CAT Base - User contributions [en]

The Transformative Banquet

2026-10-28T19:37:27Z

Bart: editing links

'''Contemplative Faculty Development at Xavier University of Louisiana'''

The Transformative Banquet is a metaphor we use for the work of [[Contemplative Faculty Development]]. We integrate contemplation into our faculty development programs for three distinct but mutually supportive reasons:

# to enhance the programming itself,
# to promote faculty well-being, and
# to encourage contemplative pedagogy.

The image of a banquet has been helpful in conceptualizing this work, emphasizing the virtues of hospitality and joyful fellowship. Our hope is that the right nourishment and refreshment will prove transformative for our faculty, staff, students, administrators, alumni — indeed the whole Xavier family.

This work has proceeded through several phases, strands, and initiatives.

* [[Hearts and Minds at Xavier]] (currently active)
* [[Sustaining the Dialog]]
* [[Contemplative Practices in Diverse Traditions]]
* [[Xavier Contemplative Inquiry Team]]

But wait, there’s more!

===A Larger Integrative Program===

While contemplation is a worthy end in itself, it’s vitally important to remember that contemplation does not happen in a vacuum. Some might imagine the meditative practitioner floating on a cloud somewhere “up there,” lost in the sky, lost in esoteric and ethereal pursuits, disconnected from the world of people and society. That’s not an accurate image. Therefore it’s equally important to get faculty thinking about how everything connects: how we connect to our mission, how contemplation connects to learning, how our basic life skills connect to our professional work, how our creativity connects to teaching, and so on.

* [[Mindfulness for You & Your Students]]
* [[The Subtle Art of Doing Nothing]]
* [[Phantom Vibrations]] (a series of provocations about the intersection of technology and contemplative practice)
* [[Developing a Personal Vision]] — Articulating a personal vision can re-energize your efforts, inform your short-term and long-term plans, even improve your daily time-management skills.
* [[Developing a Personal Vision and a Personal Website]]
* [[Five Iron-Clad Laws of Extremely Efficient Time Management]]
* [[Social Media, Social Justice]]

* [[How, Then, Shall We Live?]]
* [[The Heart of Higher Education]]
* [[Integrative Learning Spotlight]]
* [[I Don’t Have Time for This Workshop]]
* [[Supporting Your Own Creativity]]
* [[Sentipensante Pedagogy]]

''See also: [https://cat.xula.edu/food/topic/integrative/ CAT FooD blog posts filed under "Transformative Banquet"]

==Background==

St. Katharine Drexel's desire was for a contemplative way of life, but her discernment led her to believe God's "call" was to provide quality educational opportunities for Native Americans and African Americans, eventually founding Xavier University of Louisiana. Yet she never neglected the contemplative aspect; she consistently described her mission (she used the term "apostolate") and that of the Sisters of the Blessed Sacrament as being two-fold, i.e. prayer and work. Today at Xavier we recognize the need to extend our foundress' vision into the classroom and emphasize that ''vita activa'' and ''vita contempliva'' are not mutually exclusive but in fact necessary correlates that support and inform one another. In pursuit of Xavier's mission to "contribute to the promotion of a more just and humane society," the University community would do well to stay grounded in a thoughtful and considered approach to teaching, learning and life.

CAT staff first began thinking about the role of contemplative practices in higher education when we [http://cat.xula.edu/food/conversation-8/ interviewed] Arthur Zajonc for our podcast, ''[http://cat.xula.edu/food/topics/podcast/ Teaching, Learning & Everything Else]'', in 2009. Sessions at the 2009 conference of the [http://www.podnetwork.org/ Professional and Organizational Developers] (POD) Network gave us further encouragement to explore these ideas. Thus, since 2010 we have been actively programming events which invite faculty to consider the value of contemplative practices both in their own lives and in their teaching.

Our first program, "A Moment of Silence," conducted on August 25, 2010, was an invitation for faculty to share a moment of silent contemplation at the beginning of the semester, followed by a discussion of the use of silence in teaching.

[[Category: Index]]

The Transformative Banquet

2026-10-28T19:35:42Z

Bart: categorizing

'''Contemplative Faculty Development at Xavier University of Louisiana'''

The Transformative Banquet is a metaphor we use for the work of [[Contemplative Faculty Development]]. We integrate contemplation into our faculty development programs for three distinct but mutually supportive reasons:

# to enhance the programming itself,
# to promote faculty well-being, and
# to encourage contemplative pedagogy.

The image of a banquet has been helpful in conceptualizing this work, emphasizing the virtues of hospitality and joyful fellowship. Our hope is that the right nourishment and refreshment will prove transformative for our faculty, staff, students, administrators, alumni — indeed the whole Xavier family.

This work has proceeded through several phases, strands, and initiatives.

* [[Hearts and Minds at Xavier]] (currently active)
* [[Sustaining the Dialog]]
* [[Contemplative Practices in Diverse Traditions]]
* [[Xavier Contemplative Inquiry Team]]

But wait, there’s more!

===A Larger Integrative Program===

While contemplation is a worthy end in itself, it’s vitally important to remember that contemplation does not happen in a vacuum. Some might imagine the meditative practitioner floating on a cloud somewhere “up there,” lost in the sky, lost in esoteric and ethereal pursuits, disconnected from the world of people and society. That’s not an accurate image. Therefore it’s equally important to get faculty thinking about how everything connects: how we connect to our mission, how contemplation connects to learning, how our basic life skills connect to our professional work, how our creativity connects to teaching, and so on.

* [[Mindfulness for You & Your Students]]
* [[The Subtle Art of Doing Nothing]]
* [[Technopathology and the Mindfulness Movement]]
* [[Developing a Personal Vision]] — Articulating a personal vision can re-energize your efforts, inform your short-term and long-term plans, even improve your daily time-management skills.
* [[Developing a Personal Vision and a Personal Website]]
* [[Five Iron-Clad Laws of Extremely Efficient Time Management]]
* [[Social Media, Social Justice]]
* [[Maintaining Focus in a Fragmented World]]

* [[How, Then, Shall We Live?]]
* [[The Heart of Higher Education]]
* [[Integrative Learning Spotlight]]
* [[I Don’t Have Time for This Workshop]]
* [[Supporting Your Own Creativity]]
* [[Sentipensante Pedagogy]]

''See also: [https://cat.xula.edu/food/topic/integrative/ CAT FooD blog posts filed under "Transformative Banquet"]

==Background==

St. Katharine Drexel's desire was for a contemplative way of life, but her discernment led her to believe God's "call" was to provide quality educational opportunities for Native Americans and African Americans, eventually founding Xavier University of Louisiana. Yet she never neglected the contemplative aspect; she consistently described her mission (she used the term "apostolate") and that of the Sisters of the Blessed Sacrament as being two-fold, i.e. prayer and work. Today at Xavier we recognize the need to extend our foundress' vision into the classroom and emphasize that ''vita activa'' and ''vita contempliva'' are not mutually exclusive but in fact necessary correlates that support and inform one another. In pursuit of Xavier's mission to "contribute to the promotion of a more just and humane society," the University community would do well to stay grounded in a thoughtful and considered approach to teaching, learning and life.

