AsPIRE is an acronym for Associate Professor Inquiry, Reflection, and Exploration and serves as the title for a year-long, ten session seminar intended to provide a cohort of tenured associate professors from across the curriculum an opportunity to critically examine and more clearly define their professional aspirations at the University and to develop the skills, confidence, and understanding necessary to make productive, more fulfilling choices in their career paths.  Each faculty cohort explores and reflects on possible opportunities, roles, and goals available to them in the areas of teaching, research, and service; charts a course of professional development that best suits their talents, ambitions, and passions in light of the University’s mission; and supports each other’s growth toward self-fulfillment and a clarity of purpose.  The seminar is capped at fifteen participants per year.

The seminar is open to any associate professor at the University of Dayton.  Participants are expected to commit themselves to attending every session; making the seminar a priority in their schedules; completing all assigned reading and writing activities; exploring all course material and engaging in all seminar discussions sincerely, openly, and honestly; and serving as a supportive peer.

Program learning outcomes

As a result of completing the Aspire program, participants will:

(1) create a set of specific, personal short- and long-term teaching, research, service, and leadership goals;

(2)create a professional development plan that will help them achieve these goals;

(3)articulate a set of strategies for achieving and maintaining personal well being while achieving these goals;

(4)explain how their plans for personal and professional development contribute to the University’s, unit’s and/or department’s mission; and

(5)agree that their participation in the program has helped them reexamine and better define their personal and professional development goals.

Overview

The LTC Studio space is intended to be a laboratory for faculty to experiment with innovative teaching practices.  There are two ways to engage this innovative classroom space: (1) become a Studio Fellow for the entire semester, or (2) experiment with the Studio in a more tailored manner for a specific time period and activity during the semester.  Faculty who choose to teach in this space pledge to become part of a community of practice that supports and cultivates their goals in teaching and student learning, whether throughout the entire semester or during a narrower window of time.  After teaching in this space, the hope is faculty will integrate these efforts into all of their teaching. Only faculty who follow the established process will be assigned teaching time in the Studio.

Studio Fellows

Each semester a small cohort of faculty will be selected via an application process.

Faculty who elect to become LTC Studio Fellows agree to:
•Participate in cohort roundtable sessions (at least two offerings per semester)
•Share and discuss their experiences teaching, both with their cohort and with their colleagues across the university
•Try new methods of teaching and be willing to stumble in and learn from those pursuits
•Help and support one another in their pursuits
•Be willing to experiment with and adapt technology enhancements in the Studio
•Assist with training incoming Studio Fellows by sharing pedagogical approaches
•Complete a feedback assessment after participating in the program
•Ensure the department chair of the Studio Fellow is aware that experimentation in the Studio could affect SET scores and feedback.

Please note that the LTC Studio has a cap of 14 students.

Faculty members who complete the LTC Studio Fellows program will receive:
• An "LTC Studio Fellow for Teaching Innovation" designation
•Opportunity to engage in cross-disciplinary community of practice
•Consultation and support services from the Learning Teaching Center and UDit

Questions about becoming a Studio Fellow?
Faculty members interested in teaching in the Studio should reach out to LTC Fellow Nicola Work, nwork1@udayton.edu, 229-32520.

Questions can also be directed to Nicola Work, nwork1@udayton.edu or David Wright, dwright1@udayton.edu.

The Writing Across the Curriculum (WAC) workshop began in the winter of 1999. Over the years, this workshop has received rave reviews from participants, several of who have said it was the best faculty development program they have ever attended. This workshop involves 10-12 faculty members from across the university who gather to discuss how writing can aid learning in the disciplines and how instructors can use writing more effectively in their classes.

The group meets thirteen times over the terms. Participants will be expected to read background material, produce new course material, share this material with the workshop participants, and participate actively in discussions. Those participating in the workshop will derive several benefits:

• Become better teachers by using writing to increase learning and gain a better understanding of strategies for using writing more effectively.
• Develop new instructional material to use in their classes and gather new ideas for improving students' learning and performance.
• Work with a group of interested, motivated, well-respected colleagues, forming new friendships in a relaxed, informal setting.

How do you participate in this workshop?

Invitations to participate are sent to all UD faculty and staff through email the semester before the each workshop begins.