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AI Pedagogy Lab #1: Ethics & Academic Integrity

mcourtemanche — Fri, 03 Oct 2025 12:00:00 +0000

Thursday, October 9

12 pm-1 pm

Campus Center, Chairs

Join colleagues in an interactive session exploring the ethics of using AI in teaching and learning. We鈥檒l consider questions of student preparedness, equity and access, faculty transparency and responsibility, academic integrity and environmental impact, among others.

With: Reza Ebadi, Assistant Professor of Teaching | AI Pedagogy Specialist

Food For Thought: Teaching for all: Metacognition and learning

mcourtemanche — Fri, 05 Sep 2025 12:00:00 +0000

Presented by: Chris Hakala, Springfield College

Wednesday, September 10, 2025
12:00 pm to 1:00 pm

Innovation Studio #105

Abstract: Students often engage in unintentional learning. They have been successful in the past without developing the necessary understanding of why they are successful. In this conversation, we will discuss why metacognition is so important, and we will center the wide array of empirical evidence that supports the benefits. During the talk, we will describe studies and see the results of those studies and then extend those results to our pedagogical practice. There will be ample time to apply those results to individual contexts.

Bio: Chris Hakala has over 20 years鈥?experience as a professor and Center Director in higher education institutions. Over the years, his research has focused on reading comprehension, teaching and learning, effective faculty development and assessment. In addition, Chris has been invited to present at many conferences around the country as well as dozens of colleges and universities on topics ranging from reading narrative text to how to effectively manage large classes, or how to engage students in ways that maximize student learning. At Springfield, Chris runs the Center for Excellence on Teaching, Learning and Scholarship and teaches courses in the psychology department.

Please register by Friday, September 5th so we can get a final headcount for lunch.

Process-Oriented Guided-Inquiry Learning (POGIL) Introductory Workshop

mcourtemanche — Wed, 03 Sep 2025 12:00:00 +0000

Process-Oriented Guided-Inquiry Learning (POGIL) Introductory Workshop.

POGIL is a student-centered instructional approach; in a typical POGIL classroom or laboratory, students work in small teams with the instructor acting as a facilitator. The student teams use specially designed activities that generally follow a learning cycle paradigm.

To learn more about POGIL, click here.

Each session below is identical, so please choose only one: Register Here

Friday, September 12th, from noon to 1pm, in person.
Tuesday, September 16th, from 3-4pm, in person.
Thursday, September 25th, from 11am-noon, in person.

Morgan Teaching and Learning Center May 2025 Newsletter

mcourtemanche — Fri, 16 May 2025 12:00:00 +0000

To read entire newsletter, click on this link.

Announcing the 2025-2026 Morgan Pedagogy Champions

mcourtemanche — Tue, 13 May 2025 12:00:00 +0000

The Morgan Teaching & Learning Center, in collaboration with the ATC鈥檚 Instructional Design team, is pleased to announce the Morgan Pedagogy Champions for the academic year 2025-2026!

2025-2026 Theme: Inclusive Teaching and Learning through Metacognition

The Champions will build upon faculty knowledge and action regarding inclusive pedagogy by offering department/program-specific professional development to incorporate metacognition principles and strategies into course design and teaching practices. The Champions will serve as a visible proponent, facilitator/mentor, and point of contact for the advancement of inclusive pedagogy within the department or program while connecting with the campus-wide champions cohort and the Morgan Center for mutual support and learning.

Recognition for Outstanding Teaching Assistant

mcourtemanche — Mon, 12 May 2025 12:00:00 +0000

Recognition for Outstanding Teaching Assistant

The Morgan Teaching and Learning Center and the offices of Graduate Studies and Undergraduate Studies were pleased to honor a graduate Teaching Assistant at the Faculty Awards Convocation on May 2, 2025.

Anna Mederer Receives TA of the Year Award

Anna, a Ph.D. student in the Physics Department, was described as thoughtful, effective, and "Super TA." For their tireless and exceptional service to their students, faculty, and department, we are pleased to recognize Anna as this year鈥檚 Teaching Assistant of the Year. Faculty praised Anna鈥檚 dedication to their students, highlighting their efforts to ensure the success of every student through regular check-ins, thought-provoking questions, and encouragement of critical thinking during experiments. Students commented on how 鈥淎nna was clear and instructive when they helped clarify lab questions鈥?and 鈥渁lways had helpful formulas and drawings on the board and made sure we were aware of them and understood them.鈥?amp;nbsp;

READ FULL CITATION

Peer Learning Assistants Honored at the Student Recognition Awards Ceremony

mcourtemanche — Mon, 12 May 2025 12:00:00 +0000

Three undergraduates were honored at the 2025 Student Recognition Awards Ceremony for their efforts and effectiveness as Peer Learning Assistants.

