In litterisproficerevolo, malodiligereJesum
Volume 16, Issue 12 –July/August 2016 Concordia University, Saint Paul
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CSP’s Book of the Year. RECLAIMING CONVERSATION: The Power of Talk in a Digital Age, by Sherry Turkle (2015), is a “must read” for educators. Turkle moves beyond describing frightening consequences from “a flight from conversation that is also a flight from self-reflection, empathy and mentorship.” to issuing a call for public conversations that are more satisfying (p.11). Her chapter, Education: Attentional Disarray, stimulates reflection about instructional communication that supports critically important student development. Thank you to the Book of the Year Committee: Debra Beilke, Kathy Haeg, Jeanine Gatzke; Kelly Matthias, Lonn Maly, Rhoda Schuler, Crystal Thompson, Cate Vermeland and David Woodard for their work in bringing this needed conversation to our campus.
Dr. Marilyn Reineck, VPAA
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Teaching Tips
Even taking small steps, like posting lecture slides online, can help an instructor better connect with international students, sayexperts.
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Grants Information
Grants Template Available
Dr. Bruce Corrie, Associate VP for University Relations, has created a “Grants Template” for your use as well as a “Grants Opportunities and Guide for Faculty.” The documents are available in the Google Drive in the Grants Folder.
Faculty Invited to Grants Committee Meeting on 2ndTuesday of the Month
A group of people in the Concordia community have been interacting monthly to help develop capacity in applying and receiving grants. This work is coordinated by Bruce Corrie, Associate Vice President, University Relations (), who can also help people connect to resources in their grant writing activity. Here are some updates:
All faculty are invited to the monthly meetings Grants Committee Meeting, held on the second Tuesday of every month in the Faculty Scholarship Center (LTC203) after chapel. At this meeting we share information about grants applied for and their status. We all talk about resources or new possibilities. Faculty are requested to report all grant activity to Bruce to ensure that we are not all applying to the same organization or competing for the same money. We have resources such as a standard grant template with common information you can cut and paste into an application.
During the summer a group of faculty members across campus participated in a webinar on the basics of writing a federal grant (see photo)
Another group met and discussed a grant opportunity to develop a system, to help students who were near completion of their degrees, get the resources they need to graduate on time. This activity was a model of campus collaboration as it involved admissions, advising, financial aid, institutional research, senior leadership, and two of the colleges. As we submitted the grant we also learned from each other about some really cutting-edge work we are implementing on campus to help student retention and graduation in a timely manner.
We also joined the Grant Station that produces a monthly newsletter of grant opportunities that will be available via the Faculty Scholarship Center for people on the look-out for possible funding opportunities. We are steadily growing our grant capacity on campus.
Faculty Scholarship and Service
Dr. Baas Speaking at International Association of School Psychologists
Dr. Sally Baas has be invited to speak on developing the inner wealth of children around the world at the International Association of School Psychologists in Amsterdam in July. Baas is currently serving as the Membership Chairperson of this association representing more than 25 countries with Educational and School Psychologists serving in schools and communities.
Dr. Cheryl Chatman, Dr. Bruce Corrie, Dr. David Woodard and Renata Mayrhofer participated in a day long session at Augsburg College with other Campus Compact institutions tothink about the elements of a civic engagement plan for Concordia University. Below are two important thoughts from that workshop:
It is important to develop in our students a core identity as a "citizen scholar" where engaging with the world to build a just, equitable, sustainable and inclusive community is part of their self identity and will translate in their careers as "citizen accountant, artist, teacher, doctor,etc."
The following are core elements of a Campus Civic Action Plan
•Support systems, policy, and culture change—creating an engaged campus
•Be grounded in place, context, and institutional goals
•Engage people beyond the usual suspects
•Push beyond existing limits
•Take an integrated approach to engaged teaching, scholarship, partnerships, and institutional action
In developing such a plan this chart from (Knoster) is very appropriate:
Emeriti Professor, Dr. George Guidera, has recently published two articles addressing faith and education. A Difficult Time When Fears and Change Impact Our Lives: Politics, Science, Education, and Values, was published in Council for the Advancement of Christian Education, CACE Dr. Guidera’s second article, Sanctification as Living and
Teaching the Faith, was published in Shaping the Future, a publication by the Lutheran Education Association
Dr. Nancy Harrowerwill present Active Learning Strategies: Using an “Aging Suit” to Understand an Aging Population and Developing Student Skills Using National Marketing Competitions at the 21st Annual Marketing Management Association (MMA) Fall Educators’ Conference in Providence, Rhode Island on September 14 – 16, 2016.
