faculty Development, Teaching, and Advising Center at Morehouse College and, as an associate professor, teaches interdisciplinary courses in Africana Studies, the Freshmen Year Experience, and Psychology. Her applied research and practice focus on learning organizations, integrated techno-cultural-pedagogical practice to advance social justice and equity through active communities of learning and authentic participation engagement. She received her Ph.D. in Organizational Psychology from the California School of Professional Psychology; a master’s of science in Counseling and Behavioral Studies from the University of South Alabama; and a bachelor’s degree in Speech Communication from Auburn University.

The Chemical Biology of COVID-19

About the Seminar:

The COVID-19 pandemic represents one of the greatest scientific challenges of our time. This seminar will examine the structure, replication, and therapeutics of the coronavirus that causes COVID-19. Our study of the virus will apply the principles and tools of chemical biology, an interdisciplinary field that combines chemical, biological, and computational approaches to understand the molecular foundations of biological systems.

The seminar content begins with an overview of the life cycle of the COVID-19 virus and important enzyme families involved in viral replication. We explore the origin of mutations in the viral genome, plus the evolution of viral variants and their implications for COVID-19 vaccine development. We also examine examples of known antiviral drugs that can inform the design of novel COVID therapeutics. Faculty will engage in hands-on computational lab activities that use publicly accessible software. One lab module uses a bioinformatics database to track mutations of the coronavirus genome. Participants will work in a team to develop a teaching module on COVID-19 that can be used at their home institutions. This module can include new course content related to COVID-19, or a computer-based activity that enables students to explore the molecular foundations of coronavirus structure and function. A collection of instructional resources that can be used for developing this project will be provided. This seminar is suitable for faculty participants with a background and interest in chemistry, biology, biochemistry, chemical biology, and infectious disease.

 

About the Convener:

Tania Lupoli is an assistant professor of Chemistry at New York University (NYU). After gaining experience in the Microbiology and Immunology Department at Harvard Medical School, she was a Helen Hay Whitney and Simons Foundation postdoctoral fellow in Microbiology at Weill Cornell Medicine. She began her independent chemical biology laboratory at NYU in 2018. Dr. Lupoli’s multidisciplinary research combines her background in chemistry and microbiology to develop novel chemical tools to study bacterial survival in various environments. Her group has recently initiated drug discovery-based projects related to the treatment of coronavirus by halting viral replication. She holds a B.S. in Chemistry from New York University and a Ph.D. in Chemistry from Harvard University.

Time Warrior: Actionable Tools, Techniques, and Strategies for Faculty, Staff, Administrators, and Students

About the Seminar:

The title of this seminar is taken from a book entitled, Time Warrior: How to Defeat Procrastination, People-Pleasing, Self-Doubt, Over-Commitment, Broken Promises and Chaos by Steven Chandler. In this seminar, you will leave with actionable tools and techniques to help strategize and manage your teaching, research, service, and other projects in work and life for you and your students.

We will cover several time warrior systems in detail and two systems that students gravitate towards for writing and/or project-based classes: the pomodoro technique and the bullet journal. We’ll also survey project management tools including, but not limited to, Asana, Basecamp, Kanbanery, Milanote, Moleskine’s Action, Notion, and Trello.

Learning outcomes of this seminar:

  • Mission, Mantra, Manifesto, or Purpose: identifying your core values and priorities in work and life;
  • Calendaring: managing your time and projects based on your values and priorities;
  • Time Management: learning the difference between a manager & maker schedule and how to navigate both;
  • Focus: learning how to carve out time for deep work;
  • Project Management: getting things done;
  • Neil Fiore’s Unschedule: learning how to adjust your schedule and stay true to your values and priorities amidst constant distractions.

 

About the Convener:

De Angela L. Duff is an associate vice provost at New York University (NYU) and industry professor in Integrated Digital Media at NYU Tandon School of Engineering. She also curates music symposia, speaks about music, design, and technology at numerous conferences internationally, leads workshops on time and project management, writes about music, and produces, co-hosts, and edits a Prince & Prince-related podcast. You can view her past and present work at http://polishedsolid.com.