The 2025 Peer Learning Assistant of the Year is Brynne MacWilliams, a senior majoring in Mechanical Engineering and a Master's student in Biomedical Engineering. Her expertise and concern for student mental health issues are exemplified in her role as a PLA, where she repeatedly discusses the importance of attending to a student's wellness in physical and mental health as they start their college career. Brynne's dedication to mental health advocacy has provided invaluable support to many students, helping them navigate the challenges of their academic journey with empathy and care. This award not only recognizes her remarkable efforts but also celebrates her unwavering commitment to fostering a supportive and enriching academic environment.

Two students received Honorable Mention as PLA of the Year Award:

Jack Kamataris (ECE/RBE '26) Jack's firm yet fair approach has earned him the respect and admiration of his peers, making him a deserving recipient of this honorary mention.

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Gabrielle Van Kammen (BME '25) Gabrielle's dedication to fostering intellectual curiosity, promoting professional rigor, and providing personalized support has made a significant difference in their academic journey.

The PLA awards have been presented by the Morgan Teaching and Learning Center annually since 2013, in recognition of the key role of peer assistants in supporting distinctive undergraduate education at WPI.

Food For Thought: Is AI Evil? Why We Should Resist AI in Higher Education and Daily Life

mcourtemanche — Thu, 17 Apr 2025 12:00:00 +0000

Presented by John Sanbonmatsu

Associate Professor, HUA

Monday, April 28, 2025

12:00 pm to 1:00 pm

Stratton Hall #201

Please register here by 4/21

At a time when university administrators and faculty across the nation are rushing to remake higher education in the image of AI, Prof. Sanbonmatsu takes a contrarian view, warning that the automation of human thought and creativity not only imperils the ideals of a humanist education, but strengthens existing structures of power, violence, and oppression.

BIO: John Sanbonmatsu, Professor of Philosophy at WPI, is author of the book, The Postmodern Prince: Critical Theory, Left Strategy, and the Making of a New Political Subject (2004), editor of the book, Critical Theory and Animal Liberation (2011), and author of the new book, The Omnivore's Deception: What We Get Wrong about Meat, Animals, and the Nature of Moral Life (NYU Press, 2025). His opinion writing has appeared in the Christian Science Monitor, New York Times, Counterpunch, St. Louis Post-Dispatch, and the Huffington Post, among other places.

Sponsored by the Morgan Teaching and Learning Center - morgan-center@wpi.edu

Food For Thought: Advancing Engineering Education Through Mentorship and Systemic Change

mcourtemanche — Wed, 09 Apr 2025 12:00:00 +0000

Dr. Karen High, Clemson University

Date: Thursday, April 24 , 2025

Time: 2:00 p.m. - 2:50 p.m.

Location: CC Hagglund Room

Dr. Karen High will discuss her leadership in a suite of recent initiatives that advance engineering education through mentorship and systemic change. As a scholar-practitioner in engineering education, she serves as PI or co-PI on multiple grants spanning the STEM education continuum, from K-12 teacher development to graduate and postdoctoral training.

These initiatives include the NSF-funded EMPOWERS project (Evaluating Mentoring Practices for Optimal Work-Life Balance in STEM Graduate Studies), which promotes holistic mentoring to support graduate student well-being and success. Another key effort is Clemson鈥檚 participation in the HHMI Inclusive Excellence (IE3) 鈥淚MPACT STEM鈥?network, focused on building inclusive pathways for transfer students in STEM. In addition, Dr. High co-leads two NSF Noyce projects鈥?lt;strong>BLAST and SPLENDIT鈥攁imed at strengthening K-12 science teacher leadership and retention in high-need schools. She is also a co-investigator on PROMISE (Postdoctoral Research Opportunities and Mentoring for Inclusive STEM Education), an NSF program preparing postdoctoral fellows to pursue inclusive STEM education scholarship and leadership. Her talk will highlight key insights and outcomes from these efforts, demonstrating how strategic mentoring and professional development interventions at multiple levels can foster inclusive excellence and drive institutional change in engineering education.