CAT staff first began thinking about the role of contemplative practices in higher education when we [http://cat.xula.edu/food/conversation-8/ interviewed] Arthur Zajonc for our podcast, ''[http://cat.xula.edu/food/topics/podcast/ Teaching, Learning & Everything Else]'', in 2009. Sessions at the 2009 conference of the [http://www.podnetwork.org/ Professional and Organizational Developers] (POD) Network gave us further encouragement to explore these ideas. Thus, since 2010 we have been actively programming events which invite faculty to consider the value of contemplative practices both in their own lives and in their teaching.

Our first program, "A Moment of Silence," conducted on August 25, 2010, was an invitation for faculty to share a moment of silent contemplation at the beginning of the semester, followed by a discussion of the use of silence in teaching.

[[Category: Index]]

Main Page

2026-10-28T19:33:12Z

Bart: editing link

Welcome to the '''CAT Base''' wiki, designed to support programming by the [http://cat.xula.edu/ Center for the Advancement of Teaching and Faculty Development] at [http://www.xula.edu/ Xavier University of Louisiana].

[[File: CATFD-Color-Seal.png|400px|CAT+FD]]

'''Recent Workshops'''

''Looking for resources from a recent workshop? Try [[:Category: CAT+FD 2026-2027|2026-2027]] or [[:Category: CAT+FD 2025-2026|2025-2026]] or try the [https://catwiki.xula.edu/index.php?search search].''

'''[[Brightspace Tutorials]]'''

Learn all about Xavier's Learning Management System.

'''[[EdTech Tutorials]]'''

Technology in service of education.

'''[[Pedagogy Presentations]]'''

Helpful tips for teaching.

'''[[The Transformative Banquet]]'''

Contemplative approaches to maintain balance.

'''[[Communities]]'''

Sustained, collegial groups that bring faculty together around shared interests and shared work.

'''[[Resources]]'''

A real grab-bag — if you couldn't find it above, try here!

'''[[Archived Resources]]'''

Older material retained for historical continuity.

The Transformative Banquet

2026-10-28T19:32:26Z

Bart: copy and paste

'''Contemplative Faculty Development at Xavier University of Louisiana'''

The Transformative Banquet is a metaphor we use for the work of [[Contemplative Faculty Development]]. We integrate contemplation into our faculty development programs for three distinct but mutually supportive reasons:

# to enhance the programming itself,
# to promote faculty well-being, and
# to encourage contemplative pedagogy.

The image of a banquet has been helpful in conceptualizing this work, emphasizing the virtues of hospitality and joyful fellowship. Our hope is that the right nourishment and refreshment will prove transformative for our faculty, staff, students, administrators, alumni — indeed the whole Xavier family.

This work has proceeded through several phases, strands, and initiatives.

* [[Hearts and Minds at Xavier]] (currently active)
* [[Sustaining the Dialog]]
* [[Contemplative Practices in Diverse Traditions]]
* [[Xavier Contemplative Inquiry Team]]

But wait, there’s more!

===A Larger Integrative Program===

While contemplation is a worthy end in itself, it’s vitally important to remember that contemplation does not happen in a vacuum. Some might imagine the meditative practitioner floating on a cloud somewhere “up there,” lost in the sky, lost in esoteric and ethereal pursuits, disconnected from the world of people and society. That’s not an accurate image. Therefore it’s equally important to get faculty thinking about how everything connects: how we connect to our mission, how contemplation connects to learning, how our basic life skills connect to our professional work, how our creativity connects to teaching, and so on.

* [[Mindfulness for You & Your Students]]
* [[The Subtle Art of Doing Nothing]]
* [[Technopathology and the Mindfulness Movement]]
* [[Developing a Personal Vision]] — Articulating a personal vision can re-energize your efforts, inform your short-term and long-term plans, even improve your daily time-management skills.
* [[Developing a Personal Vision and a Personal Website]]
* [[Five Iron-Clad Laws of Extremely Efficient Time Management]]
* [[Social Media, Social Justice]]
* [[Maintaining Focus in a Fragmented World]]

* [[How, Then, Shall We Live?]]
* [[The Heart of Higher Education]]
* [[Integrative Learning Spotlight]]
* [[I Don’t Have Time for This Workshop]]
* [[Supporting Your Own Creativity]]
* [[Sentipensante Pedagogy]]

''See also: [https://cat.xula.edu/food/topic/integrative/ CAT FooD blog posts filed under "Transformative Banquet"]

==Background==

St. Katharine Drexel's desire was for a contemplative way of life, but her discernment led her to believe God's "call" was to provide quality educational opportunities for Native Americans and African Americans, eventually founding Xavier University of Louisiana. Yet she never neglected the contemplative aspect; she consistently described her mission (she used the term "apostolate") and that of the Sisters of the Blessed Sacrament as being two-fold, i.e. prayer and work. Today at Xavier we recognize the need to extend our foundress' vision into the classroom and emphasize that ''vita activa'' and ''vita contempliva'' are not mutually exclusive but in fact necessary correlates that support and inform one another. In pursuit of Xavier's mission to "contribute to the promotion of a more just and humane society," the University community would do well to stay grounded in a thoughtful and considered approach to teaching, learning and life.

CAT staff first began thinking about the role of contemplative practices in higher education when we [http://cat.xula.edu/food/conversation-8/ interviewed] Arthur Zajonc for our podcast, ''[http://cat.xula.edu/food/topics/podcast/ Teaching, Learning & Everything Else]'', in 2009. Sessions at the 2009 conference of the [http://www.podnetwork.org/ Professional and Organizational Developers] (POD) Network gave us further encouragement to explore these ideas. Thus, since 2010 we have been actively programming events which invite faculty to consider the value of contemplative practices both in their own lives and in their teaching.

Our first program, "A Moment of Silence," conducted on August 25, 2010, was an invitation for faculty to share a moment of silent contemplation at the beginning of the semester, followed by a discussion of the use of silence in teaching.

[[Category: Initiatives]]

Archived Resources

2026-10-20T15:39:16Z

Bart: adding note

This material is retained for historical continuity and may be dated. You'll find [https://cat.xula.edu/archive/ an archive of even older material on our main website].

* [[Academic Integrity]]
* [[Assessing Student Learning]] (Assessment Toolbox)
* [[Career Pathways Initiative]]
* [[Digital Footprint Resources]]
* [[Grounding]]
* [[NASA SHELiB Bridge to High Schools]]
* [[Student Resources]]
* [[2017 RISE & BUILD Summer Workshops]]
* [[2019 RISE & BUILD Summer Workshops]]
* [[50 Web Tools for Online Teaching and Learning]]

[[Category: Index]]

Main Page

2026-10-13T17:54:10Z

Bart: complete overhaul

Welcome to the '''CAT Base''' wiki, designed to support programming by the [http://cat.xula.edu/ Center for the Advancement of Teaching and Faculty Development] at [http://www.xula.edu/ Xavier University of Louisiana].

[[File: CATFD-Color-Seal.png|400px|CAT+FD]]

'''Recent Workshops'''

''Looking for resources from a recent workshop? Try [[:Category: CAT+FD 2026-2027|2026-2027]] or [[:Category: CAT+FD 2025-2026|2025-2026]] or try the [https://catwiki.xula.edu/index.php?search search].''

'''[[Brightspace Tutorials]]'''

Learn all about Xavier's Learning Management System.

'''[[EdTech Tutorials]]'''

Technology in service of education.

'''[[Pedagogy Presentations]]'''

Helpful tips for teaching.

