Alice Lesnick is Term Professor of Education, Director of the Bryn Mawr/Haverford Education Program, and Coordinator of Africana Studies, beginning her 18th years in the BiCo. A literacy researcher (selected publications available on academia.edu) with particular interest in collaborative learning; networked learning; and the bridging of formal and informal contexts of education, Alice has created and teaches a broad range of courses including her Program's gateway and capstone seminars; literacies and education; qualitative research; education, technology, and society; first-year writing and thinking; and empowering learners: health literacies in context. Awarded the Rosalyn R. Schwartz Teaching Award in 2004; a faculty associate/teacher trainer with the Institute for Writing and Thinking at Bard College since 1993; and a former preschool, elementary, middle, and high school teacher, Alice now directs the BiCo Dalun Community Fellowships project linking Bryn Mawr and Haverford College undergraduates with a preschool, community radio station, and ICT Centre in Northern Ghana. Other passions threading through these include painting, poetry, and Tai Chi.
Summer 2013 inservice teacher professional development in Ghana
During the summer of 2013, Alice, with support from Bryn Mawr's Africana Studies Program (of which she is incoming Coordinator) collaborated with the faculty of Titagya Schools, Dalun, in Northern Ghana, to offer the third in a series of inservice teacher professional development workshops. The workshop addressed the theme of individualized teaching of students with unique learning strengths, challenges, and interests in the classroom and highlighted participatory techniques for interactive learning among the 45 participants who attended from area pre-K and primary classrooms. Alice also joined the Titagya team to foster partnerships with the Ghana Education Service and the University of Development Studies in order to expand this professional learning program.
Bryn Mawr receives award for 2014 workshop on Internationalizing Women's Education
In August 2013, the Alliance to Advance Liberal Arts Colleges (AALAC) awarded Bryn Mawr College a $20,000 grant to offer a workshop at Bryn Mawr on “Internationalizing Women’s Education: Altering Environments, Shifting Identities.” The workshop is scheduled to take place over three days in 2014.
The concept for the workshop emerged from discussions among faculty and staff at AALAC colleges who are seeking concrete ways to bring collaboratively developed international experiences into our campus classrooms. Over the past several years, many of the colleges have initiated partnerships with institutions from around the world and have begun to address the challenges of turning general memoranda of understanding into specific collaborative projects. This workshop will provide a time and place for AALAC colleagues and their international partners to come together and learn from one another as they pursue such directed work. The planning team envisions a workshop in which they will create explicit designs for specific projects and contribute to a larger network with various, distributed points of connection and collaboration.
Alice Lesnick, Term Professor of English Anne Dalke, and Associate Provost and Professor of Physics Elizabeth McCormack represent Bryn Mawr on the workshop planning team.
Alice's research focuses on collaboration and collaborative learning, moral education, and gender and schooling. Her academic publications include:
Cohen, J., Cook-Sather, A., & Lesnick, A. (In press). “Students as Leaders and Learners: Toward Self-Authorship and Social Change on a College Campus.” Innovations in Education and Teaching International.
Cohen, J. & Lesnick, A. (2012). Beyond ‘Open-Mindedness:’ Practices for Understanding the Myth of Meritocracy in Teacher Education Classes.” In Gorski, P., Osei, Kofi, N., Sapp, J, & Zenkov, K.,Cultivating Social Justice Teachers: How Teacher Educators Have Helped Students Overcome Cognitive Bottlenecks and Learn Critical Social Justice Concepts, Sterling, VA: Stylus Publishing.
Lesnick, A. (2012) “360 Degrees of Pedagogy.” Teaching and Learning Together in Higher Education. Issue 7, Fall.
Grobstein, P. & Lesnick, A. (2011). “Education Is Life Itself: Biological Evolution as a Model for Human Learning.” Evolution: Education and Outreach, Vol. 4, Issue 4, pp. 688-700.
Dalke, A. & Lesnick, A. (2011). “Teaching Intersections: The Surprise of Gift-Giving and -Getting in the Cultural Commons.” Journal of Curriculum and Pedagogy.
Cook-Sather, A., Cohen, J., & Lesnick, A. (2010). “Students as Learners and Leaders: Towards Intellectual Community.” Innovations in Education & Teaching International.
Cook-Sather, A., Cohen, J., & Lesnick, A. (In press). “Students as Learners and Leaders: Towards Intellectual Community.” Innovations in Education & Teaching International.
Lesnick, A. (2010). “Teaching and Learning in Community: Staff-Student Learning Partnerships as Part of a College Education.” Journal of Community Engagement and Scholarship, 3,1.
Lesnick, A., & Cook-Sather, A. (2009). “Building Civic Capacity and Responsibility through a Radically Inclusive Teaching and Learning Initiative.” Innovative Higher Education, 3, 1.
Lesnick, A. (2009). “Odd Questions, Strange Texts, and Other People: Collaborative Learning and New Knowledge Through Writing, Thinking, Talk, and Play.” In Vilardi, T. & Chang, M. (Eds.), Essential Practices, Enduring Questions: 25 Years of Writing to Learn from the Institute for Writing and Thinking. SUNY Press, Albany, NY.
Cook-Sather, A., Lesnick, A., & Cohen, J. (2009). “Learning from the Tensions: Constructing Educational Studies within a Traditional Liberal Arts Context." In Liberal Arts Education and Teacher Education: A Lasting Relationship. AILACTE.
Cohen J., Lesnick, A., & Himeles, D (2007). "Temporary Anchors, Impermanent Shelter: Can the Field of Education Model a New Approach to Academic Work?" Journal of Research Practice, Vol. 3, Issue 2.
Lesnick, A., Cohen, J., Cook-Sather, A. (2007). “Working the Tensions: Constructing Educational Studies within a Liberal Arts Context” In Bjork, C., Johnston, D.K., & Ross, H. (Eds.), Taking Teaching Seriously: How Liberal Arts Colleges Prepare Teachers to Meet Today’s Educational Challenges in School. Paradigm Publishers: Boulder, CO.
Lesnick, A. (2006). “Forms of Engagement: The Ethical Significance of Literacy Teaching.” Ethics and Education, I: 1.
Lesnick, A. (2006). Essay Book Review of Because Writing Matters: Improving Student Writing in our Schools (National Writing Project and Carl Nagin, San Francisco, CA: Jossey-Bass, 2003). Journal of Teacher Education, 57: 1.
Lesnick, A. (February, 2005). “The Mirror in Motion: Redefining Reflective Practice in an Undergraduate Field Work Seminar.” Reflective Practice, 6:1, pp. 33-48.
Lesnick, A. (June, 2005). “On the Job: Performing Gender and Inequality at Work, Home, and School.” Journal of Education and Work, 18: 2, pp. 189-201.
Lesnick, A., Cesaitis, A., Jagtiani, U., & Miller, R. (2004). “Curriculum Design as Re-Writing: Online “Chat” as a Resource for Radicalizing the Teaching of a Canonical Text.” Curriculum and Teaching Dialogue, 6:1, pp. 35-48.
Cook-Sather, A., Lesnick, A., & Cohen, J. (2003). “’My Body Will Remember Even If My Mind Doesn't:’ Remembering the Body in Learning and Teaching.” In Multiple Intelligences and New Methods of College Teaching: Articles by Howard Gardner and 41 Educators. Jersey City, NJ: Center for the Imagination in Language Learning.
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