Faculty High-Impact Practices (HIPs) Community of Practice
This Community of Practice is for instructors interested in exploring MU’s four course-based High-Impact Practices: Undergraduate Research, Writing Intensive, Community Engaged Learning (formerly Service-Learning), and Freshman Interest Groups (FIGs). Together, we examine the HIPs Quality Dimensions that contribute to meaningful student learning experiences and share strategies that have worked in our own classrooms. Whether you are new to these practices or have years of experience, you are welcome to join us in this collaborative space for conversation, reflection, and growth. Participants are expected to attend at least four of the six sessions offered throughout the academic year.
New and returning instructors are invited to express interest by selecting the HIP most aligned with their current teaching. The application deadline is August 29, and participants will be notified of their acceptance during the first week of September.
Mindfulness in Teaching Community of Practice
This Community of Practice is for instructors who incorporate mindfulness practices on two levels: for ourselves, and for our students. Based on our understanding of research about the benefits of mindfulness, we may invite our students to do meditation, mindful movement, or other contemplative practices during or outside of class time. No less important are our own mindfulness practices and how they offer us opportunities to de-stress, heal, and reflect in ways that make our teaching, research, and service lives more fulfilling. We learn from each other, share resources, and plan a yearly half-day retreat for MU instructors. We discuss the realities and challenges of bringing mindfulness practices to our professional lives. Whether you’re an experienced mindfulness practitioner or new to these ideas, you are welcome to join us for Bring Your Own Lunch meetings several times per semester as well as special events.
Facilitated by Rose Metro.
Related Resources:
Mindful Teaching in Moments of Tension
Inside Higher Ed features an article by Rosalie Metro that offers strategies for navigating sensitive classroom discussions, especially during election seasons. The article highlights the importance of establishing clear discussion norms with students, setting firm boundaries, and employing thoughtful phrases to defuse tense situations. Metro also recommends incorporating breaks during heated discussions and utilizing mindfulness techniques to alleviate stress. Additionally, fostering compassion and maintaining a supportive network of colleagues are key to effectively handling these challenging conversations.
For further insights, you can read the full article here.
Click in the image below to see the full infographic.
Written by Rose Metro
Strategies for Large Lecture Classes Community of Practice
This Community of Practice brings together instructors who regularly teach high-enrollment courses to reflect on common challenges, celebrate successes, and share strategies for effective teaching at scale. Whether you’re an experienced large-lecture instructor or new to this format, you’ll find a supportive space for open dialogue with colleagues who understand the complexities of teaching large classes. We explore practical approaches to classroom management and student engagement, and build a collaborative network of instructors across disciplines. Our sessions are informal and discussion-based, focused on learning from one another and growing our teaching practices together.
Participant outcomes include:
-Building a cross-disciplinary community of instructors teaching large-enrollment courses
-Identifying and sharing strategies for engaging and managing large classes