'''[[Transformative Feast]]'''

Contemplative approaches to maintain balance.

'''[[Communities]]'''

Sustained, collegial groups that bring faculty together around shared interests and shared work.

'''[[Resources]]'''

A real grab-bag — if you couldn't find it above, try here!

'''[[Archived Resources]]'''

Older material retained for historical continuity.

Category:Index

2026-10-08T19:03:38Z

Bart: establishing category

These pages mainly exist to index other pages.

Brightspace Tutorials

2026-10-08T19:03:02Z

Bart: establishing entry

* [[Brightspace: Instructors Quick Start Tutorial]] — To successfully teach your courses, you must be able to utilize basic Brightspace tools. If you are not already familiar with Brightspace, or if you need a refresher, start here.

* Design Course to Facilitate Learning
** [[Customize Your Course Homepage in Brightspace]] — Customize your course homepages to enhance the course experience for your students.
** [[Accessibility Is Not Just For Individuals With Disabilities]] - Create accessible course materials that can benefit everyone.
** [[Set Students Up for Success Using Release Conditions]] - Create a more personalized, organized, and responsive learning environment.

* Help Learners Stay on Track
** [[Automate Communications Using Intelligent Agents]]
** [[Engage Students Using Awards in Brightspace]]
** [[Allow Learners to Reflect on Their Learning in Brightspace|Allow Learners to Reflect on Their Learning]]
** [[Utilize Brightspace to Help Students Stay on Track]]
** [[Course Analytics: Insights to Empower Your Teaching and Improve Student Learning]]
** [[Unlocking the Potential of Brightspace to Help Identify and Support At-Risk Students]]

* Accessing Learners
** [[Proactive Strategies for Academic Integrity]]
** [[Rubrics Reimagined: Save Time and Boost Feedback]]
** [[Using Alternative Assessments to Improve Student Learning]]
** [[Rethinking and Improving Online Tests in Brightspace]]
** [[Secure the Testing Environment and Protect the Integrity of Online Tests]]
** [[Rethinking Assessment Strategies in the Age of AI]]
** [[Online Assessment Strategies in the Age of AI]]

* Collaborative Learning
** [[Engagement Strategies for Online Discussions in Brightspace]]
** [[Facilitating Group Work in Your Brightspace Course]]
** [[Using VoiceThread to Enhance Lectures and Discussions]]

* [[Inclusive Teaching in Mixed-Mode]]
* [[Instructional Continuity]] — Anything from extreme weather to family emergencies can disrupt scheduled courses. An instructional continuity plan will assist you with continuing course delivery in the event of a disruption by minimizing the effects of the disruption.
* [[LearnEverywhereXULA|#LearnEverywhereXULA]] (Online/Hybrid Instructor Tutorial)
* [https://cat.xula.edu/food/topic/brightspace/ Brightspace Small Plates] — Timely tips from our award-winning blog.
* See also our [https://cat.xula.edu/food/brightspace-faq/ Brightspace FAQ] as well as our [https://cat.xula.edu/food/brightspace-documents/ Brightspace documents].

[[Category: Index]]

EdTech Tutorials

2026-10-08T19:02:15Z

Bart: establishing entry

* [[Achieving HTML Literacy]] — The mysterious code of web pages doesn't have to be so mysterious anymore.
* [[AI²]]: Artificial Intelligence and Academic Integrity
* [[Artificial Intelligence “Bootcamp” for Xavier Faculty Spring 2023]] — explore the potential benefits and risks of AI, including the use of AI to improve your teaching and research
* [[Content Curation for Teaching & Learning]] — The content curator is emerging as an important role in the 21st century.
* [[Creating a personal website using WordPress|How to create a personal website]] — These simple step-by-step instructions will guide you through the process of setting up a free personal website on WordPress.com.
* [[Everybody's a Visual Learner]]
* [[How to Make Excellent Video Lectures]]
* [[FaCTS 2024]] — Human Learning in an AI World
* [[Mastodon and Beyond]]: Our Federated Future
* [[Using Camtasia]]
* [[Using Feedly]]
* [[Using VoiceThread for Teaching and Learning]]
* [[Video help]]

[[Category: Index]]

Pedagogy Presentations

2026-10-08T19:01:29Z

Bart: establishing entry

* [[Integrate Equitable Grading into Your Own Course]]
* [[Show Up & Speak Up|Show Up & Speak Up: Cultivating a Culture of Participation]]
* [[Tips & Tricks for the First Week]]

[[Category: Index]]

Transformative Feast

2026-10-08T19:00:23Z

Bart: establishing entry

* [[Mindfulness for You & Your Students]]
* [[Technopathology and the Mindfulness Movement]]
* [[Developing a Personal Vision]] — Articulating a personal vision can re-energize your efforts, inform your short-term and long-term plans, even improve your daily time-management skills.
* [[Developing a Personal Vision and a Personal Website]]
* [[Five Iron-Clad Laws of Extremely Efficient Time Management]]
* [[Social Media, Social Justice]]
* [[Maintaining Focus in a Fragmented World]]

[[Category: Index]]

Resources

2026-10-08T18:57:37Z

Bart: establishing entry

* [[Brightspace Educator Share Showcase]] (The Orange Room)
* [[Brightspace FAQs]]
* [[Brightspace HTML Templates Resource]]
* [[Brightspace Known Issues]]
* [[Creative Commons Resources]]
* [[Equipment]] — Actual physical hardware Xavier faculty can borrow.
* [[Faculty Resources]]
* [[Inverted Teaching]]
* [[KeepTeachingXULA]] (Instructional Continuity Toolbox)
* [[QR Codes in Education]]
* [[STEM and Mentoring Resources]]
* [[Tips for Hybrid (Mixed-Mode) Presentations]] (in CAT+FD facilities)
* [[Transparency in Learning and Teaching]]
* [[Using CC Licenses and CC Licensed Works]]
* [[Writing and Research Productivity]]

[[Category: Index]]

Archived Resources

2026-09-29T18:32:54Z

Bart: establishing index

* [[Academic Integrity]]
* [[Assessing Student Learning]] (Assessment Toolbox)
* [[Career Pathways Initiative]]
* [[Digital Footprint Resources]]
* [[Grounding]]
* [[NASA SHELiB Bridge to High Schools]]
* [[Student Resources]]
* [[2017 RISE & BUILD Summer Workshops]]
* [[2019 RISE & BUILD Summer Workshops]]
* [[50 Web Tools for Online Teaching and Learning]]

[[Category: Index]]

Template:Communities

2026-08-21T14:54:14Z

Bart: /* Communities of Practice */ adding

== Communities of Practice ==

* [[Faculty Portfolio Working Group]]: Develop a portfolio as a scholarly project that provides documented evidence of teaching from a variety of sources.
* [[Hearts and Minds at Xavier]]
* [[P-MAX]] (Preparing Mentors and Advisors at Xavier): P-MAX is a training program that is designed to provide participating faculty with the knowledge and skills needed to mentor and advise undergraduate students, especially those engaged in research.
* [[Part-time Faculty Support]]: Links and resources for new and returning part-time faculty members.
* [[Walking Club]]
* [[Xavier Faculty Writing Group]]: Each semester, the Xavier Faculty Writing Group provides a supportive community for teacher-scholars to further their academic writing.

