Advisory Board
Zanny Alter
B.A., Bryn Mawr College 2009
Partnership Coordinator, Civic Engagement Office, Bryn Mawr College
Through the Teaching and Learning Initiative, Zanny worked with Professor Theresa Tensuan as an undergraduate student to identify and develop pedagogical approaches that would make her course more responsive to the diverse students enrolled. Monthly installments from Professor Tensuan’s blog about her experience with Zanny will appear in upcoming issues.
Ben Daley
Chief operating officer and chief academic officer for High Tech High in San Diego, CA
Ben Daley is the chief operating officer and chief academic officer for High Tech High. He acts as an advisor to fifteen high school students and teaches and advises students in the HTH Graduate School of Education. Ben joined High Tech High to teach physics as a founding faculty member in fall 2000. He was the second director of High Tech High Original Recipe. As a student at Haverford College, Ben majored in physics and was credentialed in secondary physics and math. After graduation, he traveled to the Philippines and taught science and math at an international school in Manila. Upon his return to the U.S., he taught physics and AP physics at the Madeira School, a girls boarding school in suburban Washington, D.C. He then moved to California to coach basketball and to teach physics at Pomona and Pitzer Colleges. He earned an M.A. in science education at the University of California, Santa Barbara. For more on High Tech High, click here.
Peter Felten
Assistant Provost, Associate Professor of History, and Director, Center for the Advancement of Teaching and Learning, Elon University, and 2010-2011 President, POD (Professional and Organizational Development in Higher Education)
Dr. Felten is the founding Director of the Center for the Advancement of Teaching and Learning at Elon University. His research interests include how students read and make sense of visual sources in history classes and the application of SoTL methods in faculty development work. For information on Dr. Felten’s work, click here.
Michelle Fine
Professor in the Social/Personality Psychology Program, GSUC/CUNY
Dr. Fine is a Distinguished Professor in the Social/Personality Psychology Program, Urban Education and Women’s Studies at the Graduate Center, CUNY and previously taught for 12 years at the University of Pennsylvania. Her research is grounded in participatory methods and dedicated to a critical public science – social inquiry crafted by participatory research collectives, to affect social policy, theory building and organizing in the critical youth studies and justice studies.
Founding faculty member of the Public Science Project and the Participatory Action Research Collective at the Graduate Center, Fine’s research projects address “circuits of dispossession” in schools, college access, prisons and communities, and “circuits of resistance. “ The research has been funded by a number of philanthropic foundations including Surdna, Ford, Public Welfare, Schott, Spencer Foundation and the Carnegie Foundation, For more on Dr. Fine’s work, click here. Her recent books include: Revolutionizing Education: Youth Participatory Action Research in Motion (Cammarota & Fine, Routledge, 2008); Muslim American Youth: Multiple Methods for Studying Hyphenated Identities (Sirin & Fine, 2008, NYU Press); Changing Minds: The Impact of Higher Education in a Maximum Security Prison for Women (Fine, Torre, Boudin, Bowen, Clark, Hylton, Martinez, Missy, Rivera, Roberts, Smart and Upegui, 2001); The Unknown City (with L. Weiss, 1990), Becoming Gentlemen (with L. Guinier & J. Balin, 1997), Off-White: Readings on Society, Race, and Culture (with L. Powell, L. Weiss, & M. Wong, 1996), Charting Urban School Reform: Reflections on Public High Schools in the midst of change (1994), Beyond Silenced Voices: Class, Race and Gender in American Schools (1992), Disruptive Voices: The Transgressive Possibilities of Feminist Research (1992), and Framing Dropouts: Notes on the Politics of an Urban High School (1991). She has been awarded the Kurt Lewin Award from the Society for the Psychological Study of Social Issues (2010), the Social Justice Award from the Cross Cultural Roundtable of Teachers College, Columbia University (2008), the first Morton Deutsch Justice Scholar Award (2007), the Janet Helms Distinguished Scholar Award (1994), and a Spencer Foundation National Mentoring Award (1998). Fine was among the AERA Inaugural Fellows selected for distinction in 2009.
