We opened this year's planning retreat the way I'd been turning it over in my head for weeks beforehand: not with the calendar, not with the budget, but with a question. Before we reviewed a single program or sketched out a single offering for next year, I asked everyone around the table to share one specific moment from the past year when they felt our mission was most present in their own corner of the work.
I'll admit I wasn't sure what I'd get. It's the kind of prompt that can produce a polite generality — I think we really lived the mission this year — and leave it there. But that isn't what happened. What came back were stories. Particular ones. A moment with a particular person, on a particular afternoon, that someone had clearly been carrying around for a while without quite having had the occasion to say it out loud.
I've been doing this work long enough that I didn't expect to be surprised by what I heard. And in a sense I wasn't. The three things I took away from that hour aren't new. I could have written them on a notecard two years ago. What was different was how clearly they came into focus when they arrived attached to real moments instead of stated as principles. So I want to set them down here, less as discoveries than as reminders.
The first is that we are a safe space. Our values statement has said as much since 2015: we commit to "a nonjudgmental, safe, collaborative, and supportive environment for faculty to think, experiment, work, and thrive." But hearing it in the stories reminded me how much of that safety is unglamorous. Sometimes the safety we offer is the safety to try a new assignment and have it flop. Sometimes it's the safety to admit you don't understand the new gradebook. And sometimes it's just the safety to close the door and vent for fifteen minutes before going back out to do the work. None of that shows up in an annual report. All of it matters.
The second is that this work is reciprocal. It's easy, in a center like ours, to slip into the posture of the people who know things helping the people who need to know them. The stories cut against that. We are not a one-way valve. The faculty member working through a teaching challenge with one of us is, at the same time, teaching us how teaching actually goes in their classroom. I find that worth holding onto, because it changes the spirit of the encounter. We're not dispensing. We're in it together.
The third is the one that points outward, and the one I keep coming back to. We can do more — and I think we should do more — to support educators across our region. Our mission is bound up in Xavier's larger commitment to a more just and humane society, and that commitment doesn't observe our building's walls. There are faculty at schools near us doing this work with far less support than we're fortunate to have, and the dissemination of what we learn is already written into our values. I don't have a fully formed plan yet. But I left the retreat convinced that the next chapter of our work is at least partly about the people we haven't met.
None of this required a retreat to know. But it did, apparently, require a room full of people willing to say here is the moment it felt real to me. I'm grateful they did. As we prepare for the coming year, I want to keep those three things close, not as a poster on the wall, but as a set of questions we keep asking ourselves: Are we still safe? Are we still learning? And are we reaching far enough?
Category: Director’s Corner
You Are the Hero of This Adventure
If you grew up reading Choose Your Own Adventure books like I did, you remember the opening line. Every single book started the same way: You are the hero of this adventure. Not a character the author invented. Not someone you were following from a safe distance. You. The book handed you the story and told you to drive.
Most job postings don't work that way. They're written like traditional novels: the plot is already determined, the role is already defined, and the search process is really just casting — finding the right person to play a part that someone else wrote. There's nothing wrong with that model. It works. It's how CAT+FD has always structured our Faculty-in-Residence positions, but this time around, we decided to try something different.
This time, you write the next chapter.
What's Different
The new Faculty-in-Residence position does not have a predetermined area of focus. That's a significant departure from how this position has worked in the past. Previous FIRs were appointed to support a specific programmatic need that CAT+FD had already identified — New Faculty Support, Service-Learning, Part-time Faculty Support — a focus area we chose in advance and then found the right person to lead.
This appointment inverts that. We are inviting applicants to propose an area of faculty development they are already passionate about, already engaged with, and genuinely well-positioned to support. CAT+FD will then shape the responsibilities of the appointment around the successful candidate's proposal.
What We're Hoping to Hear About
We're genuinely open on this. The call for applications names a few possible directions — artificial intelligence in teaching and learning, faculty mentoring and peer support, student mentoring and advising as pedagogy, grant writing and management — but those are merely examples. They're areas that have come up in our recent conversations, not a ceiling on what we're willing to consider.
What we're actually looking for is a proposal that identifies a real need in the Xavier faculty community and makes a credible case for why you are the right person to address it. That means thinking seriously about what knowledge or experience you're bringing, what programming might realistically look like given the scope of the position, and who across campus would benefit.
The position is a 12.5% appointment with one course release per year, for a three-year term with the option to renew. It's designed to bring a faculty colleague into the work of CAT+FD in a meaningful, sustained way. The person we appoint will spend a few hours a week in the Center, attend staff meetings and our summer planning retreat, and take the lead on developing and running programming in their proposed area.
Who Should Apply
The formal requirements are what you'd expect:
- at least three years of full-time teaching at Xavier;
- a record of engagement with CAT+FD;
- evidence of scholarly activity; and
- a collegial reputation that makes cross-disciplinary collaboration natural rather than forced.
Tenure is preferred, but not required.
But I want to speak past the formal requirements for a moment, because I think the person we're looking for might not immediately see themselves in a list of qualifications.
In Choose Your Own Adventure, the books were always careful to remind you that you weren't just in the story — you were driving it. That required a specific kind of reader: someone curious enough to explore, confident enough to make a choice, and self-aware enough to know something about what kind of adventure they wanted to go on.
