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Leadership Team & Participants

Leadership Team & Expectations

The leadership team convened and facilitated the overall seminar including the on-site portion. The team members had appropriate topic and site expertise, or a plan to make it available. Each leadership team included three individuals representing each of the three disciplinary divisions (math and natural sciences; arts and humanities; and social sciences).

Proposals for leadership could come from a three-person teams from the same or multiple ACM institutions. A chair was appointed to direct the activities of the leadership team and serve as the primary liaison with ACM staff.

Responsibilities of the leadership team:

  • Design the content and structure of the overall seminar especially the on-site portion, and make on-site logistical arrangements that serve on-site curricular goals;
  • Design and, where possible, implement a new, integrative, multidisciplinary curricular resource for juniors and seniors at your home campus and posting it on the project website like other participants in the seminar;
  • Lead the substantive interaction among faculty participants to develop and complete their curricular projects;
  • Design (with input from the seminar group) a project capstone — a volume, website, or other broadly accessible academic resource — and present these outcomes in a forum such as a panel at the annual AAC&U meeting.

Desired Qualifications of the leadership team:

  • Advanced knowledge of the seminar topic and of the site and its relevant assets;
  • Related academic experience, including teaching experiences, scholarship, and research;
  • Experience with similar faculty development activities, cross-disciplinary teaching, and/or off-campus study courses or seminars;
  • Ability to work well together and coordinate logistical arrangements, to implement a grant-funded project.


Seminar Composition

  • In addition to the three-person leadership team, each seminar group included 12 ACM faculty members in multidisciplinary teams of three.
  • Participation from each college was limited to three people (including the members of the leadership team).
  • Teams consisted of three faculty members from a single institution, each from a different disciplinary division. Teams were expected to maximize the impact of the seminar on the home campus, promote collaboration across disciplines on single campuses, and provide the broadest base of expertise for the seminar group.
  • Proposals showed how team members would collaborate in the design and implementation of their proposed curricular innovation.
  • Faculty rank was open, but the seminars were expected to be especially helpful for mid-career faculty in a position to develop new, multidisciplinary expertise in the topic and new curricular innovations on their home campuses.

Selection Process for Faculty Participants

The SAIL Steering Committee composed of three ACM Deans chose the strongest applications based on their potential for both contributing to and learning from the seminar. The committee looked for a clearly articulated vision for using the seminar to design and test multidisciplinary curricular innovations for students on the applicants’ home campus. Committee members also considered the applications as a whole to select a group representing a broad range of disciplinary expertise.

Participant Requirements and Expectations

  • All seminar participants must be available for the full duration of the on-site seminar and take part in all scheduled activities during the seminar.
  • All participants, including the leadership team, must be able to commit to the preparatory and follow-up work. Release of the honoraria will be contingent on the completion of curricular projects.
  • Prior to the on-site seminar: Participants were consulted on the design of the seminar and were expected to complete preparatory reading and writing assignments.
  • Following the on-site seminar: An important outcome of the SAIL seminars was new courses, sequences, or modules for helping upper-level undergraduates make connections across disciplines and cultures and to synthesize the work of their disciplinary majors. While campus-specific procedures and schedules may preclude projects from being fully implemented in academic year following the on-site seminar, participants were expected to deploy pilots or create detailed designs for implementation and to submit required reports to ACM detailing their progress. Participants were expected to post their projects online in a form that will allow other faculty to use and build on them.

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