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 2020

When: from June 8 to June 12, 2020

Where: New York University’s Washington Square campus

Application Deadline: Friday, February 21, 2020

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. The completed application should be emailed to frn@nyu.edu.

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NS Frequently Asked Questions

Scholar-in-Residence Program

Bridging Pedagogy and Technology to Support Effective Learning

About the Seminar:

In the ever-evolving landscape of teaching and learning, use of technology in the face-to-face or virtual classroom is a growing imperative. Putting the learner at the center of course design is also at the center of reshaping pedagogical practices. In order to empower faculty to successfully integrate technology into their courses, it is important to review evidence-based teaching practices and provide faculty with resources, training, and community building. In this seminar, we will address pedagogy-technology partnerships around a diversity of topics and common teaching and learning use cases that faculty grapple with. Some of the topics to be explored and discussed include:

  • Understanding your learners and inclusive teaching practices
  • Digital storytelling
  • Backward design
  • Experiential learning including problem-/project-based learning
  • Active learning strategies
  • Student engagement and collaboration
  • Formative and summative assessments

This will be an experiential five-day seminar where participants will be able to apply the knowledge and skills derived from discussion, demonstration, and hands-on activities to individual pedagogical contexts. The seminar will include a combination of activities to: a) examine pedagogical best practices for various aspects of teaching and learning; and b) explore a variety of digital resources that are available to support instructors as they design effective learning experiences. Along with the main convener, participants will hear from and engage with other subject matter experts, instructional designers, faculty, and students in what will be a holistic experience focused on bridging pedagogy and technology to support effective learning.

 

About the Convener:

Anandi Nagarajan serves as Director of Learning Experience Design, at Teaching and Learning with Technology, NYU IT. Her teams, (specializing in Educational Design, Learning Communities, Multimedia Design, and Interactive Development), facilitate the design and implementation of technology enhanced initiatives in collaboration with faculty and instructional technologists across schools at NYU. She also serves as Adjunct Instructor at NYU, Steinhardt, in the Educational Communication and Technology program teaching a graduate course on Learning Sciences. She has over 16 years of experience in higher education as an instructor, instructional designer, researcher and leader. Her teaching, research, and practice focus on bridging instructional pedagogies with technologies to maximize opportunities for student engagement, and create an effective learning experience. Her main areas of expertise are in problem-based learning, formative assessments, active learning strategies, and design of online learning experiences. Anandi has an Ed. M. in Learning, Cognition and Development and a Ph.D. in Educational Psychology from Rutgers University, where she has designed and taught numerous courses in face-to- face, hybrid, and online settings. In her time at NYU, she has designed online and hybrid courses, led teams on university initiatives and innovative projects, and is currently working on enhancements for sustainable and scalable services in the areas of educational design and interactive development. She serves on University governance committees, conducts manuscript reviews for several research publications, mentors doctoral students, and volunteers for organizations such as Educause, Online Learning Consortium, & American Educational Research Association.

Additional experts and guest speakers (faculty, students, professional staff) from NYU will join the main convener at the different sessions during the week.

Creative Economy and Entrepreneurship in the Arts

About the Seminar:

The creative economy has emerged as a new discourse that highlights the economic potential of arts and culture. Beyond contributing to new public policies, resources, and positioning for activities and disciplines related to the arts, heritage, media and design, creative entrepreneurship also represents an important skill to address sustainability in the cultural sector. Education in creative disciplines, including the visual and performing arts, music, film, design and heritage-related areas, among others, needs to incorporate these tools to expand career opportunities for emerging professionals. This seminar proposes a deep discussion on the evolution of the economic dimension of cultural production, and presents tools for the development of entrepreneurial skills in artistic disciplines. The interaction between creative economy and diverse aspects will be discussed, including public policies, urban development, arts advocacy, labor market, internationalization, and good management practices. Entrepreneurship as a methodology will also be presented, starting from opportunities identification, ideation, validation, the development of sustainability models, pitch, and workplan. The seminar will allow participants to design workshops, modules, or entrepreneurship courses applied to different disciplines in the creative industries. The seminar will provide frameworks for student self-assessment, career planning for creative professionals, business model development for the creative industries, developing a business pitch and digital media strategies. Participants will develop a syllabus, either for a new entrepreneurship course adapted to their disciplines, or by incorporating modules or exercises into existing courses.