Trauma-Informed Pedagogy: Somatic Practices, Discussion Guidelines, and Community Dynamics

About the Seminar:

In this seminar, Hannah Bacon and Catherine Cabeen will discuss the value and methodologies of Trauma-Informed Pedagogy. Combining somatic practices, discussion guidelines, and community dynamics, this experiential workshop-oriented seminar will share approaches to teaching that can support students of all kinds who are grappling with personal and/or systemic trauma. Participants will engage in a combination of reading discussions, embodied and somatic practices, and lectures or presentations on various contemporary topics and strategies in trauma studies and trauma-informed, pedagogical practices. These topics include but are not limited to:

  • Secondary or vicarious trauma
  • Reparative pedagogical models that focus on healing rather than discipline
  • Somatic and embodied practices for addressing and healing trauma
  • Framing discussions in ways that do not duplicate harm
  • Overview of the neurobiology of trauma
  • Systemic trauma
  • Strategies of care for teachers in holding space for trauma in the classroom
  • PTSD and the history of the psychological and medical profile of trauma

 

About the Conveners:

Hannah R. Bacon (she/they) is the Ferraro fellow in Prison Education and visiting professor of Public Philosophy at Marymount Manhattan College (MMC). Her research takes place at the intersection of social and political philosophy, 19th and 20th-century continental philosophy, critical phenomenology of race, gender, and embodiment, carceral theory, and care and social ethics. Bacon teaches classes at MMC’s Manhattan campus, as well as MMC’s two Prison Education programs at the Bedford Hills and Taconic correctional facilities. The aim of the post-doctoral fellowship is to build bridges between these campuses and higher education communities. Prison education is a crucial register of MMC’s educational identity and of Dr. Bacon’s work as a professor and philosophical thinker. Her current work is on social and political forms of systemic trauma and the ethical responsibility we have to others in terms of ongoing forms of traumatic harm. Dr. Bacon holds a Ph.D. from SUNY Stony Brook and a master’s degree from The New School.

Catherine Cabeeen, M.F.A. (her/she/they/them) is an associate professor of Dance at Marymount Manhattan College (MMC), as well as a certified yoga instructor and a teaching artist for the Bill T Jones/ Arnie Zane Company. She is a former member of the Bill T Jones/Arnie Zane Company, the Martha Graham Dance Company, Richard Move’s MoveOpolis!, and of the Pearl Lang Dance Theater. Cabeen directed Hyphen, an interdisciplinary performance group, which received commissions from On the Boards, the American College Dance Festival NW, the Visa2Dance Festival in Dar Es Salaam, and the Lebanese American University in Byblos Lebanon, among many others. In her time at MMC, Cabeen has created three new courses for the college; one that looks at gender representation in 20th-century dance history, one that celebrates and explores American dance history through the lens of race/racism/anti-racism, and one that focuses on the somatic experience of participating in Social Justice Movements. Cabeen has been an active member of the college’s Action Committee for Diversity, Equity, and Inclusion, since its inception in 2017. In addition to teaching at MMC’s main upper east side campus, Cabeen has taught at Bedford Hills Correctional Facility, a maximum-security prison for women, through MMC’s prison education program.

Writing and Research Across the Curriculum in an Age of Disinformation

About the Seminar:

In this seminar, designed for undergraduate instructors teaching in all disciplines, participants will discuss, learn, and practice strategies for integrating writing, critical thinking, and active reading at a variety of levels, and into various disciplinary and interdisciplinary subjects, with particular focus on research in an age of disinformation. The seminar will stress meta-discursive approaches, including writing as thinking and writing to learn, that guide students to become researchers adept with online sources and alternative media.

 

About the Conveners:

Diana Epelbaum, Ph.D., is assistant professor and director of the Academic Writing Program at Marymount Manhattan College. Her scholarship is interdisciplinary, bridging writing and rhetoric, early American literature, and the history of science. She is a reading specialist and educator trained in a balanced literacy approach and has spent her career in deep engagement with writing, reading, and thinking pedagogies. A recipient of The New York Times “Teachers Who Make a Difference Award,” Diana now teaches using the Writing about Writing model, and trains faculty in classroom metacognition.

Tahneer Oksman, Ph.D., is associate professor and former director of the Academic Writing Program at Marymount Manhattan College (MMC), where she teaches classes in writing, literature and comics, and journalism (cultural criticism). Prior to MMC, she was co-coordinator of the Writing Across the Curriculum Program at Brooklyn College, and she has facilitated many writing workshops over the years. Tahneer is the author of “How Come Boys Get to Keep Their Noses?”: Women and Jewish American Identity in Contemporary Graphic Memoirs, and the co-editor of The Comics of Julie Doucet and Gabrielle Bell: A Place Inside Yourself. For more information, see tahneeroksman.com.