Dr. Nancy Harrower will present Developing Student Skills Using National Marketing Competitions at the 81st Annual Meeting of the Association of Lutheran College Faculties at Concordia University Wisconsin on September 30-October 1. Dr. Harrower will also be joined by Dr. Mary Ann Yang to present Active Learning Strategies: Using an “Aging Suit” to Understandan Aging Population at the ALCF.
Dr. Deb Huntley partnered with adjunct faculty member Jerrod Brown and Cameron Wiley on Confabulation and Mental Health: A Beginner’s Guide, published in online Behavioral Health, ISSN: 2331-7582. The article addresses the issue of confabulation (where individuals unknowinglyreport inaccurate or completely dishonest memories and information without the
intenttodeceive).
College of Business & Technology faculty, Drs. Steven Manderscheid and Nancy Harrower co-authored, A Qualitative Study of Leader Transition and Polarities, for the publication Advances in Developing Human Resources. The qualitative study explores leader transition and polarity.
“Leaders frequently transition from one organization to another. Leader transitions can be fraught with challenges as new leaders try to adapt to a new culture, team, and work processes. At no time during their career are leaders more vulnerable to failure as when they are in transition.
The purpose of this qualitative study was to explore leader transition and polarity. The researchers identified whether polarities existed during a leader’s transition from one leadership role to another, and identified strategies leaders use to manage such polarities. Five polarities were identified: (1) Drive Change/Maintain Status Quo; (2) Work/Family; (3) Tradition/Innovation; (4) Action/Reflection; (5) Task/Relationships. Furthermore, five strategies were used to manage polarities: (1) Collaborating; (2) Learning; (3) Developing Talent; (4) Reflecting (on Self); (5) Decision-making. By understanding the concepts and ramifications of polarities, it is hoped that newly transitioning leaders will be able to recognize and adjust to situations in which polarities may arise.”
Dr. Steven Manderscheid also co-authored, Contemporary Leadership Development Practices: An Introduction, forthe journal ‘Advances in Developing Human Resources’, with Alexandre Ardichvili and Kristina Nattoch Dag.
In addition, Dr. Manderscheid has worked with over 12 authors since last August in his role as co-editor of a special issue on Current and Emerging Practices in Leadership Development, vol. 18, issue 3of the journal ‘Advances in Developing Human Resources’.
Dr. Jean Rock, Dr. Joel Schuessler and Professor Tom Hanson will present “Strengths-Coaching to Articulate Purpose for Career, Service and in Relationships” at the 81st Annual Meeting of the Association of Lutheran College Faculties at Concordia University Wisconsin on September 30-October 1.
Dr. Joel Schuessler, Concordia President Emeritus Rev. Dr. Robert Holst and Rev. DeaneSchuessler will present“Can the Clifton Strengths Finder help Lutheranism be Relevant Once Again?” at the 81st Annual Meeting of the Association of Lutheran College Faculties at Concordia University Wisconsin on September 30-October 1.
Mark Koschmann and Dr. Suzanne Hequet will be jointly presenting on the topic of integrating faith and learning, Use of Experiential Learning in an Urban Setting, at the 81st Annual Meeting of the Association of Lutheran College Faculties at Concordia University Wisconsin on September 30-October 1.
Dr. Mark Schuler, chair of the Department of Theology and Ministry, is co-author of
Called by the Gospel: An Introduction to the New Testament, a textbook that will soon be available in digital format through the Logos Bible System. Called by the Gospel is part of a three volume series written from a distinctively Lutheran perspective. The series provides introductions that orient readers to each biblical book and the core beliefs of traditional Christian confession. There is also an easy-to-use online research tool that accompanies the text.