That's who I'm hoping applies for this position. Not necessarily the person who has always wanted a faculty development role, but the person who has been quietly doing faculty development work for years without anyone giving it that name; the colleague other people come to when they're trying to figure out how AI is changing their classroom; the one who's been running an informal reading group; the person who thinks deeply about how we mentor graduate students or advise undergraduates through hard moments; the grant writer everyone asks for help and who's never had the support or the platform to do that work at scale.
If any of that sounds like you, we'd like to hear from you.
How You Can Apply
To apply, submit a letter of application that includes a detailed proposal describing your proposed area of focus, along with letters of support from your Department Head or Division Chair and your College Dean. We're accepting applications on a rolling basis throughout the summer, with a final decision before the start of the Fall 2026 semester.
If you have questions before applying, or if you want to talk through an idea before you've fully committed to a direction, reach out. That kind of conversation is part of what this process is supposed to feel like.
There are a lot of possible endings to this story. We're hoping you'll help us write a good one.
What’s Going On: Faith, Hope, and the Classroom
Ash Wednesday was February 18. Ramadan began the following evening, on February 19. That means that as you're reading this, some of your Christian students are in the middle of a forty-day season of fasting and sacrifice, and some of your Muslim students are in the middle of a month-long fast that, depending on the day, has them going without food or water from before sunrise until after sunset. Those two groups are sitting in the same seats, turning in the same assignments, and taking the same exams.
I've been thinking about fasting lately because two of the world's major religious traditions are doing it simultaneously, right now, in your classroom.
Ash Wednesday was February 18. Ramadan began the following evening, on February 19. That means that as you're reading this, some of your Christian students are in the middle of a forty-day season of fasting and sacrifice, and some of your Muslim students are in the middle of a month-long fast that, depending on the day, has them going without food or water from before sunrise until after sunset. Those two groups are sitting in the same seats, turning in the same assignments, and taking the same exams.
I bring this up because I think most of us, if we stop and think about it, genuinely want to be the kind of teacher who knows what's going on in our students' lives — not to make excuses for them, but to understand them.
What Ramadan actually involves
For students observing Ramadan, the fast itself is only part of the picture. Many are also attending Tarawih prayers in the evening, which can run well past midnight, and waking before dawn for Suhoor, the pre-fast meal. A student who looks like they're barely keeping their eyes open in your 8 a.m. class on a Wednesday may have gone to sleep at 2 a.m. and been back up at 4:30. They're not being lazy or disengaged. They're practicing their faith and trying to be your student at the same time.
There's also a cognitive dimension worth knowing about. Fasting affects concentration, memory recall, and processing speed, particularly in the afternoon. A student sitting for an exam at 2 p.m. while fasting is doing so under conditions that are genuinely more demanding than usual. That's not an excuse — it's context.
Compassion isn't the opposite of rigor
I've written before about the assumptions we make about students and how those assumptions can inadvertently make things harder for the students who are already working the hardest. Religious observance is another one of those places where a small amount of awareness goes a long way.
You don't need to redesign your course. A brief acknowledgment, a bit of flexibility around exam timing where you can manage it, or even just letting a student step out for a few minutes — these are small things that communicate something important: that you see them as a whole person, not just a student ID number. That's not soft. That's good teaching.
It's not just Ramadan
Ramadan gets attention partly because of its length and visibility, but religious observances that create real scheduling conflicts for students happen throughout the year:
Lent, also currently underway (through April 2), is observed across many Christian traditions — Catholic, Anglican, Lutheran, Methodist, and others. Practices vary, but the season carries genuine spiritual weight for students who observe it seriously.
Passover runs April 2–9 this year, overlapping with Easter on April 5 — a meaningful convergence. Seders on the first evenings can mean travel or late nights, and the dietary restrictions last the week.
Looking toward next fall, the Jewish High Holidays occur early in the fall semester. Rosh Hashanah is September 12–13; Yom Kippur is September 21, and involves a 25-hour fast. Students observing these days will miss class during the first few weeks of term — the weeks when we're building the foundation for everything that follows.
Durga Puja (October 17–21) and Diwali (November 8) are significant observances for Hindu students, often involving family travel and community commitments that compete with late-semester academic pressure.
And Shabbat, observed by Jewish students and some Seventh-day Adventist students from Friday evening through Saturday, can complicate weekend exams, Saturday office hours, or assignments due Friday night.
This isn't meant to be a comprehensive calendar — it's just a nudge to remember that the religious landscape of any given classroom is probably more diverse than it appears.
One simple thing
Consider adding a brief statement to your syllabus inviting students with religious observances to speak with you early in the semester, for example:
I recognize that religious observances may occasionally conflict with course requirements. If you anticipate a conflict, please reach out to me as early as possible so we can discuss options.
This puts the responsibility appropriately on the student while signaling that you're a reasonable adult they can actually talk to.
Xavier's mission calls us toward a more just and humane world. That work starts in how we treat the people in our classrooms — all of them, with all the fullness of who they are.
Think Small: January Opportunities at CAT+FD
Starting the Spring Semester with Incremental Change
Welcome to spring semester! I hope your winter break offered some genuine rest. As we step into this new term, I've been thinking about the power of small changes—not dramatic reinventions or overwhelming overhauls, but modest adjustments that make our daily work more sustainable and our teaching more responsive to what our students actually need.
