“CTE

Annual Provost's Lecture in Teaching & Learning

April 19, 2018 | 4-6 pm in McLaren 252

Provost's Lecture RSVP

Zoom Link to event: Join from PC, Mac, Linux, iOS or Android: https://usfca.zoom.us/j/603873367

headshots of M. Berg and B. K. Seeber

Join Provost Don Heller and the Tracy Seeley Center for Teaching Excellence for a crucial inquiry into the academic life with Maggie Berg (Queen' s University) and Barbara K. Seeber (Brock University). Over the summer, faculty from across USF read The Slow Professor: Challenging the Culture of Speed in the Academy, which compels readers to focus on personal wellness, challenge the status quo and find joy in our teaching. This event is open to all faculty and staff.

Maggie Berg is a professor in the Department of English at Queen's University. A winner of the Chancellor A. Charles Baillie Award for Teaching Excellence, she held the Queen's Chair of Teaching and Learning from 2009-2012.

Barbara K. Seeber is a professor in the Department of English at Brock University. She received the Brock Faculty of Humanities Award for Excellence in Teaching in 2014.

We’re thrilled to invite Professors Berg and Seeber to our campus for what is sure to be a perceptive discussion about our emotional and professional experiences as teachers!

See you on April 19 at 4 p.m.!

cover of the book with snail drawing

Written in accessible prose, Berg and Seeber’s intentionally short book is meant to provide an “intervention” against the harmful culture of the corporatized academy, so that professors can “take back the intellectual life of the university." The authors offer up this work as “part self help”, to reduce our stress, and “part manifesto”, to call us to action. In just over 100 pages, they include chapters on how all parts of professorial work—teaching, research, and collegiality— have been hurt by the culture of speed, and can be helped by resisting it. -- Jackie Brady
... review by Jackie Brady on Radical Teacher No. 107 (Winter-2017) radicalteacher.library.pitt.edu

The authors offer a manifesto to resist “the beleaguered, managed, frantic, stressed, and demoralized professor who is the product of the corporatization of higher education” (page ix).