Bio:

Karen High is a professor of Engineering and Science Education (ESED) at Clemson University. Prior to Clemson, she was at Oklahoma State University where she was a professor for 24 years in chemical engineering pursuing technical and educational research. Her technical research focused on sustainable chemical process design, computer aided design, and multicriteria decision making. She has been active in educational research and initiatives for over 32 years. She has garnered more than $10 million in research funding, has written over 95 peer reviewed publications, and delivered over 240 presentations and workshops on both chemical engineering and STEM educational research.

2025-2026 Call for Morgan Pedagogy Champions

mcourtemanche — Tue, 01 Apr 2025 12:00:00 +0000

The Morgan Teaching & Learning Center, in collaboration with the Instructional Design team, is pleased to announce the continuation of the鈥?lt;strong>Morgan Pedagogy Champions鈥?lt;/strong>program for the academic year 2025-2026. All faculty may express interest, including those who served as in prior years. We desire to have one Champion in each department/program.

2025-2026 Theme: Inclusive Teaching and Learning through Metacognition

Metacognition is thinking about one's own thinking, where students with strong metacognitive skills can accurately predict their performance while those with poor metacognition cannot. This skill develops over time, yet some groups receive less instruction or practice in these essential strategies, creating what researchers call a "metacognitive equity gap." Teaching metacognitive strategies鈥攍ike modeling thinking processes, incorporating reflective writing, and asking students to evaluate their study approaches鈥攊s therefore a powerful way to foster inclusive learning environments. By explicitly instructing all students in metacognition, we not only enhance their academic performance but also help bridge equity gaps by providing everyone with tools they need to succeed in our diverse academic community.

Program Goal

Build upon faculty knowledge and action regarding inclusive pedagogy by offering department/program-specific professional development to incorporate metacognition principles and strategies into course design and teaching practices.鈥€?lt;/span>

Champion Role

Serve as a visible proponent, facilitator/mentor, and point of contact for the advancement of inclusive pedagogy within the department or program while connecting with the campus-wide champions cohort and the Morgan Center for mutual support and learning.鈥疌hampions are not expected to be experts in metacognition or inclusive pedagogy.

Expectations and Estimated Time Commitment

June 2025 (~8 hours)

Complete the micro-course (asynchronous online) to familiarize yourself with content related to metacognition as inclusive teaching and create an action plan for sharing with your department.鈥€?lt;/span>
Participate in the cohort Community of Practice (CoP) introductory meeting.鈥?lt;/span>
Provide feedback to Jessi Hill on additional content needs and/or department-specific needs.鈥?lt;/span>

July/August 2025 (1-2 hours)

Review the action plan provided by the facilitator for your departmental workshop/intervention. Provide feedback/changes if needed.鈥€?lt;/span>
Work with your department head to schedule your department workshop(s)/intervention(s) for the upcoming academic year.鈥?lt;/span>

AY 2025/2026 (~2 hours for workshop/prep, 1.5 hours x 4 CoP meetings, ~2 hours/term for departmental support)鈥?lt;/strong>

Promote the scheduled workshop within your department in collaboration with department/program leadership.鈥?lt;/span>

Co-facilitate or support the departmental workshop and serve as a resource to the department on the workshop content as needed.鈥?lt;/span>

Attend quarterly Community of Practice (CoP) meetings with the Morgan Pedagogy Champion cohort to reflect on your experiences as a Champion and continue to learn and grow as an educator and leader.鈥€?lt;/span>

Connect colleagues with Morgan Center/Instructional Design partners to design and implement inclusive pedagogy into their courses as needed.鈥?lt;/span>

Submit feedback on the experience to help inform future faculty development.鈥?lt;/span>

Compensation

Each champion will receive a summer PD stipend of $500 for the expectations outlined above, with $250 disbursed after summer 2025 work and $250 disbursed after the departmental workshop. In addition, champions have the option to work with support staff to consider opportunities for using this work as a foundation for educational research/SoTL efforts and/or improving their own teaching practices. Champions will also be provided with a letter of support or other materials detailing their work, learning, and accomplishments in this program to include in tenure and promotion portfolios.鈥?lt;/span>

How to Express Interest

Submit this brief declaration of interest by April 14. Notifications will be made before the end of D-term.

AI Summit - April 3rd

nasbridge — Tue, 01 Apr 2025 12:00:00 +0000

Undergraduate Studies and the Morgan Teaching & Learning Center will host WPI's first Annual AI Summit this Thursday, April 3, 2025. This event is geared towards WPI Faculty and will explore the transformative potential of Artificial Intelligence (AI) in teaching and learning. The AI Summit will bring together WPI experts from diverse disciplines to discuss cutting-edge applications, challenges, and opportunities in using AI to enhance educational experiences. Follow the link to explore the interactive sessions, demonstrations, and discussions participants will engage in.