== Communities of Learning ==

* [[LearnEverywhereXULA Advanced Certification|#LearnEverywhereXULA Advanced Certification]]
* [[Science Education Research Group]] (SERG)
* [[First-Year Faculty Cohort]]
* [[Second-Year Faculty Cohort]]
* [[Prompt & Response]]: AI discussion groups
* [[Fall Faculty Book Club]]: During the fall semester CAT sponsors a book club for Xavier faculty.

Category:CAT Talks

2026-08-18T01:11:03Z

Bart: establishing category

CAT Talks are 30-minute webinars focused on a single aspect of teaching.

Bringing Student Voices into the Campus AI Conversation

2026-08-14T18:09:51Z

Bart: categorizing

''Originally presented to the Gardner Institute AI Community of Practice on Tuesday, July 28, 2026] by [https://jasonstodd.com/ Jason S. Todd]''

As colleges and universities rush to develop policies governing artificial intelligence, those most affected by those policies, the students, are often the last to be consulted. Bringing student voices into the campus conversation about AI raises questions about who holds authority in institutional decision-making and how quickly or how slowly such decisions should be made. Moving from the broad level of university governance down to the individual classroom, this session considers how faculty and administrators can build AI policies with students rather than for them, and makes the case for an intentionally slow, deliberative process as a form of care. Drawing on Xavier University of Louisiana's own still-evolving efforts, Dr. Jason S. Todd, Director of Xavier's Center for the Advancement of Teaching & Faculty Development, will share practical lessons and engage participants in a discussion about student voice, process, and equity in the age of AI.

https://gamma.app/embed/2expcn2902fqlt7

== Resources ==
* Bovill, C. (2020). ''Co-creating Learning and Teaching: Towards relational pedagogy in higher education''. Routledge.
* Chan, C. K. Y. (2023). A comprehensive AI policy education framework for university teaching and learning. International Journal of Educational Technology in Higher Education. DOI: 10.1186/s41239-023-00408-3
* Chehak, M., Debelius, M., Holtschlag, J., Kim, G., Le, K., Lyons, S., Nutting, H., and Oh, S. (2025). Designing an AI policy: An experiment in co-creation. ''International Journal for Students as Partners, 9''(1). https://files.eric.ed.gov/fulltext/EJ1476834.pdf
* Cook-Sather, A., Bovill, C., Felten, P. (2014). ''Engaging Students as Partners in Learning and Teaching: A Guide for Faculty''. Jossey-Bass.
* Floridi, L., & Cowls, J. (2019). A unified framework of five principles for AI in society. ''Harvard Data Science Review, 1''(1). https://doi.org/10.1162/99608f92.8cd550d1
* Ellucian, Huston-Tillotson University, and UNCF Institute for Capacity Building. (2025). ''The Shift Ahead: HBCUs, Artificial Intelligence, and a New Vision for Higher Education''. [https://lp.ellucian.com/rs/085-MHT-312/images/HBCU-AI-Report-25.pdf https://lp.ellucian.com/rs/085-MHT-312/images/HBCU-AI-Report-25.pdf]
* Gallup and Lumina Foundation. (2026). ''AI in Higher Education Widespread Use, Unclear Rules''. [https://www.gallup.com/file/analytics/704279/Lumina-Foundation-Gallup-SOHE%20AI%20Report.pdf https://www.gallup.com/file/analytics/704279/Lumina-Foundation-Gallup-SOHE_AI_Report.pdf]
* Perkins, M., Furze, L., Roe, J., & MacVaugh, J. (2024). The Artificial Intelligence Assessment Scale (AIAS): A framework for ethical integration of generative AI in educational assessment. Journal of University Teaching and Learning Practice, 21(6), 49–66. https://doi.org/10.53761/q3azde36
* Todd, J. S. (2026). "A Whole Cartload of Beautiful Possibilities": Moral Guidance and the Paradigm Shift of Generative AI. In ''Artificial Intelligence for Educational Inclusion and Equity: International Studies and Critiques'' (pp. 66–83). Edward Elgar. https://doi.org/10.4337/9781035346431.00009

[[Category: CAT+FD]]
[[Category: CAT+FD 2025-2026]]
[[Category: Outside CAT]]

Base:About

2026-08-14T18:09:12Z

Bart: correcting typo

Welcome to CAT Base, the in-depth knowledge base maintained by [https://cat.xula.edu/ CAT+FD]. We established this wiki in 2018 and it's still a work in progress. Start on the [[Main Page]] or use the search function to find what you're seeking.

[[File:Base-square-gold.png|thumb]]

Base:About

2026-08-14T18:08:43Z

Bart: expanding slightly

Welcome to CAT Base, the in-depth knowledge base maintained by created by [https://cat.xula.edu/ CAT+FD]. We established this wiki in 2018 and it's still a work in progress. Start on the [[Main Page]] or use the search function to find what you're seeking.

[[File:Base-square-gold.png|thumb]]

Category:CAT+FD 2008-2009

2026-08-14T18:07:08Z

Bart: establishing category

Pages published on this wiki in support of CAT+FD events during the 2008-2009 academic year. Wait, this wiki didn't even exist back then! True, but we posted the content here after the fact. This list is not exhaustive.

[[Category: CAT+FD]]

Video help

2026-08-14T18:01:51Z

Bart: revising note

Video is a powerful medium. It also presents certain challenges. You can produce your own videos to share with your students; you can also point your student to existing videos that you've found. You can also have your students find relevant videos, curate and critique them; you can even have your students create their own videos.

'''Keep it short'''

As a rule, shorter is better. How short? 90 seconds might be ideal. If you need to go longer than five minutes, chunk it up into shorter bits that stand on their own.

'''Choosing your subject'''

It may be a good idea to create videos to support learning on concepts that are particularly difficult.

'''Write a script'''

Planning is essential to producing your own videos, and a script is the core of your plan. This is the most important step in the process. Write with your learning objectives in mind.

Some people prefer a complete script, but a spare outline can help to keep your delivery sounding more natural sounding. You should aim for a conversational, friendly tone. Keep it simple. Use short sentences. Remember that you are writing for the ear, not the eye. The style appropriate to a scholarly journal is not necessary here. When you read it aloud, you'll quickly hear what sounds awkward or stilted.

Make sure to save your script so that you can use it as a starting point if you decide to re-do your video in the future. You may also choose to share your script with your students.

'''Recording strategies'''

It's a good idea to rehearse a bit before and practice before you start recording. Feel free to do a test recording to get comfortable. Some people feel "stagefright" at first. This is entirely normal and goes away as you become familiar with the process. If it helps, visualize your students; that's who you're talking to, even thought they're not in the room with you. If you make a mistake, simply continue recording; pause for five seconds and pick up where you left off. You'll edit out the mistakes later.

If you're using [[Camtasia]], it's a good idea to save your project files as well as your final exported video. If you're using CAT's Camtasia studio, it's your responsibility to take a copy of your project files with you.

'''File formats'''

We're going to go out on a limb here and recommend the MP4 video format.

'''Captioning enhances accessibility'''

It's a good idea to caption your video for students who are hearing impaired. YouTube supports captioning. Of course, if you've written a complete script, you can offer that to students.

'''Hosting is better'''

You can upload video directly into Brightspace, but as a rule it's probably better to stick your video on an external video hosting service such as YouTube or Vimeo. YouTube is better for accessibility. You can embed such videos in Brightspace or provide a link to the video content.