Topics include:

  1. Creative economy fundamentals
  2. Cultural policies and value in the arts
  3. Profile of the creative entrepreneur
  4. Opportunity recognition
  5. Business models for the creative sector
  6. Sustainability as a freelancer
  7. Marketing You
  8. Creating the business pitch

 

About the Conveners:

Javier J. Hernández Acosta, PhD (Ponce, Puerto Rico, 1978) is director of the Business Administration Department at Universidad del Sagrado Corazón. He is the founder of Inversión Cultural, a non-profit organization that promotes the development of cultural and creative entities in Puerto Rico. He holds a PhD in Business and Management Development from the Inter-American University of Puerto Rico and a master’s degree in International Business from the University of Puerto Rico, Rio Piedras campus. He also completed a postgraduate degree in Cultural Management and Policies from the Universidad Autónoma Metropolitana de México. He was Cultural Adviser to the Commission for Cultural Development (CODECU) and was a member of the Advisory Council of Creative Industries of Puerto Rico (2014-2018). He has published in academic books and journals on entrepreneurship, cultural policies, and arts administration topics including the Journal of Arts Management, Law and Society, the International Journal of Cultural Policy and the International Journal of Arts Management. He has also published articles in Forum Empresarial and the Revista del ICP. He is the author of the Profile of the Creative Economy in Puerto Rico and the book Creative Entrepreneurship. He has been a principal or co-principal investigator in projects such as The Puerto Rico Innovation Survey (2015), the Puerto Rico Science and Technology Survey: Research and Development (2014-2015) and the World Values Survey in Puerto Rico – 2018. He has presented research and conferences in countries such as Belgium, Bolivia, Brazil, Canada, Chile, China, Colombia, Cuba, Estonia, France, Germany, Japan, Mexico, Netherlands, Romania, Spain, and the United States.

Dramatizing History: Storytelling in the 21stCentury

About the Seminar:

Faithfulness to the truth of history involves more than a research, however patient and scrupulous, into special facts.  Such facts may be detailed with the most minute exactness, and yet the narrative, taken as a whole, may be unmeaning or untrue. The narrator must seek to imbue [the story] with the life and spirit of the time. [The narrator] must study events in their own bearings near and remote; in the character, habits, and manners of those who took part in them. [The storyteller] must be, as it were, a sharer or a spectator of the action [described]. —Francis Parkman (1823-1893)

How does the dramatist bring alive an historical epoch to enliven a work for stage, film or television? What elements are essential to create a compelling narrative?  Should the characters be actual people or fictionalized composites? How much research is enough?  And what ethical issues are raised in such decision-making?

In this seminar, we will embark on a journey to enrich dramatic stories that hold personal significance. Whether the tales are connected to family, culture, gender or race memory, certain steps based on historical information may enhance the creation and development of dramatic work.  The major focus for each participant will be the completion of a dramatic work—a story—with feedback through lectures and seminar-style discussions.  Notions of the dramatic that concern plot, character, setting, theme, dialogue and structure will be explored.  Participants will be exposed to theorists ranging from Aristotle, Soyinka, and Boal among others, but the main focus will be on creating an original outline for a dramatic work in a workshop setting.