Registration is required. Faculty will have received an email to register. If you wish to learn more please contact undergradstudies@wpi.edu.

Announcing Class of 1957 Teaching Development Travel Grants

mcourtemanche — Wed, 19 Mar 2025 12:00:00 +0000

These $1,500 grants enable faculty to connect with external communities by attending a teaching/education-related conference or institute in the next 12 months, for purposes of professional development related to teaching and learning and/or to disseminate their own work.

Teaching Development Travel Grants provide support for faculty to participate in a conference or external institute/workshop that focuses on pedagogy, assessment of student learning, curriculum design, or the scholarship of teaching and learning. The primary intent of the grants is to enable WPI faculty to connect with external communities: to learn from national teaching scholars and practitioners and to apply what they learn to their teaching, scholarship, or leadership practice, and/or to disseminate their own work. The grants are made possible by the generosity of the Class of 1957 through its Excellence in Teaching Fund.

The guidelines document linked below provides details about eligibility, appropriate uses, amount of funding, the application and review process, and grant obligations.

Document

Class-of-'57-Travel-Grants.docx (29.13 KB)

The next application deadline is April 14, 2025. Please contact morgan-center@wpi.edu with inquiries.

Reminder: Call for nominations for TA and PLA of the Year Awards, due 2/15/24!

mcourtemanche — Wed, 12 Feb 2025 12:00:00 +0000

Please submit this week!

Seeking nominations for two awards recognizing the contributions of students to the quality of WPI's undergraduate academic programs. Please consider making a nomination. Each award consists of a $500 prize and recognition at a campus-wide event:

The TA of the Year award recognizes the contributions of a graduate Teaching Assistant (TA) to undergraduate education at WPI.

The PLA of the Year award recognizes the contributions of undergraduate students working as Peer Learning Assistants (PLAs), or similar undergraduate instructional assistants and tutors, to undergraduate academic programs at WPI.

All graduate TAs appointed for at least one semester in the last 12 months are eligible for the TA of the Year Award. All undergraduates employed or appointed to provide academic assistance to peers within the last year are eligible, this includes Peer Learning Assistants, Senior Tutors, Senior Assistants, Writing Tutors, MASH tutors, Peer Academic Coaches, and all similar positions. People who wish to recognize undergraduate students in these teaching positions are asked to nominate them for the PLA Award rather than the Student Employee of the Year awards.

An effective nomination typically consists of letters from faculty or supervisors and from students. Letters should be sent, either individually or as a package, to The Morgan Teaching and Learning Center (morgan-center@wpi.edu) by Thursday, February 15, 2024.

To see winners from 2024, please click this link.

Thank you for helping WPI recognize our outstanding student teachers.

TA/PLA Award Committee

Arne Gericke (Undergraduate Studies), Rudra Kafle (Associate Director, TA and PLA Development), Zoe Reidinger (Associate Director, TA and PLA Development), Alex Wyglinski (Graduate Studies), Andrew Porter '27 (CE&AE), & Mary Courtemanche (Operations Manager, Morgan Center)

The Chemistry of Belonging: A Graphic Novel Approach to Organic Chemistry Education (Authors Unbound)

akgold — Mon, 27 Jan 2025 12:00:00 +0000

All are invited to join WPI Chemistry & Biochemistry Professors Anita Mattson and Raul Orduna Picon as they share their exciting experiment in using graphic novels to transform how students see Organic Chemistry, empowering them to learn, connect, and belong.

Please join us at 1pm Tuesday, Jan. 28, in the Gordon Library Conference Room (303) for pizza and a fun, interactive program featuring several students: The Chemistry of Belonging: A Graphic Novel Approach to Organic Chemistry Education.

Professional Learning Community Themes for the 2025 Cycle of Teaching Innovation Grants

mcourtemanche — Mon, 06 Jan 2025 12:00:00 +0000

After assessing the level and substance of interest in potential themes, the Educational Development Council (EDC) and representatives of the Academic Technology Center (ATC) are delighted to announce that we will solicit formal applications for two EDC-formed Professional Learning Communities (PLCs) as part of the broader Teaching Innovation Grants program in 2025:

Artificial Intelligence (AI) and Technology-Enhanced Learning. In this era of rapid technological advancement, AI and technology-enhanced learning are reshaping the landscape of higher education. These innovations present both unprecedented opportunities and complex challenges for teaching and learning. We invite proposals that explore the multifaceted impact of AI and emerging technologies on student learning, with a focus on critical AI literacy, promoting critical thinking, the science of human learning, implementation science, or preparing students to navigate a future workplace infused with AI.

