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Vol 1 | Issue 6                                       Fall 2019

UCDALI News


University of Colorado Denver Association of Lecturers and Instructors

If you are a CU Denver Lecturer, Instructor, or Clinical Teaching Faculty, then you are one of us!
To get in contact with a UCDALI liason from your school or college, visit our Bridge Network list: Bridge Network
For more information click here: UCDALI Webpage

Events and Announcements
UCDALI Fall 2019 Workshop and Networking Event
Monday, October 21st, 2019 

For all Lecturers, Instructors, and Clinical teaching Track faculty, even if you will not be working on a grant.
Grant Writing Workshop: 
When: 3:30 - 4:45
Where: ACAD 3121 
Networking social hour:
When: 4:30 - 5:30 
Where: ACAD 3rd Floor Solarium

By popular demand, we will provide sushi rolls, cookies, and drinks!
Professional Development Grant Opportunity
Non-CLAS NTTF Professional Development Grant: ​​Applications are due November 4th by 5:00 PM. For more information click here.​
Center for Faculty Development
Teaching Enhancement Deadlines and 
Announcements

 


National Center for Faculty Development and Diversity
Faculty can get a free membership through the University
 

CFD Teaching Enhancement Grant
Funding Limit: up to $3,000
Eligibility: Full-time faculty members (non-tenure track, tenure-track, tenured) Downtown faculty only
Deadline:  March 6, 2020 (5:00 pm)
Activities must be carried out and funds must be expended between July 1, 2020, and May 15, 2021
 

 Association of College and University Educators (ACUE)
Course in Effective Teaching Practice

The CFD is recruiting 50 faculty to enroll in this program. Faculty will receive a nationally recognized certificate and $250 PD stipend.
Faculty Featurette: Miranda L. Egger
This month we had the privilege of interviewing Miranda L. Egger who is a Rhetoric and Composition Instructor in the Department of English.
You have a background in English, but what drew you into teaching composition?
I’m like so many Rhetoric & Writing teachers: I fell in love with English at a time when English only meant Literature (in school). Even through my undergraduate study (in Mississippi), English courses were always Literature based. Soon after I graduated, I moved to Colorado, started graduate work, and met my mentor (Dr. Richard VandeWeghe). He’s the one who bridged Literature and Rhetoric for me. After one class, I switched my concentration and I’ve never looked back.
I suppose what those two disciplines have in common is that reading and writing is at their core, but where they differ, as it pertains to this question (because they differ in many, many other ways), is often in what sorts of texts, textual environments and rhetorical purposes they privilege.
Recently you’ve become Assistant Director of Composition—what challenges and opportunities do these new responsibilities entail?
My favorite thing about being the Assistant Director of Composition is the chance to work with new teachers. We have a small group of new Teaching Assistants (which is a misnomer, since they are fully responsible for an entire section of Core Composition I; they aren’t assisting anybody) each fall and I most love being a thinking partner as they do the hard work of turning theory into praxis. Dr. Herring (the Director) and I are dedicated to giving them enough structure to avoid feeling paralyzed by the volume of options (well, sometimes) and still find autonomy to develop their own teaching approach.
Click here to read the rest of this interview
Instructional Research and Clinical (IRC) Faculty in Research and News
Instructional Faculty in the Research
Wicked problems forum: Contingent labor in higher education.
The precarious new faculty majority: communication and instruction research and contingent labor in higher education.
Darin S. Murray
Communication Education, (2019) Vol. 68, Issue 2, pgs. 235-245.

“Contingent faculty in higher education markedly outnumber those considered tenured or on the tenure-track, with about 73% of faculty serving in nontenure-line positions (American Association for University Professors, 2018). The term contingent faculty refers to college and university instructors who may work part-time or otherwise off the tenure-track, and are generally teaching rather than research faculty. In the absence of a collective bargaining agreement or other formalized contract, employers consider contingent faculty as "at-will" or "fixed term contract" employees. Since there are varying levels of protection at different institutions, some contingent faculty face the possibility of being terminated at any time without warning for any reason or, more unsettling, for no reason at all.”
Instructional Faculty in the News
Characteristics of Adjunct Faculty Members, 2018
From the Almanac 2019
The Chronicle of Higher Education, August 18, 2019

“Adjunct faculty members in 2018 were likely to be over age 40, to have a master's as their highest degree, and to teach one or two courses at a single institution. Although more than half of adjuncts earned less than $3,000 per course, 43 percent of those who were married or lived with a partner reported annual household income exceeding $100,000. Adjuncts who were single, by contrast, reported much lower household income, nearly two-thirds of them with incomes of less than $50,000.”
For more information about us go to our website: UCDALI Webpage
or
Reach out to us at 
UCDALI@ucdenver.edu

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