Teacher-Scholar Forum showcases the power of the teacher-scholar model

Faculty from across Wake Forest gathered April 28–30 for the inaugural Teacher-Scholar Forum, a new annual event hosted by the Center for the Advancement of Teaching (CAT), in partnership with the Office of the Provost and the Office of Research and Sponsored Programs. Modeled on the success of the CAT’s Inclusive Teaching Conference in 2022, the Forum was created to celebrate and support the teacher-scholar ideal, one of Wake Forest’s core commitments.

This year’s programming featured nationally known author and educator James M. Lang, whose work has long resonated with Wake Forest faculty. Lang’s sessions prompted thoughtful dialogue about academic integrity, student attention in a digital age, and how faculty can write for broader audiences by drawing on their classroom skills.

The Forum began Monday with a limited-capacity pre-conference workshop in which Lang shared reflections on his experience helping computer scientists at Notre Dame develop an AI coaching tool for educators. The experiment became a springboard for deeper faculty discussion on AI’s promise and pitfalls in academic life.

Tuesday marked the official start of the Forum. After opening welcomes from Assistant Provost and CAT Executive Director Betsy Barre and Associate Provost for Faculty Affairs Stacie Petter, Provost Michele Gillespie delivered remarks that situated the Forum within the broader context of Wake Forest’s mission and current challenges in higher education. Drawing on her expertise as a historian, Gillespie reflected on the enduring value of academic inquiry and the critical role teacher-scholars play in sustaining democratic society​.

Lang then took the stage for his first presentation, Distracted: Supporting Student Attention in a Technological Age, where he encouraged faculty to consider how digital technologies have rewired the ways students (and all of us) pay attention. He offered practical teaching strategies to help students regain focus and manage digital distractions. His insights were grounded in both research and experience, with suggestions such as creating short periods of tech-free learning to give students a renewed sense of attentiveness.

Following lunch, Lang presented Cheating Lessons: Learning from Academic Dishonesty, inviting faculty to reflect on how course design can unintentionally foster academic dishonesty. A highlight was an interactive exercise on AI use in student work, which prompted lively discussion about evolving norms and the importance of clear expectations. Lang emphasized that fostering integrity is as much about cultivating a supportive learning environment as it is about enforcing policy

The afternoon continued with a dynamic “Ask Jim Anything” session. Faculty raised questions about multitasking, course coordination, and how to support students who feel overwhelmed by competing demands. Lang offered insight on creating intentional spaces for focus and efficiency, and suggested ways departments might share teaching practices more effectively​.

Immediately afterward, attendees were invited to hear the keynote address at the Spring Humanities Institute Symposium. Both the Humanities Institute and the CAT were eager to provide faculty and staff the opportunity to participate in both events, and in a demonstration of partnership and collaboration, shifted venues and session times so those interested in both the Forum and the Symposium could easily attend. Dr. Jennifer Ruth, professor in the Portland State University School of Film and a member of the AAUP’s Committee on Academic Freedom, delivered a compelling lecture on the state of academic freedom in U.S. higher education, examining how administrative structures, political pressures, and growing external influence present challenges for universities.

The Forum concluded on Wednesday with a writing workshop led by Lang. Vice Provost Kim McAllister opened the morning with a challenge to faculty: use your expertise and teaching voice to engage the public and rebuild trust in higher education. She noted that trust in universities has dropped significantly over the past decade, making it more important than ever to communicate the value of academic work with clarity and purpose.

Lang’s workshop, Write Like You Teach: Taking Your Classroom Skills to a Bigger Audience, helped faculty begin that process. Drawing from his new book, he encouraged participants to use the same skills they bring to their teaching—asking strong questions, selecting relevant evidence, and developing an authentic voice—in their public writing.

The inaugural Teacher-Scholar Forum reminded participants of the strength found in community and shared purpose. It was more than a series of sessions; it was a reaffirmation of Wake Forest’s commitment to reflective teaching, meaningful scholarship, and the enduring value of the teacher-scholar ideal.