Inclusive, Adaptive, and Open Learner-Centered Teaching Practices. This theme is purposefully broad in an attempt to facilitate the exploration of learner-centered practices in a variety of contexts and disciplines. Ideas can include, but are not limited to:

Fostering inclusivity and student wellbeing

Adapting to evolving student needs

Enhancing engagement through course-based projects

Implementing effective learner-centered strategies for large-class instruction

Bridging academic experiences with community involvement

Utilizing open-access resources to support teaching and learning

Exploring innovative collaborative teaching approaches 鈥傗€傗€傗€?lt;/li>

A PLC is a group of WPI community members from multiple disciplines engaging in collegial inquiry, action, and collective learning around a central theme in the area of pedagogical or educational development. More information about each of the themes and expected commitment are posted on the Teaching Innovation Grants webpage. Please submit your application to participate within a PLC or serve as a facilitator by February 3, 2025. Individuals can apply even if they did not submit a statement of interest. Guidelines and the application form are linked on the webpage.

Please note that Course and Program Projects and Summer Sandbox Grants are available to seed or advance intradepartmental initiatives, within existing programs or departments. These types of proposals are also due on February 3.

Questions can be addressed to any of the following: Mike Buckholt, Jeanine Dudle, Geoff Pfeifer, and Marcus Concepcion (Aerospace Engineering '27) along with Mary Courtemanche (MTLC), Kate Beverage (ATC-TTL), and Caitlin Neer (ATC)

Nominations open: Moruzzi Award for Innovation in Undergraduate Education

mcourtemanche — Wed, 27 Nov 2024 12:00:00 +0000

The Educational Development Council (EDC) is now soliciting nominations for the 2025 Romeo L. Moruzzi Young Faculty Award for Innovation in Undergraduate Education. Romeo was a dedicated professor of Electrical Engineering and a founder of the WPI Plan. This award in his memory has been presented annually since 1999 to recognize early career faculty members who have made specific innovations or improvements to undergraduate education at WPI that have resulted in benefits such as enhanced motivation, conceptual understanding, reinforcement of knowledge, or real-world applications of theory. Prior recipients from the last five years are showcased on the Awards webpage.

Again, this year and with the support of the Moruzzi family and other donors, TWO award recipients may be selected, across dual-mission and teaching-mission faculty whether on or off the tenure track. In order to be eligible for the award, an early career faculty member must meet both of the following requirements at the time of nomination:

Appointed at WPI in a full-time position for less than six full years (with allowances made for parental leaves)

Hold the title of Assistant Professor, Assistant Teaching Professor or Assistant Research Professor, Instructor/Lecturer, Professor of Practice, or Assistant Professor of Teaching. (Those under consideration for tenure, promotion, or reappointment this year are still eligible.)

Any member of the WPI community of faculty, staff, and students may submit nominations, and self-nominations are welcome. Nominees will be asked to submit two pages of supporting documentation and up to three letters of support by January 21, 2025. Each award will be $5,000 in professional development funds, and the winner(s) will be announced at the Faculty Awards Convocation in April 2025.

In order to allow nominees sufficient time to solicit letters of support, the target date for nominations is December 20, using our online form. Nominating someone is really easy! A nomination is simply a sentence or two describing the specific innovation, initiative, or improvement made by the nominee. Details about the remainder of the process will be sent to nominees and can also be found at the bottom of the award webpage.

Please contact morgan-center@wpi.edu if you have questions.

Members of the EDC: Mike Buckholdt (BBT), Jeanine Dudle (CEAE), Jessi Hill (Morgan Center), Geoff Pfeifer (Global School), Marcus Concepcion (AE, 鈥?6)

WPI Honored as Leader in Field of Educational Development and GenAI

mlumsden — Fri, 08 Nov 2024 12:00:00 +0000

WPI is being recognized as leading the field in educational development around generative AI (GenAI). The POD Network, which is the premiere professional association for professional and organizational development in higher education, is awarding a WPI team the Robert J. Menges Award for Outstanding Research in Educational Development.