The biennial meeting of the Society of LCMS Theological Faculties was held May 23–26, 2016 in Irvine, California.The meeting included presentations by two members of CSP’s Department of Theology and Ministry. Dr. Mark Schuler presented “οἶκοι to Monastery: an Interpretative Possibility for the Northeast Insula at Antiochia Hippos.” Dr. Rhoda Schuler presented “Luther, the Lord’s Prayer, and His Liturgical Reforms.” It is noteworthy that Dr. Rhoda Schuler’s presentation was the first theological paper given by a woman theologian to this society.
Academic Cabinet Meeting Minutes
Academic Cabinet
Meeting Minutes
Wednesday, July 6, 2016 (1:00 – 2:00 pm)
Concordia Conference Room
Present: Kevin Hall, Miriam Luebke, Lonn Maly, Marilyn Reineck, Michael Walcheski
1. Opening – Marilyn Reineck read a devotion about Mary and Martha and maintaining
Priorities. Note taker – Lonn Maly
2. The Minutes of June 30, 2016 meeting were approved
3. Assessment and Program Review Updates – Miriam Luebke
a) Miriam discussed the ongoing process of the Annual Assessment Reports of
student learning and the required reviews by the Dean. It was suggested that the Deans review action plans with department chairs prior to the beginning of the new academic year and monitor progress related to the action plans. These reports, for the most part, are being done through eLumen.
b) Department training for eLumen is set for August 24 (both undergraduate and
graduate) – faculty should bring departmental goals (assessment goals, those from Annual Program Report, maybe others). To attend – department chairs, program chairs, designated assessment folks.
c) Annual Program Reports are due this year by July 15, 2016. The template can
be found in Google Drive.
d) Comprehensive Program Reviews – Miriam will be scheduling a meeting.
These are due December 15, 2016. This is a MS Word document that was sent out via email.
This year the reporting calendar is as follows:
June 15 – Assessment of Student Learning Report
July 15 – Annual Program Review
December 15 – Comprehensive Program Review (for participating depts)
The regular calendar for 2017ff will be as follows:
June 15 – all three reports
4. Faculty Workshop – Update
This document was distributed in hard copy. Marilyn will put the final version on
faculty calendars.
5. Academic Cabinet Goals – Review and Update
This document was distributed in hard copy.
The meeting was adjourned at 2:05 pm
Academic Cabinet Minutes
June 30, 2016
Members present: K. Hall, E. LaMott, D. Lumpp, L. Maly, M. Reineck, and M. Walcheski.
1. The opening consisted of a reading of John 17, done by the entire group, followed by an expression of gratitude for David Lumpp’s service as dean of the College of Arts and Letters, which the undersigned appreciated very much. (Dr. Reineck graciously provided cake and coffee.)
2. The minutes of the June 8, 2016 meeting were approved by consensus.
3. Dr. Reineck noted that The Learning House is sending two people who regularly teach courses to the faculty workshop on Monday, August 22. In addition, their new instructional designer will be in charge of the interactive exercise, which will consist of (a) course mapping; (b) student motivation and engagement; and (c) feedback and practices. The focus is on online pedagogy. The exercise will launch two courses on pedagogy and course design, for CSP faculty.
4. Regarding the streamlined syllabus template, Dr. Reineck will get it out to the faculty this week. Also, there are two appendices, one for undergraduate and one for graduate students. Students will get the syllabus but not the appendices. In essence, all of the student services materials (and related matters) have gone to a separate link on Blackboard. The syllabus template will be uploaded onto the portal. The intent is for all the syllabi to be redone in this template, probably as the courses are taught.
5. The roles and responsibilities of term faculty were discussed. It was observed that the lines between term faculty and tenure-track faculty at the university are narrowing. Questions arise over the roles and responsibilities of term faculty over against tenure-track faculty, especially when it comes to the granting of workload credit to term faculty for service, scholarship, and advising / mentoring. The current situation is characterized by a variety of practices. Typically, for term faculty, the base is 28 credits, and a one-year contract. If the university gives credit for service, scholarship, and advising, specific expectations (and provisions for accountability) should be stated clearly. Scholarship is not an extraneous task; rather, it is related to, supports, and enhances one’s teaching. The term faculty task force is still working on these and other issues.