'''Copyright'''

Of course, you will want to make sure you have the right to use any content that you're adding to your course. If you use content by produced by other people, you'll want to give those people credit. Here are some resources that can help you understand your rights and responsibilities:

* [http://copyright.uncc.edu/ The Essential Copyright: A Guide to Copyright in the Educational Setting] (UNC Charlotte Atkins Library)
* [[ Copyright, Copyleft| Copyright, Copyleft: or, how (not) to get in trouble with images]] (CAT+FD)
* [https://www.ala.org/advocacy/federal-resources/copyright/teachact/distanceeducation Distance Education & The TEACH Act] (American Library Association)

''Note: These tips were offered in support of "Ten Things You Can Do to Screw Up Your Video Project," a workshop at [http://cat.xula.edu/ CAT+FD] on [https://cat.xula.edu/events/01021 Apr. 1, 2009] by Jim Thiebaud (Xavier Library Media Services) and Bart Everson (CAT+FD). They were adapted from "Video Best Practices" by the Center for Teaching & Learning at UNC Charlotte and "Best Practices: University Libraries Video Tutorials & Learning Objects" by Penn State University Libraries, two resources no longer online as of 2026.''

[[Category: CAT+FD]]
[[Category: CAT+FD 2008-2009]]

Video help

2026-08-13T19:26:59Z

Bart: editing links

Video is a powerful medium. It also presents certain challenges. You can produce your own videos to share with your students; you can also point your student to existing videos that you've found. You can also have your students find relevant videos, curate and critique them; you can even have your students create their own videos.

'''Keep it short'''

As a rule, shorter is better. How short? 90 seconds might be ideal. If you need to go longer than five minutes, chunk it up into shorter bits that stand on their own.

'''Choosing your subject'''

It may be a good idea to create videos to support learning on concepts that are particularly difficult.

'''Write a script'''

Planning is essential to producing your own videos, and a script is the core of your plan. This is the most important step in the process. Write with your learning objectives in mind.

Some people prefer a complete script, but a spare outline can help to keep your delivery sounding more natural sounding. You should aim for a conversational, friendly tone. Keep it simple. Use short sentences. Remember that you are writing for the ear, not the eye. The style appropriate to a scholarly journal is not necessary here. When you read it aloud, you'll quickly hear what sounds awkward or stilted.

Make sure to save your script so that you can use it as a starting point if you decide to re-do your video in the future. You may also choose to share your script with your students.

'''Recording strategies'''

It's a good idea to rehearse a bit before and practice before you start recording. Feel free to do a test recording to get comfortable. Some people feel "stagefright" at first. This is entirely normal and goes away as you become familiar with the process. If it helps, visualize your students; that's who you're talking to, even thought they're not in the room with you. If you make a mistake, simply continue recording; pause for five seconds and pick up where you left off. You'll edit out the mistakes later.

If you're using [[Camtasia]], it's a good idea to save your project files as well as your final exported video. If you're using CAT's Camtasia studio, it's your responsibility to take a copy of your project files with you.

'''File formats'''

We're going to go out on a limb here and recommend the MP4 video format.

'''Captioning enhances accessibility'''

It's a good idea to caption your video for students who are hearing impaired. YouTube supports captioning. Of course, if you've written a complete script, you can offer that to students.

'''Hosting is better'''

You can upload video directly into Brightspace, but as a rule it's probably better to stick your video on an external video hosting service such as YouTube or Vimeo. YouTube is better for accessibility. You can embed such videos in Brightspace or provide a link to the video content.

'''Copyright'''

Of course, you will want to make sure you have the right to use any content that you're adding to your course. If you use content by produced by other people, you'll want to give those people credit. Here are some resources that can help you understand your rights and responsibilities:

* [http://copyright.uncc.edu/ The Essential Copyright: A Guide to Copyright in the Educational Setting] (UNC Charlotte Atkins Library)
* [[ Copyright, Copyleft| Copyright, Copyleft: or, how (not) to get in trouble with images]] (CAT+FD)
* [https://www.ala.org/advocacy/federal-resources/copyright/teachact/distanceeducation Distance Education & The TEACH Act] (American Library Association)

''Note: These tips were originally developed in support of "Ten Things You Can Do to Screw Up Your Video Project," presented at [http://cat.xula.edu/ CAT+FD] on [https://cat.xula.edu/events/01021 Apr. 1, 2009] by Jim Thiebaud (Xavier Library Media Services) and Bart Everson (CAT+FD). They were adapted from "Video Best Practices" by the Center for Teaching & Learning at UNC Charlotte and "Best Practices: University Libraries Video Tutorials & Learning Objects" by Penn State University Libraries, two resources no longer online as of 2026.''

[[Category: CAT+FD]]
[[Category: CAT+FD 2008-2009]]

Video help

2026-08-12T20:28:00Z

Bart: minor revisions

Video is a powerful medium. It also presents certain challenges. You can produce your own videos to share with your students; you can also point your student to existing videos that you've found. You can also have your students find relevant videos, curate and critique them; you can even have your students create their own videos.

'''Keep it short'''

As a rule, shorter is better. How short? 90 seconds might be ideal. If you need to go longer than five minutes, chunk it up into shorter bits that stand on their own.

'''Choosing your subject'''

It may be a good idea to create videos to support learning on concepts that are particularly difficult.

'''Write a script'''

Planning is essential to producing your own videos, and a script is the core of your plan. This is the most important step in the process. Write with your learning objectives in mind.

Some people prefer a complete script, but a spare outline can help to keep your delivery sounding more natural sounding. You should aim for a conversational, friendly tone. Keep it simple. Use short sentences. Remember that you are writing for the ear, not the eye. The style appropriate to a scholarly journal is not necessary here. When you read it aloud, you'll quickly hear what sounds awkward or stilted.

Make sure to save your script so that you can use it as a starting point if you decide to re-do your video in the future. You may also choose to share your script with your students.

'''Recording strategies'''

It's a good idea to rehearse a bit before and practice before you start recording. Feel free to do a test recording to get comfortable. Some people feel "stagefright" at first. This is entirely normal and goes away as you become familiar with the process. If it helps, visualize your students; that's who you're talking to, even thought they're not in the room with you. If you make a mistake, simply continue recording; pause for five seconds and pick up where you left off. You'll edit out the mistakes later.

If you're using [[Camtasia]], it's a good idea to save your project files as well as your final exported video. If you're using CAT's Camtasia studio, it's your responsibility to take a copy of your project files with you.

'''File formats'''

We're going to go out on a limb here and recommend the MP4 video format.

'''Captioning enhances accessibility'''

It's a good idea to caption your video for students who are hearing impaired. YouTube supports captioning. Of course, if you've written a complete script, you can offer that to students.

'''Hosting is better'''

You can upload video directly into Brightspace, but as a rule it's probably better to stick your video on an external video hosting service such as YouTube or Vimeo. YouTube is better for accessibility. You can embed such videos in Brightspace or provide a link to the video content.