Kimberly LeChasseur (Morgan Teaching & Learning Center), Gillian Smith (IMGD), Yunus Telliel (HUA), and Geoff Pfeifer (DIGS) are being given the honor for their paper, 鈥?..But We鈥檙e Not Stochastic Parrots: CTLs Leading GenAI Pedagogy.鈥?The paper explores what it means to form inclusive GenAI educational development supports within institutions of higher education, rather than focusing exclusively on building technical knowledge and skills. The paper鈥檚 title is a reference to AI systems that parrot back human-like responses that may be convincing, yet ultimately are merely performative and lack authentic meaning.

The team has been behind much of the professional development at WPI on GenAI for teaching and learning, including the GenAI for Teaching and Learning microcourse, two Professional Learning Communities on GenAI, and several seminars and AI jam sessions. While analyzing what they were learning, the team generated a new framework for understanding where centers for teaching and learning fit into the university鈥檚 broader pedagogical ecosystem. The framework describes GenAI initiatives and interventions with a range of foci from technical to humanistic, as well as a range of scopes from depth (such as a master鈥檚 degree program in AI) to breadth (such as a university-wide undergraduate learning outcome on AI).

鈥淭he framework can be used as a tool to assess which types of GenAI initiatives are present within an institution鈥檚 pedagogical ecosystem and point to any gaps,鈥?says LeChasseur.

In addition to providing a professional community for educational developers, the POD Network serves as a leading voice on teaching and learning in higher education. The WPI team鈥檚 paper will be presented in Chicago at the 2024 annual meeting on November 13 and will be available on the POD Network website.

Introducing Drop in MTLC Open Labs

mcourtemanche — Wed, 23 Oct 2024 12:00:00 +0000

If you want to chat about teaching, work through Canvas, build community, or do anything else teaching related, drop by one of MTLCs open labs during B term!

Drop in for a MTLC Open Lab to explore teaching with Jessi. Feel free to bring your thoughts and questions on teaching for an informal conversation or pedagogy exploration. You can find her:

Wednesday, October 30, from 11am to 1pm, in Salisbury Labs

Tuesday, November 5, from 1pm to 4pm, in Gateway Park I

Thursday, November 21, from 9am to 12pm, in Atwater Kent

Wednesday, December 4, from 1pm to 3pm, in Stratton Hall

Friday, December 13, from 10am to 1pm, on Zoom

Entering Mentoring Seminar

mcourtemanche — Tue, 15 Oct 2024 12:00:00 +0000

If you mentor undergraduate students in research, you are invited to participate in our upcoming Entering Mentoring seminar, which was developed by the Center for the Improvement of Mentored Experiences in Research (CIMER) and offers a unique opportunity to:

Develop and refine your mentoring philosophy

Learn evidence-based mentoring practices

Explore strategies for effective communication, setting expectations, and fostering independence

Address challenges in diversity, equity, and inclusion in research mentoring

Engage in case studies and peer discussions to improve your mentoring approach

Key details:

Dates: Eight Wednesdays (Oct. 23, Nov. 6, Nov. 20, Dec. 4, Jan. 22, Feb. 5, Feb. 19, Mar. 5)

Time: 4:00 p.m. to 4:45 p.m.

Location: Fuller 311

Commitment: 1 hour per week for 16 weeks

You will earn a Mentoring Certification upon completion.

Register here

Participation in this seminar can strengthen your mentoring skills, enhance your research program, and contribute to your professional development. It's also an excellent addition to your CV for promotion and tenure considerations.

Six faculty publish study of inclusivity in course syllabi

cdemetry — Mon, 01 Jul 2024 12:00:00 +0000

From top and left to right: Francesca Bernardi (MA), Crystal Brown (SSPS), Lindsay Davis (HUA), Michelle Ephraim (HUA), Rebecca Moody (HUA), Raisa Trubko (PH)

Six faculty members across four departments in the School of Arts & Sciences have published a study of inclusivity cues in WPI course syllabi. Their article, 鈥?lt;a>Cultivating inclusivity in introductory undergraduate STEM course syllabi,鈥?appeared recently with open access in Humanities and Social Sciences Communications.

Their study design included analysis of 163 anonymized syllabi from 1000- and 2000-level courses across six academic years (2016-17 to 2021-22) and across all four schools at WPI. They also used a questionnaire to gather student perspectives on their use of syllabi and the importance they attach to particular syllabus content. Both data sets focused on three practices that promote gender inclusivity and equity: a) listing the instructors鈥?pronouns; b) use of inclusivity statements; and c) use of course materials authored by women and gender minority scholars.

