Full-time, continuing faculty members may participate through The Andrew W. Mellon Teaching and Learning Institute in:
and through the Teaching and Learning Initiative in
6. Reciprocal Teaching and Learning Partnerships with staff members or students
All applications and inquires regarding the opportunities through The Andrew W. Mellon Teaching and Learning Institute (1-5 above) should be directed to Alison Cook-Sather.
All applications and inquiries regarding reciprocal teaching and learning partnerships and the Time Bank should be directed to Jessica Hollinger Vinson.
If you are a full-time, continuing faculty member, you are eligible to participate in a faculty pedagogy seminar. If you choose to participate in a full- or half-semester faculty pedagogy seminar, you are committing to:
These are semester-long seminars offered in the Fall and/or Spring semesters (depending on faculty interest) and include all of the commitments listed above. They are appropriate for faculty members who want to work with faculty colleagues and student consultants for a full 15 weeks, exploring both a course they are currently teaching and a course (or courses) they plan to teach. The first part of the semester focuses on larger pedagogical questions in relation to a course being taught, the middle portion focuses on issues and topics identified for further exploration by the group, and the final third focuses on applying what we have explored in the seminar to future courses.
Half-semester seminars allow for more faculty participation and a differentiation between focusing on a course currently being taught and a course to be taught the next or in a subsequent semester. These seminars are offered in the Fall and/or Spring semesters (depending on faculty interest) and include all of the commitments listed above. Seminars focused on a course currently being taught begin in week 1 and conclude in week 7. Seminars focused on a course to be taught in a future semester begin in week 8 and conclude in week 14.
These seminars are for faculty members who have already participated in a half- or full-semester faculty pedagogy seminar. Suggested by past participants, TLI2s give faculty the opportunity to work in a focused way on a pedagogical issue, interest, or challenge. Participants commit to:
Faculty may request Student Consultants to work as partners in TLI2s.
Student Consultants are available to work with interested faculty members on a focal course. A student who is not enrolled in the course upon which you want to focus can work with you for the entire semester or for some portion of it. S/he visits your class, takes detailed observation notes focused on pedagogical issues you identify, gathers midcourse feedback (if you wish), and meets with you to discuss what is happening in your class.
These partnerships are for faculty members who do not wish to participate in a faculty pedagogy seminar or have already participated in a seminar and wish to continue in a partnership with a Student Consultant.
Any faculty member may request a Student Consultant for a full semester, a portion of a semester, or for a focused assessment (e.g., midsemester feedback).
This program affords you the opportunity to visit and/or be visited by a faculty colleague in the bi-co and then meet to talk. If you indicate what discipline or division and what kind of class you are interested in observing, appropriate partnerships between faculty who wish to engage in this cross-visitation can be arranged.
You may wish to combine this program with the SaLT program. Faculty have found that the intersection of faculty and student colleague observations, and a three-way dialogue about what is happening in the classroom, are very informative.
Continuing and new faculty members are invited to participate in summer workshops focused on developing a new course or revising an existing one.
Working in collaboration with other faculty members, members of the Information Services staff, and undergraduate students in the role of pedagogical consultant, you may develop a syllabus from scratch, revise a syllabus in a general way, or revise a syllabus with a particular focus (e.g., the integration of technology).
Participants meet four or five times over the summer, with communication maintained through technological media in between meetings. In-person meetings are scheduled around participants’ schedules. While no stipends are attached to this forum, travel beyond the regular commute to campus may be reimbursed.
Through the Empowering Learners Partnerships program, you can partner with a staff member or a student in a unique, reciprocal relationship in which you take turns teaching and learning a skill or interest.
You should expect to devote up to two hours per week to the partnership, dividing the time as you and your partner decide among teaching and learning.
Skills exchanged have included cooking, computer use, crafts, literacy development, language instruction, music appreciation, martial arts, religious studies, and home maintenance.