This semester, you'll notice some shifts in our programming at CAT+FD. These aren't radical departures; they're incremental improvements designed to meet faculty where they are. And that same principle applies to teaching practice more broadly: you don't need to rebuild your courses from scratch or adopt entirely new pedagogies to make a meaningful difference. Sometimes the most effective change is adjusting one assignment, rethinking how you use the first five minutes of class, or finding a single new way to check in with struggling students.
What "Think Small" Looks Like at CAT+FD
Here's what we're trying this semester:
Coffee & Chat Mondays continue as our low-barrier entry point. Faculty can spend time with our staff for refreshments and conversation every Monday morning. No agenda, no registration, just connection.
CAT Talk Tuesdays are our experiment in brief, focused online presentations: 20 minutes, one key concept, delivered live but recorded for asynchronous access. This month we're covering "Attendance & Participation" and "Classroom AI Policies," the teaching questions that land in our inbox most often. We're not trying to provide comprehensive coverage; we're trying to give faculty quick, research-grounded answers when they need them.
Wellness Wednesdays consolidate our walking club and contemplative practice into one memorable pattern. Same offerings, just easier to remember when they happen.
We're also maintaining our drop-in formats for those pre-semester challenges. Faculty can stop by our Brightspace and Simple Syllabus drop-ins when they need help, rather than committing to a session weeks in advance that may or may not align with when they actually hit a roadblock.
None of these changes required significant new resources. Most emerged from listening to what faculty told us about when and how they could actually engage with professional development.
The Invitation
So as you plan your own semester, I want to encourage you to think small. What's one thing you could adjust that would make your teaching feel more aligned with your values? What's one practice you could try that might lighten your load rather than add to it?
You don't need to rebuild everything. You don't need to adopt the latest pedagogy or match the innovation happening in someone else's classroom. Sometimes the most effective change is the modest adjustment that makes tomorrow's teaching a little more sustainable than today's.
Pick one thing. Try it. See what happens.
That's how sustainable improvement actually happens.
December Opportunities from CAT+FD
As December arrives and academic semesters draw to a close, faculty are navigating not just the usual end-of-semester demands like grading, advising, and final projects, but everything else they've been carrying alongside them these past few months. The challenges of 2025 have asked a lot of our academic communities, and faculty have shown up for their students, for each other, and for the work itself, even when it hasn't been easy.
In our December programming at CAT+FD, we've made an intentional choice: to offer a lighter slate of opportunities this month. This isn't a reduction born of scarcity, but rather a recognition that what faculty need most right now isn't another workshop or professional development commitment. Instead, we're focusing on simple opportunities for sustenance and connection—coffee and conversation, a few minutes of quiet contemplation, our regular walking club, and especially our Winter Open House.
The Winter Open House has become a tradition that brings our academic community together during one of the busiest times of the year. Faculty, staff, and friends can stop by anytime between 10:00 AM and 2:00 PM for homemade treats, warm beverages, and the company of colleagues who understand exactly what this season requires. It's our small way of saying thank you and of creating space where people can simply be present together and take the break they've more than earned.
As faculty developers, we often think about what we can add—what new workshop, what innovative program, what timely topic we should address. But sometimes the most caring thing we can do is create breathing room. Sometimes our role is simply to provide the coffee, bake the cookies, and hold open a welcoming space where our colleagues can rest for a moment before they finish strong.
For any event below, click on the link for more information. Some events require registration. You can find all of our upcoming events on the CAT+FD Calendar. If you want to learn about other ways to keep up with everything happening at CAT+FD, check out this post on the CAT Food Blog: CAT+FD Event Information, Served Up Your Way.
WEEKLY OPPORTUNITIES
Our regular weekly opportunities will be available through the end of exams on Wednesday, December 10.
- Coffee & Chat, every Monday, 10:00-11:00. Faculty can spend some time with members of the CAT+FD staff in our Conference Room for refreshments and conversation.
- Walking Club, every Tuesday & Thursday, 8:30-9:00. All members of the Xavier community are invited to gather outside the Fitness Center to get in some steps together.
- Quarter of Quiet, every Wednesday, 2:00-2:15. Members of the Xavier community are welcome in the Chapel's Meditation Room for 15 minutes of unguided contemplation.
DECEMBER OPPORTUNITIES
- Fall Faculty Writing Group Lunch, December 01, 11AM - 3PM, Mellon Seminar Room - LRC 532B. Each Monday, the Xavier Faculty Writing Group gathers in the Mellon Seminar Room to dedicate one hour of sustained writing. During this time, each member works on their individual writing project in silent fellowship with other group members. This gentle accountability serves as an effective means of motivating faculty to maintain progress on their scholarly work without feeling as if there are competing priorities that should take precedence. If you weren't able to participate this semester, watch for the CFP for the Spring Faulty Writing Group in January!
- CAT+FD Winter Open House ❄️, December 04, 10AM - 2PM, Mellon Seminar Room - LRC 532B. As finals week begins, take a well-deserved break and join us for the CAT+FD Winter Open House—a tradition that brings our academic community together during one of the busiest times of the year. Stop by anytime between 10:00 AM and 2:00 PM whenever you need that break—whether it's your first cup of coffee, a midday energy boost, or an afternoon treat to fuel your end-of-semester push.
OUTSIDE OPPORTUNITIES
CAT+FD is not a sponsor of any of the following. These links are provided to share additional professional development activities.