Consistent with other studies, the authors found that WPI students are affected by course syllabi; 77% of student survey respondents reported that syllabi are important for their overall learning and course experience. They also found distinct differences between students鈥?hopes and expectations and actual syllabus content for all three inclusivity practices. For example, 75% of student respondents viewed listing instructors鈥?pronouns as important, while only 10% of the syllabi did so. Students also noted the importance of personalized versus boilerplate inclusivity statements. Their article concludes with recommendations and resources for implementing all three practices in ways that would enhance classroom experiences for all students.

The early stage of the authors鈥?inclusive syllabus project was supported by a Teaching Innovation Grant awarded in 2021. Since that time, this group has also translated their research into practice by facilitating departmental workshops for faculty, tailored to each department鈥檚 particular discipline. Their work has also been reinforced and extended with an Inclusive Syllabus micro-course for faculty and the work of Morgan Pedagogy Champions in 15 departments in 2023-24, initiatives facilitated by Senior Instructional Designer Caitlin Neer. Any individual or department interested in learning more can reach out to Caitlin Neer (cakeller@wpi), the authors, or morgan-center@wpi.

Fall 2024 Faculty Success Program - Registration Now Open

cdemetry — Wed, 26 Jun 2024 12:00:00 +0000

The next offering of the NCFDD Faculty Success Program (FSP) will be September 30 - December 8, 2024, and early registration is now open.

The FSP is an intensive online program that helps non-tenure track, tenure-track, and tenured faculty at all ranks develop skills and habits to increase research and writing productivity while maintaining a healthy work-life balance. Many participating WPI faculty have found this signature program of the NCFDD to be transformational. The program includes weekly training modules, individual and small-group coaching, time tracking, and supportive community.

Learn more here about the outcomes of the FSP, testimonials, how it works, who is eligible, the time commitment, and how it might fit into your schedule during the fall semester.

Because of WPI's NCFDD institutional membership, we have the ability to reserve seats at a discounted registration rate:

The early bird price of $4,895 applies to those who register by August 26.

The full price of $5,250 will apply to any seats remaining after August 26.

The Morgan Center does not have funds to support registration. Faculty are encouraged to ask their Department Head and/or Dean for funds, and the NCFDD offers great guidance to Make the Ask. Contact morgan-center@wpi.edu for more information about the FSP or advice on how to fund it.

The Summer 2024 14-Day Writing Challenge Is Coming Up!

cdemetry — Mon, 24 Jun 2024 12:00:00 +0000

And it's not just for writing! You can use make use of the NCFDD 14-Day Writing Challenge to make progress on any type of project. It's perfect for projects in the category of "important but not urgent" that you tend to push off, or any scholarly work that's exciting to you. Maybe that's a journal article, book chapter, or proposal, but it could also be course preparations, reflective journaling, long-term planning, or even connecting with mentors. The 14-Day Challenge is also a great way to build a habit of making daily progress-- just 30 minutes every weekday-- on any important project.

The Summer 2024 Challenge runs from July 15 to July 28, 2024, and the registration deadline is July 5. Learn more and register here.

All WPI faculty, staff, post-docs, and graduate students can benefit from our institutional membership in the NCFDD, which has been supported by Talent & Inclusion, the Provost鈥檚 Office, and the Morgan Teaching and Learning Center. If you do not yet have an NCFDD sub-account, go to the NCFDD home page, click 鈥淏ecome a member鈥?on the top right, and select WPI from the drop-down menu to create an account.

2024 Board of Trustees Outstanding Staff Awards

cbenoit — Fri, 10 May 2024 12:00:00 +0000

Talent & Inclusion is honored to announce the winners of this year鈥檚 Board of Trustees Outstanding Staff Awards:

Kimberly LeChasseur and Joel Harris

Kimberly and Joel were among 34 WPI staff members from Academic Affairs, Student Affairs, Enrollment Management, University Advancement, Talent & Inclusion, and Finance and Operations to be nominated this year by faculty, staff, graduate students, and undergraduates. The nominees were invited to a breakfast with the Board of Trustees on May 9th, where Trustees, Board Chair Bill Fitzgerald, President Grace Wang, and SVP Talent & Inclusion and CDO Lauren Turner celebrated their contributions and announced the names of the winners.

Bringing expertise in data, data analysis, and program design to all facets of her work, Kimberly LeChasseur, senior research and evaluation associate in the Morgan Teaching and Learning Center with a joint appointment in the Center for Project Based Learning, supports student and community well-being, faculty academic and research efforts, and WPI鈥檚 reputation as a leader in project-based learning. Her contributions during the pandemic and WPI鈥檚 mental health crisis were instrumental in advancing organizational learning and helping to identify solutions. She is also recognized as a tireless advocate for advancing equity and inclusion in STEM institutions.

