The Teaching and Learning Institute supports faculty members and undergraduate students in partnerships through which they explore, affirm, and revise classroom practice through the Students as Learners and Teachers (SaLT) program.
A cross-disciplinary, semester-long, pedagogy seminar that includes a one-on-one partnership with an undergraduate student is offered to all incoming, full-time, continuing faculty members. In addition to this annual forum, programs and partnerships emerge in response to faculty interest.
For Undergraduate Students
Undergraduate students (sophomores through seniors), postbacs and McBrides are eligible for participation. Students in the role of student consultant meet regularly with their faculty partners to discuss what is happening and what could be happing in their faculty partner’s classroom and meet weekly with other student consultants and with the Coordinator of the TLI.
Students who assume the role of consultant work up to 7 hours per week in the paid role of pedagogical partner to a faculty member. Through this partnership you analyze, affirm, and revise classroom practice in the context of one of your faculty partner’s courses with the goal of maximizing engagement and learning for all involved.
- Bryn Mawr or Haverford student
- Sophomore, junior, senior, post-bac, or McBride student
- Have taken at least one education course in the bi-co or have had experience in an educational role, such as through PLI or the Writing Center or as a Peer Tutor or a Hall Advisor, in which you critically considered and discussed issues in learning, teaching, and classrooms.
- Be willing to commit to and follow through on the responsibilities inherent in the role (see list below), communicate with honesty and courtesy, reflect on this work using the means provided, and uphold the privacy of your partner and keep strictly confidential what is discussed between you and your partner and at meetings.
A student who chooses to take on the responsibility of a Student Consultant commits to:
- Attending and participating in weekly, semi-structured, one-hour discussions focused on what is happening in your faculty partner’s classrooms and how to support faculty exploration, affirmation, and revision of pedagogical practices
- Visiting your faculty partner’s class each week and taking detailed observation notes focused on pedagogical issues he or she identifies
- Typing up your observation notes each week
- Meeting weekly with your faculty partner
- Offering mid-semester and end-of-semester feedback