Laura Perry
B.A., Bryn Mawr College 2009
(in progress) Ph.D, Literary Studies, University of Wisconsin-Madison
Laura worked with SaLT in her final semester of college, and has continued this work after graduation as a Research Assistant and Guest Student Editor for the first issue. Laura’s story of becoming a student consultant through the SaLT program offers a glimpse into the potential for undergraduate students in taking up this role.
Maggie Powers
B.A., Bryn Mawr College 2010
Maggie worked extensively with the Teaching and Learning Initiative during her four years at Bryn Mawr and in her sophomore year she started participating in the SaLT program. Maggie was a Psychology major and Education minor at Bryn Mawr and is deeply interested in thinking about pedagogy and international approaches to teaching and learning. She is also passionate about early childhood education and the ways in which it could and should connect with international education (like the BiCo project in Ghana). She is also interested in technology and thinking about the ways it can be use more meaningfully in the classroom. Recently, she has been exploring how Twitter (@mpowers3) can be used to facilitate collaboration and educational exchange. Going forward, Maggie hopes to continue searching for and finding innovative ways to use technology to create spaces and the means for continual learning and open collaboration, with a particular focus on connecting early childhood educators around the globe. She is currently getting her masters in the International Training and Education Program at American University.
Dennis Thiessen
Professor in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education of the University of Toronto.
He is also the Editor-in-Chief of the journal, Curriculum Inquiry. His research interests are in the areas of student lives and careers, teacher development, school improvement, and educational change. His publications include the following books/monographs: International Handbook of Student Experience in Elementary and Secondary School, co-edited with Alison Cook-Sather (Springer, 2007); Getting into the Habit of Change in Ohio Schools: The Cross-case Study of Twelve Transforming Learning Communities, with Stephen Anderson (Ohio Department of Education, 1999); Agents, Provocateurs: Reform-minded Leaders for Schools of Education, co-edited with Ken Howey and Nancy Zimpher (American Association of Colleges of Teacher Education, 1998); Children and their Curriculum: The Perspectives of Primary and Elementary School Children, co-edited with Andrew Pollard and Ann Filer (Falmer, 1997); and Making a Difference about Difference: The Lives and Careers of Racial Minority Immigrant Teachers (co-edited with Nina Bascia and Ivor Goodson (Garamond Press, 1996).
Shanyese Trujillo
Undergraduate, Special and Elementary Education (in progress)
Western Washington University
Shanyese is in her third year working in the area of the Scholarship of Teaching and Learning and is a member of the Student Voices Leadership Advisory Board. She was actively involved with the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) and is a student member of the International Society for the Scholarship of Teaching and Learning (ISSOTL). She participated in the Writing Research Fellows at Western Washington University researching the “Efficacy of Interactive Journaling as an Undergraduate Teaching/Learning Device.”
Carmen Werder
Ph.D.
Director, Teaching-Learning Academy & Writing Instruction Support
Affiliated Faculty, Department of Communication
Western Washington University
Carmen Werder directs the Teaching-Learning Academy and the Writing Instruction Support program at Western Washington University, where she also teaches rhetoric. As a 2005 Carnegie Scholar, she initiated an ongoing study of the use of personal metaphors in developing a sense of agency. She headed up both Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) initiatives on working with students as co-inquirers in the scholarship of teaching and learning: the Sustaining Student Voices cluster (2003-06) and the Institutional Leadership Program Student Voices themed group (2006-09). Carmen currently co-chairs the “Students as Co-inquirers” special interest group within the International Society for the Scholarship of Teaching and Learning (ISSOTL). Carmen Werder recently co-edited the book Engaging Student Voices in the Study of Teaching and Learning (Stylus 2010) http://stylus.styluspub.com/Books/BookDetail.aspx?productID=215686.
March 19 2010 08:08 am