- 8th Annual Sparking Success Faculty Development Conference, Tulane University, January 7-8, 2026. Tulane University’s Center for Engaged Learning and Teaching (CELT) invites proposals for interactive breakout sessions for the 8th Annual Sparking Success to be held Thursday, January 8, 2026. Sparking Success encourages faculty, staff, and graduate and professional students to come together, build community, and find inspiration for enhancing our lives on campus.
- HBCU AI Conference & Training Summit 2026, Huston-Tillotson University, March 10-11, 2026. At Huston-Tillotson University, the HBCU AI Conference & Training Summit is the national epicenter where the legacy of Historically Black Colleges and Universities meets the limitless frontier of artificial intelligence. This annual experience amplifies HBCU students, scholars, and innovators leading the charge in tech transformation.
- AAC&U Conference on Learning and Student Success (CLASS 2026), Tucson, AZ, April 16-18, 2026.The theme for this year's AAC&U CLASS conference is "courageous care" in recognition "that transformative education emerges when institutions genuinely prioritize student and educator learning, well-being, belonging, and success." The conference takes place from April 16 to 18 and can be attended in person or online.
- 4th Annual Teaching and Learning with AI Conference, University of Central Florida, June 11-13, 2026. The call for proposals is now open for the 4th annual Teaching and Learning with AI: A Sharing Conference Between Educational Practitioners, hosted by the University of Central Florida. This in-person event will bring together instructors, higher education professionals, researchers, librarians, and policymakers to discuss best practices and the use of AI in classrooms and across campuses, colleges, and universities.
November Opportunities at CAT+FD
As November arrives, I want to acknowledge both the richness and the intensity of this time in our academic lives. As faculty, we are juggling advising appointments, planning final projects, responding to crises both small and large, and somehow still finding ways to support our students through their own unique challenges. This month, CAT+FD offers spaces designed specifically for this moment: quiet writing time, conversations about AI and pedagogy, opportunities for mindfulness, and collaborative problem-solving with colleagues who understand exactly what you're experiencing.
I also want to remind you that professional development isn't just another item on your to-do list. It's one of the most generous things you can do for yourself during a demanding season. Whether you drop in for twenty minutes of the AI session between classes, join your colleagues for writing or meditation, or simply show up to a brown bag to remember you're not alone in this work, these gatherings are here to support you.
For any event below, click on the link for more information. Some events require registration. You can find all of our upcoming events on the CAT+FD Calendar. If you want to learn about other ways to keep up with everything happening at CAT+FD, check out this post on the CAT Food Blog: CAT+FD Event Information, Served Up Your Way.
WEEKLY OPPORTUNITIES
- Coffee & Chat, every Monday, 10:00-11:00: Faculty can spend some time with members of the CAT+FD staff in our Conference Room for refreshments and conversation.
- Walking Club, every Tuesday & Thursday, 8:30-9:00: All members of the Xavier community are invited to gather outside the Fitness Center to get in some steps together.
- Quarter of Quiet, every Wednesday, 2:00-2:15: Members of the Xavier community are welcome in the Chapel's Meditation Room for 15 minutes of unguided contemplation.
NOVEMBER OPPORTUNITIES
- Fall Faculty Writing Group Lunch, November 03 at 11:00 AM, Mellon Seminar Room
Each Monday, the Xavier Faculty Writing Group gathers in the Mellon Seminar Room to dedicate one hour of sustained writing. During this time, each member works on their individual writing project in silent fellowship with other group members. This gentle accountability serves as an effective means of motivating faculty to maintain progress on their scholarly work without feeling as if there are competing priorities that should take precedence. - Advanced Zoom Workshop: Breakout Rooms & Enhanced Features, November 05 at 2:00 PM, Mellon Seminar Room
This hands-on workshop is designed to help participants master Zoom's advanced meeting tools. This session will cover essential techniques for creating more interactive and engaging virtual sessions, including how to effectively use breakout rooms to facilitate small group discussions and collaborative work. This workshop is limited to members of the Office of Student Affairs in the College of Pharmacy. - SERG (Science Education Research Group), November 05 at 3:30 PM, NCF 568
Join faculty from across disciplines for an informal discussion focused on teaching and learning. Each monthly SERG meeting provides an open space to share questions, concerns, and suggestions about pedagogy with colleagues in a supportive, multidisciplinary environment. Topics are participant-driven. Whether you're exploring new teaching methods, facing classroom challenges, or want to share successful strategies, all faculty are welcome. Registration is not required. - Faculty Portfolio Working Group, November 06 at 1:15 PM, Online
Members of this year's Faculty Portfolio Working Group meet to discuss their monthly assignments and progress. This closed working group supports faculty in creating online portfolios that document the breadth of their academic work. Now in its third decade, the group evolved from the original 1994 Course Portfolio Working Group to its current focus on comprehensive faculty portfolios. - Fall Faculty Writing Group Lunch, November 10 at 11:00 AM, Mellon Seminar Room
Each Monday, the Xavier Faculty Writing Group gathers in the Mellon Seminar Room to dedicate one hour of sustained writing. During this time, each member works on their individual writing project in silent fellowship with other group members. This gentle accountability serves as an effective means of motivating faculty to maintain progress on their scholarly work without feeling as if there are competing priorities that should take precedence. - Deep Dive: AI Drop-ins, November 11 at 1:15 PM, Mellon Seminar Room
