The Provosts’ Offices of Haverford and Bryn Mawr Colleges support first-year, tenure-track faculty members’ participation in a bi-college New Faculty Seminar during the first semester of their first year at Haverford or Bryn Mawr College. Incoming, tenure-track faculty members may elect to take a single course reduction in their first semester in order to focus, within the context of this seminar, on learning about the liberal arts college as a unique educational environment, developing pedagogical approaches appropriate to this context, and balancing the various competing demands placed upon faculty members in this kind of institution.

The New Faculty Seminar is facilitated by Alison Cook-Sather, Associate Professor of Education and Coordinator of the Teaching and Learning Initiative (see www.brynmawr.edu/tli for more information about and reports on work through the TLI). The seminar meets once per week (Fridays, 12:30-2:30) and includes weekly posts to a closed blog, work with a Student Consultant (who visits your class each week, takes detailed observation notes focused on pedagogical issues you identify, and then meets with you weekly to discuss what is happening in your class), and discussion based on the weekly posts and classroom visits.

This opportunity is modeled on the faculty seminar Professor Cook-Sather has facilitated with faculty at all ranks at the two colleges.  Below are some comments from junior faculty who have participated in that seminar, and below that is contact information for faculty participants willing to talk with you about this experience.

Our forum for discussing pedagogy has been a real asset for me this semester and has forced me think more critically about the classroom and my role in it. Hearing about other members’ experiences also has helped me feel part of a larger group and has given me a wide a range of strategies and ideas. (New Faculty Member, Haverford College)

The seminar has provided a vehicle for self-reflection and learning on the kind of pedagogy that works for me and my students. However, I feel I’ve gained the most from working with peers who also desire to talk about teaching, and feel their role as teacher is an integral part of their identity. While I didn’t expect this latter part, I’ve been very pleased with the peer-exchange in our group. (New Faculty Member, Bryn Mawr College)

Just starting teaching is such a tremendous experience in itself; having the space to think about what I have been doing within the classroom has been invaluable. (New Faculty Member, Haverford College)

You learn much through teaching, and teaching IS about learning. Oftentimes, there are no fixed answers or solutions to specific pedagogical issues. Teaching is a dynamic process, and thus is challenging and exciting. Participation in this program has provided me with an opportunity to deeply think about teaching and reflect on my experiences. (New Faculty Member, Bryn Mawr College)

Michelle Francl, Chemistry Department, Bryn Mawr College (mfrancl@brynmawr.edu)
Anne McGuire, Religion Department, Haverford College (amcguire@haverford.edu)
Sara Nath, Graduate School of Social Work & Social Research, Bryn Mawr College (snath@brynmawr.edu)
Ayumi Takenaka, Sociology Department, Bryn Mawr College (atakenak@brynmawr.edu)
Travis Zadeh Religion Department, Haverford College (tzadeh@haverford.edu)