'''Copyright'''

Of course, you will want to make sure you have the right to use any content that you're adding to your course. If you use content by produced by other people, you'll want to give those people credit. Here are some resources that can help you understand your rights and responsibilities:

* [http://copyright.uncc.edu/ The Essential Copyright: A Guide to Copyright in the Educational Setting] (UNC Charlotte Atkins Library)
* [http://www.centerforsocialmedia.org/fair-use Fair Use & Copyright] (Center for Social Media at American University)
* [http://www.ala.org/Template.cfm?Section=Distance_Education_and_the_TEACH_Act&Template=/ContentManagement/ContentDisplay.cfm&ContentID=25939#newc Distance Education & The TEACH Act] (American Library Association)

''Note: These tips were originally developed in support of "Ten Things You Can Do to Screw Up Your Video Project," presented at [http://cat.xula.edu/ CAT+FD] on [https://cat.xula.edu/events/01021 Apr. 1, 2009] by Jim Thiebaud (Xavier Library Media Services) and Bart Everson (CAT+FD). They are adapted from [http://teaching.uncc.edu/articles-books/best-practice-articles/using-video-your-course/video-best-practices Video Best Practices] by the Center for Teaching & Learning at UNC Charlotte and [http://www.libraries.psu.edu/psul/tutorials/tbp.html Best Practices: University Libraries Video Tutorials & Learning Objects] by Penn State University Libraries.''

[[Category: CAT+FD]]
[[Category: CAT+FD 2008-2009]]

Mid-Course Review

2026-08-05T22:15:47Z

Bart: categorizing

Mid-course reviews provide feedback that can potentially assist you in fine-tuning your course while it is still underway. Sometimes called a formative evaluation, the mid-course review is an optional and informal supplement to the end-of-semester summative evaluations. Interest in these reviews is driven by a desire to see what’s working well in your class and what could be improved to aid student learning. The advantage of doing these at mid-term is that you are able to make adjustments to your course this semester.

There are various models of mid-semester evaluations ranging from distributing a survey to using what’s called a SGID (Small Group Instructional Diagnosis) which usually takes about 20 minutes of class time. The general SGID format is that a facilitator will ask students in groups to discuss three questions:

# What is working well in the class (i.e., what is helping you learn)?
# What is not working well (i.e., what is hindering your learning)?
# What suggestions do you have for improvement?
# What can you, the student, do to enhance your learning in this class?

By the end of the 20 minutes, we will have a composite list of student reactions to these issues. Then, at a mutually convenient time, the facilitator will meet with you to confidentially discuss what the students said. In general, you will get an accurate “barometer reading” on how the class is going. If you have a particular question about the class, we can incorporate it into the review. CAT+FD can also help you to interpret the results of the students’ responses.

{{#widget:YouTube|id=IDhnCk0vSv8}}

[[Category: Initiatives]]

Category:Initiatives

2026-08-05T22:13:30Z

Bart: establishing category

See our [[Initiatives]] page for a more comprehensive listing. See [https://cat.xula.edu/initiatives/ our main website] for a historical listing of older initiatives.

Walking Club

2026-08-05T20:14:24Z

Bart: categorizing

{{stub}}

[[Category: Stubs]]
[[Category: Series]]

Category:Series

2026-08-05T20:13:18Z

Bart: establishing category

These opportunities are offered on a repeating basis. Generally speaking, you can jump in whenever you're ready.

The Subtle Art of Doing Nothing

2026-08-05T19:44:35Z

Bart: minor revisions

''Originally presented at [https://celt.tulane.edu/content/sparking-success-ay-23-24 Sparking Success on Jan. 11, 2024] by [http://barteverson.com/ Bart Everson] and [https://www.xula.edu/directory//people/wgaudin.html Wendy Gaudin].''

==Slides==

[https://docs.google.com/presentation/d/1W5Iqwisu-iB1-r6oqlT2M_aZLeSlpbPJ0AJS2mhgaz4/edit Presentation deck on Google Slides]

==Definitions==

What is mindfulness? Here are some definitions we hope you might find helpful.

* Mindfulness is a conscious, purposeful way of tuning in to what's happening in and around us. — Deborah Schoeberlein
* Mindfulness is awareness that arises through paying attention, on purpose, in the present moment, non-judgementally. — Jon Kabat-Zinn
* Direct experience, as distinct from narratives. — Bart Everson

What is contemplation?

<blockquote>Contemplation includes the focusing of the attention in a sustained fashion leading to deepened states of concentration, tranquility, insight and contextualizing orientations. These are the basis of a clear and spontaneous cognition that is able to attend effortlessly to whatever presents itself, and of compassion, love, loving-kindness, and various other-regarding ethical orientations. It occurs on a spectrum: from the rather common spontaneous experiences of absorption in an activity to the most profound experiences deliberately cultivated in religious traditions. (Adapted from [https://www.academia.edu/5770209/A_Pedagogy_for_the_New_Field_of_Contemplative_Studies Harold Roth, Brown University])</blockquote>

We recognize the diversity of contemplative practices, as illustrated via the [http://www.contemplativemind.org/practices/tree tree metaphor] by the Center for Contemplative Mind in Society.

[[Image:Tree of Contemplative Practices.jpg|frameless]]

==Books==

Much of the inspiration for this workshop comes from ''[http://www.wisdompubs.org/book/mindful-teaching-and-teaching-mindfulness Mindful Teaching and Teaching Mindfulness]'' by Deborah Schoeberlein, billed as a "guide for anyone who teaches anything." Highly recommended.

For a broader scope of practices, more focused on higher education, see also [http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118435273,miniSiteCd-JBHIGHERED.html Contemplative Practices in Higher Education].

==Credits==

Most of the images used in the presentation are licensed under Creative Commons with attributions on the final slide. Many thanks to the generous photographers and graphic designers who have allowed their work to be reused.

==Graphic==

[[File:Mind-full-or-mindful-classroom.png|frameless]]

This graphic is dedicated to the public domain; please feel free to use it to promote discussion of mindfulness on your campus.

''This workshop is part of the [[Hearts and Minds at Xavier]] initiative.''

[[Category: CAT+FD]]
[[Category: CAT+FD 2024-2025]]
[[Category: CAT+FD 2025-2026]]
[[Category: CAT+FD 2026-2027]]
[[Category: Outside CAT]]

The Subtle Art of Doing Nothing

2026-08-05T19:43:59Z

Bart: categorizing

''Originally presented at [https://celt.tulane.edu/content/sparking-success-ay-23-24 Sparking Success on Jan. 11, 2024] by [http://barteverson.com/ Bart Everson] and [https://www.xula.edu/directory//people/wgaudin.html Wendy Gaudin].''

==Slides==

[https://docs.google.com/presentation/d/1W5Iqwisu-iB1-r6oqlT2M_aZLeSlpbPJ0AJS2mhgaz4/edit Presentation deck on Google Slides]

==Definitions==

What is mindfulness? Here are some definitions we hope you might find helpful.

* Mindfulness is a conscious, purposeful way of tuning in to what's happening in and around us. — Deborah Schoeberlein
* Mindfulness is awareness that arises through paying attention, on purpose, in the present moment, non-judgementally. — Jon Kabat-Zinn
* Direct experience, as distinct from narratives. — Bart Everson

What is contemplation?