Known for his welcoming and cheerful attitude, Joel Harris, a senior instructional lab engineer in the Mechanical and Materials Engineering Department, is always willing to help students and colleagues. His confident leadership of lab personnel and lab operations and his skills as a listener and an innovator have expanded and improved Washburn Shops. He is passionate about project-based learning and an active supporter of teaching students to help themselves and each other, to their great satisfaction. Enthusiastic in his role and eager to celebrate wins, Joel regularly displays WPI's values to uphold a safe and inclusive environment.

We wish to thank this year鈥檚 selection committee for their work in support of these awards: Lisa Wall, Biomedical Engineering; Nicole Caligiuri, Office of Sponsored Programs; Matthew Barry, Student Development and Counseling; Margaret Brodmerkle, Humanities & Arts; Kat Keyes and Sarah Sweet, Talent & Inclusion.

We congratulate Kimberly and Joel on their achievements, and we thank all the nominees for their dedication and service to WPI.

NCFDD Programs - Summer 2024

mcourtemanche — Tue, 07 May 2024 12:00:00 +0000

WPI has an institutional membership in NCFDD, an independent professional development, training, and mentoring community focused on helping academics make successful transitions throughout their careers and achieve better work-life balance.

Details and registration links can be found on the NCFDD website. All WPI faculty, staff, post-docs, and graduate students can enroll in most NCFDD programs free of charge, including all of those listed below. To create an account and enroll in a program, go to the NCFDD home page, click 鈥淏ecome a member,鈥?and select WPI from the drop-down menu to register and login.

Moruzzi Award Winners Showcase Educational Innovation among Early Career Faculty

mcourtemanche — Tue, 30 Apr 2024 12:00:00 +0000

Professor Rose Bohrer of the Computer Science Department and Professors Joe Aguilar and Kate McIntyre from Humanities & Arts were honored at the Faculty Awards Convocation in April as the 2024 recipients of the Romeo L. Moruzzi Young Faculty Award for Innovation in Undergraduate Education.

Moruzzi Award Winner, Rose Bohrer stands with Mark Richman, Marcel Blais, Michael Magalhaes, President Grace Wong, Joyce Kline, and Art Heinricher

In an amazing redesign of an undergraduate programming language course, Professor Bohrer has integrated theory-driven content with human-oriented concerns, social and ethical considerations, and belonging in computing. A suitable text did not exist, so Rose created an open-access textbook, a work rich in research and her conceptualization of the field. Her teaching approach has already been shared in several conference publications, and in two short years, she has already changed Computer Science at WPI for the better.

Moruzzi Award Winners, Joseph Aguilar and Kate McIntyre stand with Mark Richman, Marcel Blais, Michael Magalhaes, President Grace Wang, Joyce Kline, and Art Heinricher

Professors Aguilar and McIntyre launched an international literary magazine, Hex Literary, which has made creative writing at WPI a thriving enterprise. The day-to-day business of running the journal is done largely by students, who learn about the history of literary journals, how to promote content through social media and other campaigns, evaluate literary submissions, plan events, and conduct interviews with writers. The work Joe and Kate have done to build the journal, their pedagogy, and outcomes for students are examples of the best things project-based learning can achieve.

Full award citations are linked on the Morgan Center鈥檚 Moruzzi Award webpage.

These awards have been conferred annually since 1999, in honor and remembrance of Romeo L. Moruzzi, a WPI faculty member for close to 40 years who was a key player in bringing tenure to WPI and revolutionizing undergraduate education with the creation of the WPI Plan.

The Moruzzi Award process is coordinated by the Morgan Teaching and Learning Center, and the winner is chosen by the Educational Development Council, a committee of four faculty members and one undergraduate student.

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2024 Board of Trustees Outstanding Staff Awards

Kimberly LeChasseur and Joel Harris

NCFDD Programs - Summer 2024

Moruzzi Award Winners Showcase Educational Innovation among Early Career Faculty

Professor Rose Bohrer of the Computer Science Department and Professors Joe Aguilar and Kate McIntyre from Humanities & Arts were honored at the Faculty Awards Convocation in April as the 2024 recipients of the Romeo L. Moruzzi Young Faculty Award for Innovation in Undergraduate Education.

Wednesday, September 10, 2025
12:00 pm to 1:00 pm