NOT another AI Roundtable! Unlike traditional workshops, this drop-in format is designed around your specific questions, challenges, and curiosities about AI. Come and go as your schedule allows during our two-hour window. Whether you have 20 minutes between classes or can stay for the full session, you'll find targeted support for your AI-related interests. This collaborative format allows for deeper, more personalized discussions than traditional workshop Q&As. Registration is preferred, but NOT required. - Part-time Faculty Brown Bag, November 11 at 3:00 PM, Online
All part-time faculty are encouraged to attend this virtual meeting to discuss end-of-semester tasks and challenges. - Fall Faculty Writing Group Lunch, November 17 at 11:00 AM, Mellon Seminar Room
Each Monday, the Xavier Faculty Writing Group gathers in the Mellon Seminar Room to dedicate one hour of sustained writing. During this time, each member works on their individual writing project in silent fellowship with other group members. This gentle accountability serves as an effective means of motivating faculty to maintain progress on their scholarly work without feeling as if there are competing priorities that should take precedence. - Fall Faculty Book Club, November 17 at 5:00 PM, Mellon Seminar Room
The Center for the Advancement of Teaching and Faculty Development hosts an annual Fall Faculty Book Club. This professional development initiative brings together a small cohort of faculty to read and discuss a carefully selected book focused on teaching, learning, and higher education pedagogy. For our 18th year, we are reading The Opposite of Cheating: Teaching for Integrity in the Age of AI by Tricia Bertram Gallant and David A. Rettinger. - Faculty Portfolio Working Group, November 18 at 11:00 AM, Online
Members of this year's Faculty Portfolio Working Group meet to discuss their monthly assignments and progress. This closed working group supports faculty in creating online portfolios that document the breadth of their academic work. Now in its third decade, the group evolved from the original 1994 Course Portfolio Working Group to its current focus on comprehensive faculty portfolios. - End-of-Semester Mindfulness Check-in, November 19 at 1:00 PM, CAT+FD Conference Room
Do you have a regular practice of meditation, contemplation, or something else that feeds your soul? If not, would you like to cultivate one? Mindfulness supports our teaching and learning as university professionals. It also promotes the success and well-being of students, and it makes all of us more effective instruments of Xavier’s mission. Faculty, staff, and students are welcome. - New Faculty Brown Bag, November 20 at 12:15 PM, Mellon Seminar Room
This year's cohort of of first-year faculty will meet to discuss successes and challenged during their first semester teaching at Xavier and will learn about faculty updates and Interfolio. - Fall Faculty Writing Group Lunch, November 24 at 11:00 AM, Mellon Seminar Room
Each Monday, the Xavier Faculty Writing Group gathers in the Mellon Seminar Room to dedicate one hour of sustained writing. During this time, each member works on their individual writing project in silent fellowship with other group members. This gentle accountability serves as an effective means of motivating faculty to maintain progress on their scholarly work without feeling as if there are competing priorities that should take precedence.
OUTSIDE OPPORTUNITIES
CAT+FD is not a sponsor of any of the following. These links are provided to share additional professional development activities.
- 8th Annual Sparking Success Faculty Development Conference, Tulane University, January 7-8, 2026. Tulane University’s Center for Engaged Learning and Teaching (CELT) invites proposals for interactive breakout sessions for the 8th Annual Sparking Success to be held Thursday, January 8, 2026. Sparking Success encourages faculty, staff, and graduate and professional students to come together, build community, and find inspiration for enhancing our lives on campus.
- AAC&U Conference on Learning and Student Success (CLASS 2026), Tucson, AZ, April 16-18, 2026.The theme for this year's AAC&U CLASS conference is "courageous care" in recognition "that transformative education emerges when institutions genuinely prioritize student and educator learning, well-being, belonging, and success." The conference takes place from April 16 to 18 and can be attended in person or online.
- 4th Annual Teaching and Learning with AI Conference, University of Central Florida, June 11-13, 2026. The call for proposals is now open for the 4th annual Teaching and Learning with AI: A Sharing Conference Between Educational Practitioners, hosted by the University of Central Florida. This in-person event will bring together instructors, higher education professionals, researchers, librarians, and policymakers to discuss best practices and the use of AI in classrooms and across campuses, colleges, and universities.
- Brightspace D2L Academy. The D2L Academy is a version of Brightspace available to all members of the Brightspace Community where you'll find Premium (paid) content like Certificate and Subscription Training Courses, as well as FREE Courses, Downloads and Teaching Tools. The D2L Academy is also where you can connect with Brightspace Guided Training, and the Product Idea Exchange (PIE).
September Opportunities at CAT+FD
Now that the chaos of August is past, September is a great time to invest in your professional growth. The energy of beginnings — new students, new courses, new colleagues — offers everyone an opportunity for exploring innovative teaching strategies, connecting with colleagues, and strengthening the practices that make your work most meaningful to you. Whether you need touchpoints for community and reflection, help considering AI's role in education, or finding focused time for your scholarship, this month's offerings provide multiple pathways for professional growth and collegial connection.
Now that the chaos of August is past, September is a great time to invest in your professional growth. The energy of beginnings — new students, new courses, new colleagues — offers everyone an opportunity for exploring innovative teaching strategies, connecting with colleagues, and strengthening the practices that make your work most meaningful to you. Whether you need touchpoints for community and reflection, help considering AI's role in education, or finding focused time for your scholarship, this month's offerings provide multiple pathways for professional growth and collegial connection.
For any event below, click on the link for more information. Some events require registration.