<blockquote>Contemplation includes the focusing of the attention in a sustained fashion leading to deepened states of concentration, tranquility, insight and contextualizing orientations. These are the basis of a clear and spontaneous cognition that is able to attend effortlessly to whatever presents itself, and of compassion, love, loving-kindness, and various other-regarding ethical orientations. It occurs on a spectrum: from the rather common spontaneous experiences of absorption in an activity to the most profound experiences deliberately cultivated in religious traditions. (Adapted from [https://www.academia.edu/5770209/A_Pedagogy_for_the_New_Field_of_Contemplative_Studies Harold Roth, Brown University])</blockquote>

We recognize the diversity of contemplative practices, as illustrated via the [http://www.contemplativemind.org/practices/tree tree metaphor] by the Center for Contemplative Mind in Society.

[[Image:Tree of Contemplative Practices.jpg|frameless]]

==Books==

Much of the inspiration for this workshop comes from ''[http://www.wisdompubs.org/book/mindful-teaching-and-teaching-mindfulness Mindful Teaching and Teaching Mindfulness]'' by Deborah Schoeberlein, billed as a "guide for anyone who teaches anything." Highly recommended.

For a broader scope of practices, more focused on higher education, see also [http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118435273,miniSiteCd-JBHIGHERED.html Contemplative Practices in Higher Education].

==Credits==

Most of the images used in the presentation are licensed under Creative Commons with attributions on the final slide. Many thanks to the generous photographers and graphic designers who have allowed their work to be reused.

==Graphic==

[[File:Mind-full-or-mindful-classroom.png|frameless]]

This graphic is dedicated to the public domain; please feel free to use it to promote discussion of mindfulness on your campus.

''This series is part of the [[Hearts and Minds at Xavier]] initiative.''

[[Category: CAT+FD]]
[[Category: CAT+FD 2024-2025]]
[[Category: CAT+FD 2025-2026]]
[[Category: CAT+FD 2026-2027]]
[[Category: Outside CAT]]

A Quarter of Quiet

2026-08-05T19:42:12Z

Bart: categorizing

[[File:Meditation Room Panorama.jpg|800px]]

Since the summer of 2016, the Center for the Advancement of Teaching and Faculty Development has sponsored a regular silent meeting. We meet each week during the regular school year, when classes are in session, in the Meditation Room of St. Katharine Drexel Chapel. Drop in when you can.

''We've met at various times on various weekdays, eventually settling on Wednesdays at 2PM. For the most accurate and up-to-date information, check the CAT Calendar via our homepage at [https://cat.xula.edu/ cat.xula.edu]''

'''What to expect?'''

As the Meditation Room of the Chapel is located directly beneath the bell tower, we are using the bells in our timer. They chime quarterly, so our period of silence begins at the top of the hour and ends at a quarter after (hence the name).

'''But I've never done this before!'''

You needn't have any experience with meditating; just stop by and give it a try. There's no commitment and no obligation.

'''Why bother?'''

Try it and see. Sitting quietly has numerous well-documented benefits, including stress management, improved emotional balance, increased focus and awareness and increased responsiveness to the needs of others.

'''All welcome'''

This is open for everyone in the Xavier community, for people of any faith or no faith.

''This series is part of the [[Hearts and Minds at Xavier]] initiative.''

[[Category: CAT+FD]]
[[Category: Series]]

Mindful Check-ins

2026-08-05T19:41:38Z

Bart: minor revisions

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.

Please join us for a series of informal and open conversations about your experiences, challenges, questions, and how the school year is going. Faculty, staff, and students are welcome. Visit [https://cat.xula.edu/ cat.xula.edu] and check the CAT Calendar for dates and times.

''This series is part of the [[Hearts and Minds at Xavier]] initiative.''

[[Category: CAT+FD]]
[[Category: Series]]

Mindful Check-ins

2026-08-05T19:40:48Z

Bart: establishing entry

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.

Please join us for a series of informal and open conversations about your experiences, challenges, questions, and the coming semester. Faculty, staff, and students are welcome. Visit [https://cat.xula.edu/ cat.xula.edu] and check the CAT Calendar for dates and times.

''This series is part of the [[Hearts and Minds at Xavier]] initiative.''

[[Category: CAT+FD]]
[[Category: Series]]

A Quarter of Quiet

2026-08-03T20:51:44Z

Bart: establishing entry

File:Meditation Room Panorama.jpg

2026-08-03T20:41:47Z

Bart: Panoramic photo of the Meditation Room of St. Katharine Drexel Chapel

== Summary ==
Panoramic photo of the Meditation Room of St. Katharine Drexel Chapel
== Licensing ==
{{CC-BY-NC-SA}}

Category:CAT+FD 2026-2027

2026-08-03T18:09:00Z

Bart: establishing category

Pages published on this wiki, in support of CAT+FD events, during the 2026-2027 academic year. This list may not be exhaustive.

[[Category: CAT+FD]]

Hearts and Minds at Xavier

2026-06-26T21:22:53Z

Bart: expanding slightly

[[Hearts and Minds at Xavier]] is a community providing support for those who meditate and those who are curious about meditation. We welcome faculty, staff, and students; people of all faiths and no faith; and all contemplative practices. CAT+FD is proud to offer these programs in cooperation with the XULA Wellness Committee and the Faith and Formation Component of the XULA Strategic Plan.

* [[A Quarter of Quiet]] (a weekly silent meeting)
* [[Mindful Check-ins]] (dialogue throughout the semester)
* [[The Subtle Art of Doing Nothing]] (an interactive workshop offered annually)

[[Category: Initiatives]]

Hearts and Minds at Xavier

2026-06-26T20:31:30Z

Bart: establishing entry

[[Hearts and Minds at Xavier]] is a community providing support for those who meditate and those who are curious about meditation. We welcome faculty, staff, and students; people of all faiths and no faith; and all contemplative practices.

Programs include:

* [[A Quarter of Quiet]] (a weekly silent meeting)
* [[Mindful Check-ins]] (dialogue throughout the semester)
* [[The Subtle Art of Doing Nothing]] (an interactive workshop offered annually)

[[Category: Initiatives]]

Walking Club

2026-06-16T20:56:20Z

Bart: establishing stub

{{stub}}

[[Category: Stubs]]

Prompt & Response

2026-06-16T20:55:52Z

Bart: establishing stub

{{stub}}

[[Category: Stubs]]

Category:Stubs

2026-06-16T20:51:16Z

Bart: establishing category

These aren't really articles yet; they are placeholders in need of expansion.

Template:Stub

2026-06-16T20:39:12Z

Bart: establishing template

''This is only a placeholder. The indefatigable staffers of CAT+FD intend to write something more substantive eventually. In the meanwhile, you can see [[Special:WhatLinksHere/{{FULLPAGENAME}}|what links here]] which may reveal more.''

Science Education Research Group

2026-06-16T20:32:32Z

Bart: estalishing stub

{{stub}}

[[Category: Stubs]]

Vimeo

2026-06-16T20:25:26Z

Bart: establishing entry

Starting in September 2011, [[CAT+FD]] hosted videos on a platform known as [[Vimeo]]. We even sometimes recommended faculty use Vimeo as an alternative to [[YouTube]]. However, in 2025, Vimeo was acquired by Bending Spoons, a conglomerate based in Milan; sweeping layoffs were announced in 2026, followed by new and highly controversial pricing plans. As a result, a number of our videos were rendered unplayable. Essentially they were held hostage unless we ponied up. We had to download and delete videos in order to recover copies of the full set. We've since uploaded these to YouTube and are indexing them here for historical purposes.