 

About the Convener:

Michael Dinwiddie is an associate professor at the Gallatin School of Individualized Study, New York University whose course offerings include Migration and American Culture; Dramatizing History I and II; Poets in Protest: Footsteps to Hip Hop; James Reese Europe and American Music; Sissle, Blake and the Minstrel Tradition; Guerrilla Screenwriting; and Motown Matrix: Race, Gender and Class Identity in “The Sound of Young America.” Michael holds an MFA in dramatic writing from the Tisch School of the Arts at New York University. An award-winning dramatist whose works have been produced in New York, regional, and educational theatre, he has been a playwright-in-residence at Michigan State University, Florida A&M University, and St. Louis University. He has conducted playwriting workshops at SUNY Stony Brook, California State University at San Bernardino, The College of New Rochelle, Wayne State University and La Universidad de Palermo in Buenos Aires, Argentina. In Hollywood Michael was an inaugural Fellow in the Walt Disney Writers’ Program at Touchstone Pictures and worked as a staff writer on the hit ABC-TV series Hangin’ With Mr. Cooper. His screenplay Nowadays was a Sundance Finalist, and he was awarded a National Endowment for the Arts Fellowship in Playwriting. In 2018 he was inducted in the College Fellows of the American Theatre.  Michael is a member of the Dramatists Guild (DG), the Writers Guild East of America (WGA), and the Association for Theatre in Higher Education (ATHE).

Emotions Across Cultures

About the Seminar:

The comparative study of emotions is still relatively in its infancy, in part because it has generally been assumed that emotions are innate and so the same across cultures. But recently this picture has begun to change, as students of psychology, anthropology, philosophy, history and literature have shown that there are substantial differences in the way emotions – and even the very category of emotion – are perceived and experienced in different societies. In this course, we will look at a series of emotions – more or less one per class – including anger, pity and sympathy, fear and anxiety, shame, and love and gratitude. We will read descriptions of emotions from various cultures, including ancient Greece and Rome, China, India, and more, as well as literary representations of emotional responses. We will consider as well how emotions are represented in different regions and groups within our own society. We will also look at scientific studies of emotions across cultures. We will try to see whether emotions vary in significant ways, and if so, how and why. Participants are invited to share their own sense of the emotions, as they are expressed in English or other languages, and to recommend short readings for the seminar as we proceed.

 

About the Convener:

David Konstan is Professor of Classics at NYU.  His research focuses on ancient Greek and Latin literature, especially comedy and the novel, and classical philosophy.  In recent years, he has investigated the emotions and value concepts of classical Greece and Rome, and has written books on friendship, pity, the emotions of the ancient Greeks, forgiveness, and beauty.  In his most recent book, In the Orbit of Love, he examines friendship, loyalty, gratitude, and grief.  He has translated Seneca’s two tragedies about Hercules into verse.

Konstan has held visiting appointments in New Zealand, Scotland, Brazil, Argentina, South Africa, Australia, and Egypt, among other places.  He is a past president of the American Philological Association (now the Society of Classical Studies), and is a fellow of the American Academy of Arts and Sciences and honorary fellow of the Australian Academy of the Humanities.

Fostering Mental Health and Wellbeing on University Campuses

About the Seminar:

This seminar is for university faculty, administrators, or staff members who have an interest in the mental health and wellbeing of undergraduate and graduate students, as well as faculty and staff. Given the growing concern among university personnel, policymakers, and parents, a fuller understanding of the emotional and psychological needs of students in higher education is warranted. A discussion on bullying in academia will also be offered. Using a dynamic, interactive instructional approach, the facilitator will help participants to increase their: (a) knowledge of key issues; (b) awareness of related environmental factors; (c) basic response skills; and (d) ability to serve as advocates for the entire campus body.

 

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. Cirecie West-Olatunji 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”). Dr. West-Olatunji 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. Cirecie West-Olatunji currently serves as editor-in-chief for the Journal of Multicultural Counseling and Development (JMCD).

Learning to Write Competitive Grant Proposals

About the Seminar:

What can you do with a grant?  Many things.  For example, you can obtain release-time for research, start a new program, buy equipment, finance a sabbatical, enhance a student tutoring center, or build the library collection.

