Through developing partnerships that cross traditional boundaries of role and responsibility, Bryn Mawr College faculty, staff, and students transform both education and themselves.
"The TLI seminar was a transformative experience; re-connected me with my love of, and investment in teaching; recharged my understanding of the connections between the classroom, my scholarship, and my work as a member of my college community; reawakened my faith in the potential academic institutions have to be sites of innovative and vital work for all who are part of the community." —Faculty Partner
"Through this [TLI] work I have come to feel more connected to Bryn Mawr, my peers and the faculty. My involvement has been a period of great personal growth and prompted self reflection I don't think I would have been able to do otherwise or on my own." —Student Consultant
Working as partners, faculty, staff, and students gain access to one another's educational experiences and perspectives, at once complicating and clarifying their vision of education and each other.
"I like that [my student consultant's] presence—her comments, but her presence itself too—not only gives me the benefit of her lighthouse-like observations, but makes me observe from the same kind of remove, even as I am engaged in the everyday work of teaching the class. This split experience of my class as an immediate act and experience, but also a larger narrative that I'm looking down upon, is something I hope to carry into all my teaching." —Faculty Partner
"This experience has made me increasingly alive to both the professor's perspective and to my own responsibilities as a student in creating and maintaining a positive and effective learning environment for all members of the class." —Student Consultant
Sustained partnerships and regular reflection inspire in faculty, staff, and students a deeper awareness of and engagement in their own-and others'-education.
"[The student consultant] did a good job of reconnecting me to the students. She was a bridge back to me being an advocate for the students and serving them well. She reminded me of how much I care and made me refocus my attention on helping students as opposed to simply setting up challenges and obstacles that I expect them to meet. At the end of the year I evaluated myself, I really repositioned myself as their advocate because of this program." —Faculty Partner
"I'm a lot more aware of the dynamics of learning now. I feel a major issue for me now as a student is thinking before I speak and being more considerate of others and their learning styles and expectations of the course and maybe in a way it makes me a bit more patient." —Student Consultant
Breaking out of separate and mutually exclusive roles, faculty, staff, and students assume responsibility as both learners and teachers.
"I work with students more as colleagues, more as people engaged in similar struggles to learn and grow. I have become even more convinced that students are experts in learning and essential partners in the task of creating and developing new courses and refining existing ones." —Faculty Partner
"I no longer think that professors are responsible for having all the answers and making a class perfect and wonderful to suit my own needs. It is up to the entire community to make learning spaces function, so that means students have just as much responsibility as professors." —Student Consultant