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Facilitator: Jennifer Nyland, Biological Sciences

The new First Year Seminar courses will be a defining element of our new general education curriculum. And every single course will be a first-time offering this fall. The 28 faculty teaching FYS's this fall will all be confronting similar challenges as we work to make our courses as effective as possible. The goal of this FLC is to create a space for this cohort of faculty to learn from each other's experiments, to share our failures and struggles, to encourage each other, and to celebrate our successes. This will also create a structure for the dissemination of information - whether from the University Writing Center, or UARA, or ID&D, etc. Participation will be open to all faculty teaching FYS courses in the fall or spring of 2024-25. In preliminary discussions, every faculty member that I have approached was enthusiastic about participating in this FLC (though I have not reached out to all 28, only a handful thus far). Although the FLC will not start until August, I will schedule informal "drop in chats" for a few dates in the summer, as we will all be working on our syllabi prior to August. Once the semester begins, I will try to find a time that fits all of our teaching schedules. As the cohort is large, I don't imagine that the food budget will supply meals - I instead anticipate snacks and caffeine. The cohort will meet throughout the academic year.

Facilitator: Melissa Thompson, Social Work

Facilitator: Meredith Patterson, Psychology

Facilitators: Chrys Egan, Fulton School; Stephen Habay, Chemistry; Jim Fox, Education Leadership and Literacy Studies;

The Department Chairs and Program Directors FLC invites leaders across academic units to collaborate throughout the academic year to address program leadership expectations, changes, challenges, and successes. Chairs and directors serve as liaisons between stakeholders (administration, faculty, staff, students, families, alumni, donors, and community members) to manage significant responsibilities (curriculum, schedules, budget, committees, recruitment, retention, assessment, professional development, strategic planning, and more), while providing vision, upholding morale, and resolving issues. This FLC will balance the needs and abilities ranging from new, incoming chairs/directors to seasoned pros, who may be transitioning back to the faculty or seeking additional leadership roles.  The FLC takes a facilitated workshop approach to prepare leaders, transfer institutional knowledge, share best practices, problem-solve issues in real time, and provide a safe, collegial community of program leaders. To join us, complete this and request to join our

This FLC will meet in the Guerrieri Academic Commons Faculty Lounge, Senate Meeting Room beginning September 5 and alternate Thursdays thereafter. Please  see the full schedule and topics for additional details.

Facilitators: Yuki Okubo, Psychology; Haley Cristea, Instructional Design & Delivery; Casey Stratton, Communication;

Diversity, Justice, Accessibility, and Mattering (D-JAM) is a topic-based learning community for faculty, staff, and students committed to diversity, inclusion, equity, belonging, and justice. This is our second year applying for funding in an effort to continue bringing folks together across SU committed to work in diversity, social justice accessibility, mattering, equity, and belonging. In this past year, we started meeting a few times a semester to discuss pertinent issues folks felt worthy of discussions and we also collaborated with the Office of Diversity & Inclusion (ODI) in an effort to expand our network. Participating members will determine the goals, time, frequency, and focus of the gatherings throughout the AY 2024-25.

Facilitators: Catherine Jackson, Fulton School of Liberal Arts; Janice Orcutt, Instructional Design and Delivery;

Facilitators: Stephen Habay, Chemistry

Facilitator: Shane Hall, Environmental Studies; Lindsey Ward, Career Services;

Facilitators: Belen Vicens, History

Facilitator: Christy Harper, Education Leadership; Ryan Weaver, PACE;

Facilitator: Chrys Egan, Fulton School; Melissa Bugdal, English; Shane Hall, Environmental Studies;

Facilitators: Bibiana Koh, Social Work; Becky Anthony, Social Work;

Facilitators: Derya Kulavuz-Onal, English; Mou Chakraborty, SU Libraries;

The TwINS FLC (Teaching with International Students) began its first year of activities during the 2019-2020 Academic Year. Our main focus is to explore pedagogies of teaching in the college classrooms where there are international students, especially those for whom English, the medium of instruction at SU, is a second/foreign language. Since September 2019, as members of the FLC, our goals have been to learn more about the different groups of international students, and the processes that international students go through before and during their studies in the United States; to better understand their needs, struggles and successes during their studies; to provide guidance and support in their acculturation process; to engage in advocacy for international students and international faculty on campus and beyond; to provide opportunities for community and career engagement for international students; and most importantly, to collaboratively enhance our college-level teaching pedagogies and differentiated instruction for international students in order to help them succeed in our classes and develop an enhanced sense of belonging on our campus.