WEEKLY OPPORTUNITIES
- Coffee & Chat, every Monday, 10:00-11:00
Faculty can spend some time with members of the CAT+FD staff in our Conference Room for refreshments and conversation. - Fall Faculty Writing Group Lunch, every Monday, 11:00-2:00
Members of the Fall Faculty Writing Group meet every Monday to write and dine together. - Walking Club, every Tuesday & Thursday, 8:30-9:00
All members of the Xavier community are invited to gather outside the Fitness Center to get in some steps together. - Quarter of Quiet, every Wednesday, 2:00-2:15Members of the Xavier community are welcome in the Chapel's Meditation Room for 15 minutes of unguided contemplation.
SEPTEMBER OPPORTUNITIES
- Start-of-Semester Mindfulness Check-in, September 3 at 1:00 pm, CAT+FD Conference Room - 534AJoin us for an informal and open conversation about being more mindful and contemplative.
- Create Engaging Video Lectures with Camtasia, September 3 at 3:00 pm, OnlineThis workshop will be led by Casey Seiter, Customer Success Manager for TechSmith EDU, an expert in educational video creation and digital storytelling.
- SERG (Science Education Research Group), September 3 at 3:30 pm, NCF 568
This monthly meeting provides space to share questions, concerns, and suggestions about pedagogy with colleagues in a supportive, multidisciplinary environment. - New Faculty Brown Bag, September 4 at 12:15 pm, Mellon Seminar Room - LRC 532BNew full-time faculty should attend these brown bags to learn about and engage with peers who understand the joys and challenges of the first year at Xavier.
- Fall Faculty Writing Group Kick-off, September 4 at 5:00 pm, Mellon Seminar Room - LRC 532BFaculty enrolled in this semester's Faculty Writing Group should plan to attend. Dinner will be provided.
- Part-time Faculty Brown Bag, September 9 at 3:00 pm, Online
CAT+FD welcomes all current part-time faculty to our monthly online gathering, designed with your busy schedules in mind. - Academic AI Statement Roundtable, September 10 at 11:00 am, Mellon Seminar Room - LRC 532B
Engage with faculty, staff, and students to discuss the draft statement about AI use in academic settings at Xavier. - #LEX Advanced: Rubrics Reimagined: Save Time and Boost Feedback, September 11 at 3:00 pm, Online
This workshop will provide you with strategies to ensure your assessments truly measure student learning in this rapidly changing educational landscape. - Academic AI Statement Roundtable, September 15 at 2:00 pm, Mellon Seminar Room - LRC 532B
Engage with faculty, staff, and students to discuss the draft statement about AI use in academic settings at Xavier. - 2nd Year Faculty Luncheon, September 18 at 12:15 pm, Mellon Seminar Room - LRC 532B2nd-year faculty are invited to join their cohort colleagues for an informal lunch to reconnect and to learn about advising.
- Build Your First AI Chatbot: Hands-On Workshop, September 19 at 2:00 pm, CAT+FD Teaching Lab - LRC 532AAll members of the Xavier community are welcome to join CAT+FD and the Library for an interactive workshop where you'll go from chatbot novice to creator.
- Academic AI Statement Roundtable, September 26 at 10:00 am, Mellon Seminar Room - LRC 532BEngage with faculty, staff, and students to discuss the draft statement about AI use in academic settings at Xavier.
- #LEX Advanced: Online Assessment Strategies in the Age of AI, September 30 at 3:00 pm, Mellon Seminar Room - LRC 532BDiscover how to adapt, innovate, and create online testing experiences that are both academically rigorous and genuinely reflective of student mastery.
OUTSIDE OPPORTUNITIES
CAT+FD is not a sponsor of any of the following. These links are provided to share additional professional development activities.
- 8th Annual Sparking Success Faculty Development Conference, Tulane University, January 7-8. Tulane University’s Center for Engaged Learning and Teaching (CELT) invites proposals for interactive breakout sessions for the 8th Annual Sparking Success: Faculty Development Conference, to be held Thursday, January 8, 2026. Sparking Success encourages faculty, staff, and graduate and professional students to come together, build community, and find inspiration for enhancing our lives on campus. Session proposals are due by November 1.
- 32nd Annual HBCU Faculty Development Network Conference, Charlotte, NC, October 30-November 1. This year’s theme, “Turning Challenges into Opportunities: Advancing Faculty Development to Serve Dynamic Institutions,” invites faculty, administrators, and higher education professionals to engage in transformative dialogue and hands-on learning. Through workshops, plenaries, and networking sessions, the conference will explore innovative strategies in teaching, learning, leadership, technology, and student success—empowering participants to thrive in a rapidly changing educational landscape.
- Brightspace D2L Academy. The D2L Academy is a version of Brightspace available to all members of the Brightspace Community where you'll find Premium (paid) content like Certificate and Subscription Training Courses, as well as FREE Courses, Downloads and Teaching Tools. The D2L Academy is also where you can connect with Brightspace Guided Training, and the Product Idea Exchange (PIE).
Growing Our Community: 17 New Faculty Join Xavier University of Louisiana
Every August, I get to experience one of the highlights of my role as Director of the Center for the Advancement of Teaching and Faculty Development: welcoming our newest faculty members to Xavier. There's something energizing about our New Faculty Orientation (NFO), bringing together scholars from different disciplines, watching them discover what makes this university special, and seeing the connections start to form.