This seminar will help you prepare successful grant proposals.  We will cover the typical components of a grant: finding potential funders, analyzing the Request for Proposals (RFP), and writing strong sections on the need for the project, goals and objectives, activities and methods, the plan for evaluation, dissemination and institutionalization, and budget.

This seminar will provide an opportunity for participants to develop their own ideas into proposals:

  • Each participant is asked to bring an idea for a grant proposal that they would like to pursue. Before you arrive, you need to write a paragraph describing your basic idea for a proposal.  Bring it to the first session.  During the week-long workshop, you will apply what you learn about grant writing and develop your proposal.
  • Beyond sharing their experience and accumulated wisdom, the presenters will share resources on grant writing that are available online, as well as helpful readings. Participants will be glad to hear that the presenters specialize in readings that generally run no more than 2-3 pages and get right to the heart of a topic.  The seminar is designed for both beginners and intermediate grant writers.

 

About the Conveners:

Beverly and Bob Kahn are political scientists who have written grant proposals together and separately for many years.  After receiving their doctorates from Indiana University – she specialized in Italian Politics (winning both a Fulbright and Rome Prize) and he specialized in African American Political Ideology – they both taught at the University of South Carolina and Ohio State for 17 years and won teaching awards before going off on separate careers as administrators.

Beverly has served as dean, vice president, and provost at Fairfield University, Pace University, and SUNY-Farmingdale and has authored more than $17 million in grants.  In her current position at SUNY-Farmingdale, Beverly has written more than $12 million in major grants, including a Title III grant and an SSS TRIO grant from the U.S. Department of Education, as well as a First-in-the-World FIPSE grant, a Smart Grid grant from the U.S. Department of Energy, and an NSF S-STEM grant.  Bob has served as dean, vice president, and grants director at a series of community colleges in the New York area – Rockland, Bergen, Queensborough, and LaGuardia.  Bob retired two summers ago.  While Bob served for eight years as its grants director, LaGuardia brought in more than $100 million in grants – annually the highest among City University of New York community colleges, higher than a number of CUNY four-year colleges, and usually more than twice as much as the CUNY community college in second place.  On the side, they raised two adorable children.

Propaganda and Mass Persuasion Past and Present

About the Seminar:

We live in a world of rampant propaganda. Wherever we go, we are inundated with images, messages, jingles, slogans, and many other forms of mass communication that seek to sell us something, persuade us, or promote a certain political vision or interpretation of reality. At the same time, amidst steady accusations of “fake news” from inside the highest political office of the land, Americans have grown increasingly anxious about the place that propaganda might occupy in their daily media diets. How, living in such a fraught political climate and frenetic media environment, can we effectively distinguish truth from propaganda, fact from spin? Given the intensity of such concerns about the pervasiveness of propaganda in contemporary society, it is easy to forget that things were not always so: propaganda has a particular history, and in the twentieth century that history was intrinsically tied to the complex trajectory of nationalism and geopolitics.

This seminar will explore this history by providing an interdisciplinary analysis of the phenomenon of mass persuasion since World War I. Some key questions we will consider include: How does propaganda “work”? How should we characterize the individuals and institutions that have shaped and disseminated it? What are the specific languages and visual symbols that propagandists have typically used to affect mass audiences? How have both “democratic” and “authoritarian” societies sought to generate consent, and how, in turn, have individuals and social groups drawn the line between truth and propaganda? The seminar will utilize a variety of case studies to explore the symbolic content of specific kinds of propaganda and the institutional milieux that produce it. At the same time, the seminar will consider the ubiquity of propaganda in contemporary society, focusing on the role of image-making professionals working in the spheres of political campaigning, advertising, and public relations.

