Brown Bags

Community-engaged learning has been demonstrated to bolster conceptual understanding, support community needs, & promote civic engagement - Knowing how to integrate community-engaged learning it into our classes can be daunting. Colleen Coyne, Luis Rosero, and Sue Dargan describe their experiences with community-engaged learning.

Research shows that a welcoming, inclusive classroom culture is a key element of student success. Further, specific, targeted pedagogical strategies can increase the likelihood that students become deeply engaged with academic content. View panelists including Lissa Bollettino (History), James Cressey (Education), and Jeri Nelson-Peterman (Nutrition and Health Studies) in conversation around promising strategies for welcoming and engaging students to try out this semester.

The profile of the first-year class at FSU has changed significantly over the last decade. Join us for a dynamic conversation about first-year student demographic and assessment data as well as strategies for meeting students where they are and helping them flourish at FSU. Sarah Mulhall Adelman (History) and Sandy Hartwiger (English), co-Directors of RAMS 101, Chu Ly (Education), and Ben Trapanick, Director of New Student and Family Programs will presented data and learnings from their own experiences.

Panelists: LaDonna Bridges, Kimberly Broad, Allison Chisholm of CASA, and a panel of student learning assistants Panelists included: LaDonna Bridges, Kimberly Broad, Allison Chisholm of CASA, and a panel of student learning assistants This brown bag began with a panel of student learning assistants who addressed how they came to serve in this role, how they thrived and struggled in this role, and the support and guidance they received from CASA and their faculty partners that proved especially beneficial. Next, CASA staff shared an overview of the training and support they offer student learning assistants. The brown bag concluded with small-group discussion concerning faculty and staff experience of working with student learning assistants and the resources and support that might improve their mentorship of student learning assistants in the future. This workshop focused on student learning assistants supervised by CASA but will be valuable for anyone who works with student learning assistants across our campus.

What would Framingham State look like if faculty and librarians did not have the opportunity to make vital decisions and set policy through governance? How have faculty and librarians used their service on governance committees to enact meaningful change at our institution? The goal of this panel was to make transparent what service on each of the governance committees entails and to encourage faculty to nominate themselves for these committees. Panelists spoke briefly about the charge of the committee on which they serve, how they came to serve on it, and what their experience of serving on it has been. After each panelist spoke, discussion was had concerning the rewards of service on governance committees and how best to address the barriers that exist to embracing such service.

Listen to panelists James Cressey, Jerusha Nelson-Peterman, Yumi Park, and Luis Rosero share their leadership journeys. They addressed how they came to assume the positions they have held, the people and structures that enabled them to take these steps, and the advice and structural supports they wish they had along the way.

Panelists Kimberly Arditte Hall, LaDonna Bridges, Glenn Cochran, Benjamin Day, Mirari Elcoro, Jeanne Haley, and Gabriela Mendez-Acevedo presented on: How may we support students' mental health and well-being as they transition back to in-person learning amidst an on-going pandemic? How may we support the mental health of students of color in particular, whose communities have disproportionately borne the impact of the pandemic? How may we use our classrooms and offices to build community, facilitate peer-to-peer engagement, and encourage metacognition and self-reflection, while explicitly addressing and respecting emotional, mental, and physical well-being?