Two weeks ago, over two intensive days, our CAT+FD team, along with dedicated Xavier community members, had the privilege of watching 17 exceptional new colleagues begin their journey at our institution. These two days are about transformation, connection, and laying the groundwork for the innovative teaching and scholarship that will shape our students' futures.
From seasoned scholars embarking on new chapters to freshly minted Ph.Ds., each new faculty member brought their own spark of curiosity and expertise. Watching them connect with our existing community, ask thoughtful questions, and share their visions for their work here reminded me exactly why I love what we do at the Center.
But enough about the process. Let me introduce you to the 17 remarkable individuals who are now a part of the Xavier family:
Photo credit: Bart Everson
- Dr. Mamta Dalal, Department of Mathematics
Ph.D. in Electrical Engineering from New Mexico State University - Dr. Emily Highstreet, Physician Assistant Program
D. Pharm. from Xavier University of Louisiana - Mr. Jonathan Slaughter, Department of Languages
M.A. in French from Middlebury Language Schools and Université Sorbonne Nouvelle - Dr. Alana Peck, Department of Sociology
Ph.D. in Sociology from Louisiana State University - Dr. Katherine Causey, Division of Business
DBA in Management from Argosy University - Dr. Steven Battin, Department of Theology
Ph.D. in Systematic Theology from the University of Notre Dame - Dr. Cindy Chava, Physician Assistant Program
MHS from Duke University - Dr. Dodie Arnold, Department of Public Health Sciences
Ph.D. in Epidemiology from the University of Washington - Dr. Dominique Townsend, Department of English
Ph.D. in English Literature from the University of Rochester - Ms. Courtney Rookard, Archives & Special Collections
MLS from Indiana University - Dr. Brian Balog, Department of Biology
Ph.D. in Integrated Bioscience from the University of Akron - Dr. Lisa Cole, Division of Business
Ph.D. in Higher Education Administration from St. Louis University - Dr. Leelannee Malin, Department of Mass Communication
Ph.D. in Mass Communication Media from Howard University - Dr. Ellen Walker, Department of Psychology
Ph.D. in Neuroscience from the University of Texas at El Paso - Dr. Kenneth Rocker, Department of Mass Communication
Ph.D. in Communication from Massey University - Dr. Ezra Spira-Cohen, Department of Political Science
Ph.D. in Political Science from Tulane University - Dr. Hannah Baron, Department of Political Science
Ph.D. in Political Science, Comparative Politics and Political Methodology from Brown University
March Opportunities at CAT+FD
This year, the liturgical season of Lent overlaps with the sacred month of Ramadan. In the Christian and Muslim traditions, this is a time of contemplation. Coincidentally this year, they also overlap Xavier's Midterms, which as we know, is a time of deep introspection for many of our students. During this period, remember to take a balanced approach to your own working life, and give yourself some time to interact with colleagues from across the campus. Click on the name of any event below to learn more about it.
Sergei Mutovkin from Irvine, California, United States, CC BY 2.0, via Wikimedia Commons
_(cropped).jpg){kind=link}
This year, the liturgical season of Lent and the sacred month of Ramadan coincide, both calling for reflection, renewal, and intentionality. It is fitting that this also overlaps with Xavier’s Midterms—a time when our students engage in their own forms of deep introspection.
As we guide them through this demanding season, let’s also be mindful of our own well-being. Balance is essential, and taking time to connect with colleagues can be both restorative and inspiring. This month’s calendar of events offer opportunities to reflect, recharge, and engage with our community.
Click on the name of any event below to learn more—I hope to see you there. And don't miss the lunar eclipse this Thursday night!
WEEKLY OPPORTUNITIES
- Coffee & Chat, every Monday & Tuesday, 10:00-11:00
Spend some time with members of the CAT+FD staff in our Conference Room for refreshments and conversation. - Quarter of Quiet, every Wednesday, 2:00-2:15
Give yourself 15 minutes of unguided contemplation. Join us in person the Chapel's Meditation Room or in spirit from any location.
MARCH WORKSHOPS & BROWN-BAGS
- Xavier Faculty Writing Group, Monday, March 10, 11:00-1:00
Members of the Xavier Faculty Writing Group gather each Monday to enjoy lunch together while putting in some extra time on their writing projects. - Part-Time Faculty Brown Bag: X-Core & Part-Time Teaching, Tuesday, March 11, 4:00-5:00
Each month, part-time faculty members are invited to meet to discuss their classes and to learn more about teaching at Xavier. - Social Hour/PIE-1 Day, Thursday, March 13, 4:00-5:30
Since midterm grades are due on the Pi Day (Friday, March 14) this year, CAT+FD is celebrating PIE-1 Day on Thursday, March 13. Take a break from your grading, and join us in the Mellon Seminar Room for some fellowship and some pie! - Xavier Faculty Writing Group, Monday, March 17, 11:00-1:00
Members of the Xavier Faculty Writing Group gather each Monday to enjoy lunch together while putting in some extra time on their writing projects. - New Faculty Brown Bag: Xavier's Core Curriculum (X-Core), Tuesday, March 18, 12:15-1:00
First-year faculty are invited to learn more about Xavier's unique undergraduate core curriculum, known as X-Core. - Xavier Faculty Writing Group, Monday, March 24, 11:00-1:00
Members of the Xavier Faculty Writing Group gather each Monday to enjoy lunch together while putting in some extra time on their writing projects. - SERG (Science Education Research Group), Tuesday, March 25, 3:30-4:30
The monthly SERG meetings are informal, multidisciplinary forums for the discussion of pedagogical issues. These meetings are open to all interested faculty. There is no need to register. - Mindful Check-in, Wednesday, March 26, 1:00-1:50
Please join us for an informal and open conversation about your experiences, challenges, questions, and the upcoming April “Take 5" Challenge. Faculty, staff, and students are welcome. - Xavier Faculty Writing Group, Monday, March 31, 11:00-1:00
Members of the Xavier Faculty Writing Group gather each Monday to enjoy lunch together while putting in some extra time on their writing projects.