 

About the Convener:

Matthew H. Ellis is a historian specializing in the social, intellectual, and cultural history of the modern Middle East and North Africa. His first book, Desert Borderland: The Making of Modern Egypt and Libya (Stanford UP, 2018), charts the emergence and crystallization of Egypt and Libya as distinct territorial domains by examining the impact of various state-making projects on local experiences of place and belonging in the easternmost reaches of the Sahara Desert during the late 19th and early 20th centuries. Matthew currently holds the Christian A. Johnson Endeavor Foundation Chair in International Affairs and Middle East Studies at Sarah Lawrence College, in Bronxville, NY, where he teaches a range of courses on modern Middle Eastern history and politics. He received his B.A. in history from Williams College, his M.Phil in Modern Middle Eastern Studies from the University of Oxford, and his Ph.D. from the Department of History at Princeton University.

The Craft of College Teaching

About the Seminar:

Teaching is more than a job or a career: it’s a profession, a vocation, a summons to the mysteries of learning. It is also a craft that can be mastered over time with practice, persistence, and patience. For that to happen, however, we need to be intentional and reflective about our teaching practice. This seminar provides an opportunity for participants to do just that.

In surveying and discussing research-based teaching practices over the course of this seminar, we will be guided by fundamental questions of effective teaching: what to teach, how to teach, and why. What to teach? Concepts and ideas rather than facts. Frameworks and relationships between and among facts and ideas. How to teach? Through active learning strategies—by engaging students through problems, cases, scenarios, along with deliberate practice accompanied by constructive feedback. Why? Because with this approach students learn more and learn better. Their learning goes deeper and lasts longer.

Among the topics we will explore are Motivating Student Learning, Making Learning Last, Teaching and Technology, and Assessment and Grading. We will also discuss Syllabus and Course Design, Active Learning, and Teaching through Lecture and Discussion. Consideration will be given to writing and learning, a broad topic, as well as specific practical teaching challenges, such as what to do on the first and last days of class and how to incorporate group work. We will consider, in addition, some less-familiar topics, such as Metaphors of Teaching, Scientific Teaching, An Explanation of Explanation, and Embarrassment & Learning. In the process we will raise and explore questions about the theory and practice of teaching, while offering specific suggestions for effective classroom protocols.

 

About the Conveners:

Robert DiYanni is a professor of humanities and an instructional consultant at New York University.  In these capacities he teaches courses in literature, critical thinking, and interdisciplinary humanities, and works with faculty and doctoral students throughout the university on aspects of pedagogical practice.  Dr. DiYanni, who has taught at CUNY and Harvard, as well as NYU, has conducted workshops worldwide on teaching and learning, critical and creative thinking, and on the teaching of literature and writing.  He has also written and edited a number of volumes on these subjects.

 Anton Borst is an instructional consultant at Teaching and Learning with Technology at New York University. A specialist in writing across the curriculum and digital pedagogy, he previously worked in faculty development at Hunter College and Macaulay Honors College. He received his PhD in English from the Graduate Center of the City University of New York, and has taught literature and writing at Hunter College, Baruch College, and Pace University. With Robert DiYanni, he is co-author of The Craft of College Teaching: A Practical Guide (Princeton UP, 2020) and co-editor of Critical Reading Across the Curriculum, volumes 1 and 2 (Wiley-Blackwell, 2017 and 2020).

The 21st-Century Latin American City: Crisis and Alternatives

About the Seminar:

The world is very rapidly becoming urban.  By 2030, the United Nations projects three out of five people on the planet will live in cities, many of them in the projected forty-one “megacities” with populations greater than 10 million to be in existence at the time.  In contrast, in the 1950 less than one-third of the world population was urban, and there were only two megacities.  Nowhere has this been more prominent than in Latin America. In 1950, the continent was 40% urban, and today it is roughly 80%, making it the world’s most urbanized continent (Europe stands at 74%). The changes have been dramatic. Compared to just two or three decades ago, Latin American large cities are more interconnected (and subject to more complex governance arrangements), more unequal, more subject to volatile financial investments, and more environmentally vulnerable.  At the same time, cities have been home to important experiments in urban democracy.  The study of contemporary Latin American Cities is brimming with exciting stories of political struggles for land, for justice, for racial equality, for political voice, and for survival.

