Dr. Chanelle Wilson
Dr. Chanelle Wilson is teacher scholar, committed to achieving social and racial justice in education. Dr. Wilson began her career in education as a certified Teacher of English. While pursuing a Master of Education at Temple University, she also served as an English Teaching Assistant, through the J. William Fulbright Program, in South Africa. Dr. Wilson earned a doctoral degree in Education Leadership, at the University of Delaware and currently teaches in the Bryn Mawr/Haverford Education Program. Her work as a public school practitioner, teaching secondary education students, in the United States and around the world, has fueled her desire to positively impact teaching and learning.
Dr. Wilson enjoys facilitating knowledge in a way that encourages personal connections, promotes critical thinking, highlights contemporary relevance, and necessitates centering and reconceptualizing power, privilege, and oppression. Her current research project is a cross-continental study of culturally relevant pedagogy in the United States and Northern Ghana. She is also collaborating with colleagues to institutionalize anti-racist literacy practices, from a grassroots level. Dr. Wilson is dedicated to developing relationships with students and celebrates her service as a faculty mentor to many students. She has a passion for using research to improve the educational experiences of marginalized and minoritized groups, promoting equity and critical race-focused conversations. Her life's goal is to rethink, reimagine, and revolutionize education to meet the needs of all children.
Dr. Wilson can be reached at email@example.com.
Dr. Kelly Gavin Zuckerman
Dr. Kelly Gavin Zuckerman is a Visiting Assistant Professor in the Bryn Mawr/Haverford Education Program committed to the development of culturally relevant, responsive, and sustaining pedagogical practices across the PK-16 spectrum that support the self-actualization of all learners. This work is intentionally anti-racist and attentive to dimensions of difference and the intersection of identities. It centers critical self-reflection, particularly on the part of white educators, and utilizes arts-based methodologies as vehicles for rendering visible that which may not be otherwise seen or measured, rendering audible that which may otherwise be muted or silenced, and rendering perceivable that which may go unnoticed or underexamined.
Dr. Zuckerman began her career teaching English and Dance and Choreography in a small, public high school in the Bronx, NY before earning her Masters in Education from Harvard’s Graduate School of Education and doctoral degree in Curriculum and Teaching from Teachers College, Columbia University. As a teacher educator and scholar, Dr. Zuckerman draws upon a critical constructivist framework that attends to the role of context, perspective, and power in educational settings and seeks to amplify and honor student voice and lived experiences, particularly of those who have been historically marginalized. Her theory of change in the field of education is rooted in the power of levity and learning, criticality and care, joy and justice, vulnerability and voice.
Dr. Zuckerman can be reached at firstname.lastname@example.org.
Dr. Alice Lesnick
Dr. Alice Lesnick serves as Term Professor of Education and the Director in the Bryn Mawr/Haverford Education Program, and Associate Dean for Global Engagement at Bryn Mawr College. An academic leader, teacher, and literacy researcher with particular interests in community-based, embodied, and experimental learning/knowledge, Dr. Lesnick is beginning her 23rd year at the College by co-founding the Community Learning Collaborative, a network of educators with roots in the BiCo who are dedicated to education for liberation inside and outside of classrooms. The Collaborative will work with a new version of the Education Program's gateway course to introduce students to creating relationships, learning facilitation skills, and pursuing change as central to the work of education. Dr. Lesnick is also convener of the Staff and Faculty Liaison Group at Bryn Mawr, whose role is to serve as listeners, advisors, conflict coaches, advocates, and at times mediators to colleagues working through challenges in their campus work.
A former preschool, elementary, middle, and high school teacher, Dr. Lesnick is the recipient of the Rosalyn R. Schwartz Teaching Award at Bryn Mawr College. A senior faculty associate with the Institute for Writing and Thinking at Bard College, she leads professional development programs for K-16 educators in the areas of writing-to-learn; inquiry-based and anti-racist pedagogies; and conflict resolution. Since 2013, Dr. Lesnick has led the Lagim Tehi Tuma/Thinking Together Program in Northern Ghana, through which BiCo and Ghanaian university students join with community mentors each summer for action research, reflection, and language learning in tandem with education-focused internships with an early education NGO, a community radio station, a technology training center, and a Black is Beautiful project.
Dr. Lesnick can be reached at email@example.com.
Dr. Tracie Addy
Dr. Tracie Addy is the Director of the Center for the Integration of Teaching, Learning and Scholarship at Lafayette College in Easton, PA. She has a passion for helping educators do their best work. She has a B.S. from Duke University, M.Phil. from Yale University, and Ph.D. from North Carolina State University. Prior to entering educator development full-time she taught at the undergraduate level for several years. She previously served as the Associate Director of Faculty Teaching Initiatives at the Yale Poorvu Center for Teaching and Learning and Co-Director of the Summer Institutes on Scientific Teaching, a nationally-recognized program providing evidenced-based faculty development regionally to instructors.
Dr. Addy served on the board for the New England Faculty Development Consortium and has a number of other achievements including being named a Science Case Network Scholarship of Teaching and Learning Fellow and a National Association for Research in Science Teaching Jhumki Basu Scholar. She is a scholar of teaching and learning, and actively publishes on active learning, case-based learning, the intersections between active learning and technology, and inclusive teaching. She was most recently awarded an Arthur Vining Davis Foundations Teaching and Learning Award in partnership with colleagues at Muhlenberg College to focus on students as critical partners in inclusive teaching efforts. She is currently an editor for CourseSource, a peer-reviewed journal containing evidence-based teaching resources.
Dr. Addy enjoys partnering with faculty from all disciplines and appointment types to promote excellence in teaching and scholarship.
Margo Schall is an educator, organizer, and artist based in Philadelphia. She taught third grade for several years, and has been part of organizing toward education justice in Philadelphia, including (currently) POWER Interfaith. Margo is part of the cultural and martial tradition of Capoeira Angola through the International Capoeira Angola Foundation. Her work at Bryn Mawr focuses on teaching and learning across and between educational institutions. Through this, Margo helped co-found the Community Learning Collaborative (CLC), which is both a course and a larger network of educators from the Philadelphia region dedicated to cultivating generations of education for liberation.
History of Syllabus Workshops
This project, Creating and Rethinking Syllabi, was originated and led for the first several years by Alison Cook-Sather, Professor of Education and Director of the Teaching and Learning Institute (TLI) at Bryn Mawr College. It is now in its 15th year.
From the start, the workshops were rooted in pedagogical partnership -- the hallmark of the TLI. They have included students with training and experience as Student Consultants in the design and delivery of each session. This valuing of student voice and students as knowers in pedagogical process affords workshop participants a unique opportunity to think with and learn directly from students currently taking courses at the Colleges as well as recent alums. For more information and writing about the TLI, please see the TLI webpage and TLI forum.