* [https://youtu.be/nvxYhZCwN5E Online Teacher Training (May 2012)]
* [https://youtu.be/NsRI9wUk2fk Prophets of the Sixth Century BCE (BibleDudes)]

Initiatives

2026-06-10T19:05:34Z

Bart: /* Other Initiatives */ combing items

{{communities}}

== Other Initiatives ==

* [[CAT Talks]] and other faculty workshops: see our [https://xula.libcal.com/calendar/CAT?cid=15223&t=m&d=0000-00-00&cal=15223&inc=0 event listing]
* [[Mid-Course Review]]: Discover what your students really think about your teaching.
* [[Part-time Faculty Support]]
* [[The Research Brief]]
* [[Writing Retreat]]: similar to the Writing Group but without the long-term commitment.

== Past Initiatives ==

* [[Service Learning|Service Learning Partnership]]: Learn to design your course or assignment around community service.
* [[Sustaining the Dialog]]: Building Core Expertise in Contemplative Pedagogy
* [[Xavier Contemplative Inquiry Team]]
* [[Writing Lock-Ins]]: CAT+FD offered a series of monthly "lock-ins." These have been superseded by the weekly Writing Group.

For initiatives prior to 2018, see [https://cat.xula.edu/initiatives/past the archives on our website].

[[Category: Index]]

Initiatives

2026-06-10T18:48:46Z

Bart: editing links

{{communities}}

== Other Initiatives ==

* [[CAT Talks]]
* [[Mid-Course Review]]: Discover what your students really think about your teaching.
* Faculty Workshops: see our [https://xula.libcal.com/calendar/CAT?cid=15223&t=m&d=0000-00-00&cal=15223&inc=0 event listing]
* [[Part-time Faculty Support]]
* [[The Research Brief]]
* [[Writing Retreat]]: similar to the Writing Group but without the long-term commitment.

== Past Initiatives ==

* [[Service Learning|Service Learning Partnership]]: Learn to design your course or assignment around community service.
* [[Sustaining the Dialog]]: Building Core Expertise in Contemplative Pedagogy
* [[Xavier Contemplative Inquiry Team]]
* [[Writing Lock-Ins]]: CAT+FD offered a series of monthly "lock-ins." These have been superseded by the weekly Writing Group.

For initiatives prior to 2018, see [https://cat.xula.edu/initiatives/past the archives on our website].

[[Category: Index]]

Template:Communities

2026-06-10T18:48:39Z

Bart: /* Communities of Practice */ adding

== Communities of Practice ==

* [[Faculty Portfolio Working Group]]: Develop a portfolio as a scholarly project that provides documented evidence of teaching from a variety of sources.
* [[Mindful Community]]
* [[P-MAX]] (Preparing Mentors and Advisors at Xavier): P-MAX is a training program that is designed to provide participating faculty with the knowledge and skills needed to mentor and advise undergraduate students, especially those engaged in research.
* [[Part-time Faculty Support]]: Links and resources for new and returning part-time faculty members.
* [[Walking Club]]
* [[Xavier Faculty Writing Group]]: Each semester, the Xavier Faculty Writing Group provides a supportive community for teacher-scholars to further their academic writing.

== Communities of Learning ==

* [[LearnEverywhereXULA Advanced Certification|#LearnEverywhereXULA Advanced Certification]]
* [[Science Education Research Group]] (SERG)
* [[First-Year Faculty Cohort]]
* [[Second-Year Faculty Cohort]]
* [[Prompt & Response]]: AI discussion groups
* [[Fall Faculty Book Club]]: During the fall semester CAT sponsors a book club for Xavier faculty.

First-Year Faculty Services

2026-06-10T18:24:37Z

Bart: Bart moved page First-Year Faculty Services to First-Year Faculty Cohort: better title

#REDIRECT [[First-Year Faculty Cohort]]

First-Year Faculty Cohort

2026-06-10T18:24:37Z

Bart: Bart moved page First-Year Faculty Services to First-Year Faculty Cohort: better title

CAT+FD is interested in the success of new faculty. We recognize that without dedicated and prepared faculty, we cannot achieve our shared mission of the ''promotion of a more just and humane society'' and ''preparing students to assume roles of leadership and service in a global society''. As a result, we have many resources and activities planned specifically with new faculty in mind. These offerings include:

* New Faculty Orientation
* Monthly brown bags that feature university offices, programs and opportunities across campus
* Faculty mentoring
* Pedagogical and scholarly workshops

These programs are coordinated by our [https://cat.xula.edu/about/staff/flpayton Faculty in Residence].

Template:Communities

2026-06-10T18:01:59Z

Bart: adding and subtracting

== Communities of Practice ==

* [[Faculty Portfolio Working Group]]: Develop a portfolio as a scholarly project that provides documented evidence of teaching from a variety of sources.
* [[Fall Faculty Book Club]]: During the fall semester CAT sponsors a book club for Xavier faculty.
* [[Mindful Community]]
* [[P-MAX]] (Preparing Mentors and Advisors at Xavier): P-MAX is a training program that is designed to provide participating faculty with the knowledge and skills needed to mentor and advise undergraduate students, especially those engaged in research.
* [[Part-time Faculty Support]]: Links and resources for new and returning part-time faculty members.
* [[Walking Club]]
* [[Xavier Faculty Writing Group]]: Each semester, the Xavier Faculty Writing Group provides a supportive community for teacher-scholars to further their academic writing.

Initiatives

2026-06-10T17:46:09Z

Bart: further clarifications!

{{communities}}

== Other Initiatives ==

* [[Mid-Course Review]]: Discover what your students really think about your teaching.
* Faculty Workshops: see our [https://xula.libcal.com/calendar/CAT?cid=15223&t=m&d=0000-00-00&cal=15223&inc=0 event listing]
* [[First-Year Faculty Services]]: CAT+FD is interested in the success of new faculty.
* [[Writing Retreat]]: similar to the Writing Group but without the long-term commitment.

== Past Initiatives ==

* [[Service Learning|Service Learning Partnership]]: Learn to design your course or assignment around community service.
* [[Sustaining the Dialog]]: Building Core Expertise in Contemplative Pedagogy
* [[Xavier Contemplative Inquiry Team]]
* [[Writing Lock-Ins]]: CAT+FD offered a series of monthly "lock-ins." These have been superseded by the weekly Writing Group.

For initiatives prior to 2018, see [https://cat.xula.edu/initiatives/past the archives on our website].

[[Category: Index]]

Initiatives

2026-06-10T17:40:15Z

Bart: editing description of Writing Lock-Ins

{{communities}}

== Other Initiatives ==

* [[Mid-Course Review]]: Discover what your students really think about your teaching.
* Faculty Workshops: see our [https://xula.libcal.com/calendar/CAT?cid=15223&t=m&d=0000-00-00&cal=15223&inc=0 event listing]
* [[First-Year Faculty Services]]: CAT+FD is interested in the success of new faculty.
* [[Writing Lock-Ins]]: similar to the Writing Group but without the long-term commitment.

== Past Initiatives ==

* [[Service Learning|Service Learning Partnership]]: Learn to design your course or assignment around community service.
* [[Sustaining the Dialog]]: Building Core Expertise in Contemplative Pedagogy
* [[Xavier Contemplative Inquiry Team]]

For initiatives prior to 2018, see [https://cat.xula.edu/initiatives/past the archives on our website].

[[Category: Index]]