6. Academic Cabinet Goals (Dr. Reineck’s Appendix B) have been updated: (a) Faculty members have taken online pedagogy courses from The Learning House, and The Learning House presentation has been scheduled for the fall faculty retreat (see #3 above). (b) Concerning academic leadership and development, five modules will be developed internally to serve both faculty and staff; this will be stacked on top of the current on-boarding process. (c) Miriam Luebke will review the progress with assessment. (d) Good progress has been made on the academic complaint process. More training should be done with faculty, probably at the college level, and in connection with adjunct orientation. There was consensus that further university-wide training is needed on the definitions and nature of plagiarism, which is currently being done in the graduate school.
Respectfully submitted,
David A. Lumpp
Academic Cabinet Minutes
Wednesday, June 8, 2016
Present: K. Craig, D. Lumpp, L. Maly, M. Reineck, K. Vogel, and G. Walther.
1. Marilyn Reineck opened the meeting with a devotional reading based on Jeremiah 29:11 and a prayer.
2. Dr. Reineck shared the new syllabus template, devised by a committee of Mark Schuler, Michael Walcheski, and Kevin Hall. In essence, the “academic support” materials will be posted separately. The committee recommended that these kinds of materials be in PDF documents, which would be updated by administrators each semester. As decided by Eric LaMott and Dr. Reineck, the material will be linked to the Portal. The VPAA’s office will maintain a GoogleDocs folder with “University Academic Policies” and “University Support Services,” and the changes will be noted and kept up to date.
3. Dr. Reineck went through a draft of the Faculty Workshop schedule (August 22 and 23). Dr. Reineck called for ideas for the breakout sessions and sought feedback on Tuesday’s schedule.
4. Academic Cabinet goals:
a. With respect to academic advising and faculty mentors, it is important to clarify the respective roles and the expectations of each group. Gretchen Walther noted that faculty mentors should have expertise in their majors, expertise in the internships of their major, an awareness of what students can do with their major, and an ability to offer continued support of students as they work their way through these programs. Kim Craig, Gretchen, and Kristin Vogel will review the plan that they had shared earlier with the cabinet; this previously presented plan is the point of departure. A strong synergy between academic advising and faculty mentors is important to enhance retention and graduation rates.
b. Regarding faculty development and scholarship with respect to online pedagogy, some faculty members are realizing that our online offerings could be enhanced and have sought further training. Some have taken the course provided by The Learning House. Faculty development needs to be devoted to this, and there are many options for training (i.e., various vendors, such as TLH, Quality Matters, SNHU, the Concordia–Chicago, or Concordia–Wisconsin models). As to the question of sequence, full-time faculty should probably come first, because they often train the adjunct instructors. An “instructional design technology” department, with a person in charge of it, is the ideal and is probably what the university needs. The intent would be that before one teaches an online or blended course, she or he would have taken the preparatory course or worked through one of the modules. The deans would offer recommendations regarding the best online instructors.
Respectfully submitted,
David A. Lumpp
Academic Cabinet Minutes
Wednesday, May 4, 2016
Present: K. Hall, P. Hillmer, E. LaMott, D. Lumpp, M. Reineck, and M. Walcheski.
1. David Lumpp opened the meeting with prayer, which was a modification of the published prayer for colleges and seminaries.
2. The minutes of the April 6, 2016 meeting were approved by consensus.
3. The discussion of general education theology requirements provided the following salient points: (a) RLG 415, for degree completion students, covers both Bible and a basic introduction to the Christian faith. (b) RLG 415 is being revised and/or rewritten, as Dr. Schuler’s time permits. (c) The cohort general education curriculum is not currently in the catalogue; only the traditional gened curriculum is. (d) As it stands, theological ethics as such is one of the intermediate traditional classes. (e) Ethics classes in degree completion programs, when they exist, currently do not have an overt theological component. (f) It is very important that program requirements need to be demarcated clearly. (g) With more students migrating from classes in one program to those in another (or at least seeking to migrate), some of the issues could be exacerbated. (h) At the same time, with THL 100 available online relatively soon, the number of traditional students wanting to take RLG 415 for general education credit should go down. (i) UAPC and academic advising should communicate directly with the chairperson of the department of theology.