This seminar explores both the changes facing urban residents and the responses they have developed.  We will learn about the contemporary urban context in Latin America, and acquire some critical literacy in urban studies debates.  The seminar is centered around case studies of Latin American cities— Bogotá, São Paulo, Lima, and Mexico City—that show both their dystopian and utopian tendencies.  We rely on different sorts of evidence – historical, quantitative, ethnographic, as well as on different sorts of texts—academic, fictional, journalistic—as well as different documentaries.

 

About the Convener:

Gianpaolo Baiocchi is a sociologist and an ethnographer interested in questions of politics and culture, critical social theory, and cities. He has written about and continues to research instances of actually existing civic life and participatory democracy. His most recent work is Popular Democracy: The Paradox of Participation (Stanford University Press, 2016), which he co-authored with Ernesto Ganuza. The Civic Imagination: Making a Difference in American Political Life (co-authored with Elizabeth Bennett, Alissa Cordner, Stephanie Savell, and Peter Klein; Paradigm Publishers, 2014) examines the contours and limits of the democratic conversation in the US today. He is also the author, along with Patrick Heller and Marcelo K. Silva, of Bootstrapping Democracy: Experiments in Urban Governance in Brazil (Stanford University Press, 2011) and Militants and Citizens: Local Democracy on a Global Stage in Porto Alegre (Stanford University Press, 2005). He is the editor of Radicals in Power: Experiments in Urban Democracy in Brazil (Zed Press, 2003). An engaged scholar, Baiocchi was one of the founders of the Participatory Budgeting Project and continues to work with groups improving urban democracy. He heads Gallatin’s Urban Democracy Lab, which launched in 2014 and which provides a space for scholars and practitioners to collaborate and exchange ideas for cultivating just, sustainable, and creative urban futures.

When the World Laughs: International Perspectives on Film Comedy

About the Seminar:

Comedy consistently ranks among the world’s most popular movie genres, in part because people everywhere love to laugh. But do people in Europe, Africa, or South America laugh at the same things? What kinds of humor are universal? What gets lost in translation? Are there culturally specific cinematic styles for telling jokes or staging gags? What can the comic traditions of a nation or a region tell us about its most important values?

Film comedy can be one of the most illuminating (and entertaining) ways to explore such issues of politics, social history, and aesthetics. It can also be a convenient gateway to the fascinating field of humor studies, which includes literary theory, cultural research, human psychology, and neuroscience, to name a few related disciplines. Furthermore, if movies act like fun-house mirrors—reflecting realities through artful alterations—we can learn much about ourselves and our neighbors by comparing American forms of film comedy to those from other places and other times.

This seminar introduces a new approach to teaching and learning about world cultures through cinematic comedy. It begins with close readings of films clips that illustrate key concepts of humor studies, formal film analysis, and national styles of movie comedy. It continues with a three-day survey of the world’s great comedy traditions, from Italy and Sweden to Africa and China, including full screenings and interactive discussions of selected comedies. Participants will have guided opportunities to integrate what they learn about humor and film comedy into programs at their home institutions.
 

About the Convener:

William Costanzo is a SUNY Distinguished Teaching Professor of English and Film and has taught courses in writing, literature, and film studies at Westchester Community College since 1970.  A graduate of Columbia University, Dr. Costanzo has published seven books on writing and film, including Reading the Movies (revised for Kindle, 2014), Great Films and How to Teach Them (NCTE, 2004), The Writer’s Eye (McGraw-Hill), World Cinema Through Global Genres (Wiley Blackwell, 2014), and most recently, When the World Laughs: Film Comedy East and West (Oxford University Press, 2020). He is an active member of the Society for Cinema and Media Studies and recently joined the International Society for Humor Studies.