OUTSIDE OPPORTUNITIES
CAT+FD is not sponsoring or partnering on any of the following events. If you have questions, please contact the event organizers.
- NSF – EiR – Secondary Data Institute, May 25-30 (Prairie View A&M): Researchers at HBCUs often face unique challenges concerning research productivity and grantsmanship. This project aims to address these challenges by providing training opportunities and mentoring in the statistical analysis of archived data sources at the University of Michigan’s Inter-University Consortium of Political and Social Research (ICPSR). This project supports a residential summer institute on PVAMU’s main campus near Houston, Texas, focusing on developing skills to analyze and integrate secondary data analysis into research and teaching.
- HBCU Ai Conference and Training Summit, April 1-3 (Huston-Tillotson University): The HBCU Ai Conference and Training Summit is the first-of-its-kind event, dedicated to reshaping the future of Artificial Intelligence (AI) by empowering Historically Black Colleges and Universities (HBCUs). Scheduled to take place April 1-3, 2025, this transformative summit brings together thought leaders, educators, researchers, and industry professionals to bridge the gap between HBCUs and the rapidly evolving AI landscape.
- 2025 Notre Dame Inclusive Teaching Academy, June 2–6 (Chicago, IL): The Notre Dame Inclusive Teaching Academy provides robust, intensive training in support of the transformation of faculty teaching. Learn about, reflect on, and apply principles of inclusive pedagogy alongside colleagues from across the country as you redesign course materials and prepare to lead inclusive teaching efforts in your department and on campus.
So Restless Indeed
While we can hope that this Tuesday won’t bring “something awful,” we must recognize that it will likely feel even more charged than 2008 or 2016. With that in mind, I’ve been thinking about how to best support my students following this year’s election.
According to Huston & DiPietro (2007), when responding to a stressful event, “an instructor’s response need not be complicated, time intensive, or even personalized.” Their study focused on faculty responses to collective tragedies, but their findings apply to other situations that bring up intense emotions. Students in their study often reported frustration when faculty ignored a major event and gratitude when instructors acknowledged that something impactful had occurred.
While we can hope that this Tuesday won’t bring “something awful,” we must recognize that it will likely feel even more charged than 2008 or 2016. With that in mind, I’ve been thinking about how to best support my students following this year’s election.
The Center for Teaching Excellence at Boston College encourages faculty to consider several factors when planning post-election classes:
- Your comfort level: What are you comfortable discussing with students? Self-care is essential. Avoid engaging in topics that may elevate your own stress.
- Student burnout: Are students able to engage in discussion? This has been a long, complex election year. Students might not have the cognitive or emotional energy to process the results immediately.
- Connection to learning: How does this fit with the course content? For some students, discussing the election results might be more meaningful if there’s a clear link to course objectives.
- Classroom community: How might this fit within your classroom’s culture? By now, you probably have a good sense of how your students engage with one another and their comfort level in discussing sensitive topics.
If any of these factors lead you to decide against dedicating an entire class to the election results, the team at the Center for Research on Learning and Teaching (CRLT) at the University of Michigan suggests a few smaller steps faculty can take:
- Acknowledge the situation. By openly recognizing the election, we show students that we understand its impact on them. Huston & DiPietro (2007) found that students felt more unsettled when faculty didn’t respond to significant events at all.
- Make learning adjustments. When students are stressed, their ability to learn can suffer. Consider temporarily easing your expectations. As Jin (2017) points out, external stressors can greatly hinder a student’s capacity to engage and retain new information.
- Share campus resources. Most faculty aren’t trained as therapists, as Field (2023) reminds us. Sometimes the best support we can offer is to connect students with campus resources.
This election year, I won’t be in class on Wednesday, but I’ll let students know that they’re welcome to stop by my office for coffee and a friendly conversation. I’ll also be reducing the workload for the week, to give everyone a little more space to process the results—whatever they may be.
References
- Field, K. (2023, October 24). Professors Struggle With Demands to Tend to Students’ Mental Health. The Chronicle of Higher Education. https://www.chronicle.com/article/professors-struggle-with-demands-to-tend-to-students-mental-health
- Huston, T. A., & DiPietro, M. (2007). In the Eye of the Storm: Students’ Perceptions of Helpful Faculty Actions Following a Collective Tragedy. To Improve the Academy, 25(20210331). https://doi.org/10.3998/tia.17063888.0025.017
- Jin, P. (2012) Stress and Learning. In: Seel N.M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA
- Navigating the Post-Election Period With Your Students. (2024). The Center for Research on Learning and Teaching, University of Michigan. https://crlt.umich.edu/blog/navigating-post-election-period-your-students
- Teaching After an Election. (2024, August 8). The Center for Teaching Excellence, Boston College. https://cteresources.bc.edu/documentation/teaching-during-a-tumultuous-election-year/teaching-after-an-election/