The Academy as a Contemplative Practice: A Whole/Holistic Approach to Research, Teaching, and Service
Weekly between May 25 and June 30
How do we create an IU that is not only bold, but also intentional, dynamic, adaptive, interdependent, and transformative? (from Adrienne Marie Brown, 2017, Emergent Strategy: Shaping Change, Changing Worlds). Is it possible for “…a group of people to theorize to develop a set of agreements to guide a transformational change” within the university, one that is predicated on wholeness? (from Laura Rendón, 2009, Sentipensante (sensing/thinking) pedagogy: educating for wholeness, social justice, and liberation).
Participants will explore these questions and others through contemplative practices such as the lectio divina, deep dialogue, deep listening, journaling, and retreating. Through the lectio divina (divine reading) participants will contemplate Rendón’s core question: “What is the experience of creating a teaching and learning dream (pedagogic vision) based on wholeness and consonance, respecting the harmonious rhythm between the outer experience of intellectualism and rational insight, emotion, and awareness? (2)” Through deep dialogue and deep listening, they will engage in conversations about Rendón’s proposed shift for the academy and its implications for them personally and collectively; within their scholarship, service, and teaching; and for their disciplines and IU. As a culminating activity, participants will have an opportunity to meet and “retreat” with Dr. Rendón (virtually or in person depending on availability).
A series of conversations between university stakeholders at IU Kokomo and a team of researchers working to envision the future of public higher education in the United States. The conversations will create dialogue around central aspects of the work of a university (learning, research, public service) and aim to create significant dialogue to determine both the ideal for each criterion, and to determine the difference between the ideal and the actual. Each session will be conducted using design thinking activities which will enable the collection of critical information from university stakeholders and will enable collective reflection on shared experiences. With faculty and students, the activities will focus on the identification of the conditions that are required for learning and the situations where they (faculty and students) have had significant learning experiences. Other activities will be constructed to develop a collaborative understanding of student and faculty issues that affect learning. The session with administrators/staff will focus on the purpose of the university and the varied structures that contribute to or detract from that central purpose.
The Bloomington Faculty Council's Diversity & Affirmative Action Committee (daac), the IU Department of Theater, Drama & Contemporary Dance, and the Center for Innovation in Teaching & Learning, (CITL) team with other collaborators on campus to address racism and inequity on campus through an applied theater program that supports faculty development. The program addresses the needs of faculty to be more responsive in teaching and cocurricular settings to respond with care and tact in conversations with students that arise from issues of bias, discrimination or disrespect of difference.
Using an applied theater model, the program involves a troupe of trained student actors who perform potential situations that faculty may confront with students that are challenging to navigate in the current cultural and political climate. As the actors portray various situations, a trained faculty/staff facilitator leads the faculty to participate through an interactive process where they may practice engaging different responses, prompts and outcomes. The program will be a low risk, high impact, safe space for faculty to practice how to engage and direct critical conversations that arise in instructional settings with their students. Often faculty may not have expertise or confidence in addressing issues of intolerance within their own line of research and scholarly achievements. The program will be filmed to provide content for later development of an online non-credit-bearing course available to all faculty in IU Expand or the Canvas Commons.
their responses, and Dr. Vasquez-Heilig will offer remarks. Each table will then dialogue about the interactions and develop followup critical questions (30 minutes). The session will conclude with a facilitator taking comments/questions from the audience. The university forum will operate in the same way except the responses to the central question will be generated by School of Education faculty and staff.
April 9, 2020
The IUPUI Open Science Coalition is proposing a half-day workshop on the theme of “Open By Design: A New University Model.” This program will include a lecture by Dr. Erin McKiernan, who wrote a 2017 article for PLoS: Biology titled "Imagining the 'open' university: Sharing scholarship to improve research and education." Her article primarily discusses the benefits and challenges of creating an open university in the twenty-first century, in addition to providing low-cost solutions to the challenges she sees. McKiernan is an internationally known open scholarship advocate, in addition to being a highly successful physicist. We intend to bring students, faculty, and staff together using a round-table discussion forum to find innovative ways that open ideas can be used to enhance university life. These include open science concepts such as research transparency and reproducibility, as well as broader open scholarship concerns regarding open textbooks and open access to journal articles. The world of academic research is changing rapidly, and we hope that this workshop and lecture will encourage attendees to envision a university that seeks to inherently create and benefit from open scholarship.
May 14–15, 2020, Miles Brand Hall and Luddy Hall
This is a co-design workshop organized by a group of faculty members at IUB and IUPUI working together on an NSF-funded planning project on the Future of Care Work. One of the goals of the project is to build relationships with community members and organizations to define relevant questions and collaboratively create solutions that combine emerging technology and local institutions and practices of care. To this end, they are organizng a co-design workshop to engage in collaboration between university researchers and the local community on healthcare and emerging technology. They will convene researchers, care workers, care receivers, and public stakeholders to collaboratively describe the current and future care practices and related technologies surrounding the provision of community care (e.g. elders, chronic healthcare, mental health) in Bloomington. This will be done through co-design activities including panels and envisioning of future technologies and care practices. In particular, they will distill singular elements and activities seen in practices of care, and articulate issues and challenges associated with the creation and sustainability of care technology that may hold potential for the development of technological complements. This will help us build future relationships and partnerships in the community that will facilitate further funding and the co-design of new care-related technologies.
Thoughtful engagement with issues of freedom of speech and expression, diversity and inclusion, and academic freedom must be high on the agenda of the bold university of the 21st century. Freedom of inquiry and the ability to pursue even controversial and unpopular ideas are central to a great university. Public universities also have a constitutional obligation not to censor or punish faculty or student speech and expression on the basis of its content. At the same time, our public universities have become stronger and more socially relevant by recognizing the value of a diversity of voices, and the obligation to care about the dignity, safety, and well being of *all* who teach and study on our campuses.
This program will take the format of a symposium, with a nationally prominent keynote speaker and two panels drawn from faculty, administrators, and students. All parts of it will be open to the campus community and the general public.