Archived Issues
MAY 2011 ISSUEI. From The Advisory Board, in which Carmen Werder, Director of the Teaching-Learning Academy & Writing Instruction Support and an affiliated faculty member in the Department of Communication at Western Washington University, and Shanyese Trujillo, an undergraduate at Western Washington University, reflect on “The Heart and Art of Collegial Conversations.”
II. Introduction, in which Alison Cook-Sather, Editor, and Coordinator of the The Andrew W. Mellon Teaching and Learning Institute, argues for a revision of traditional teacher-student relationships and pedagogical responsibilities and in which Guest Student Editor Anna Chiles describes her experience of working in the TLI.
III. A Semester In the Life, the final installment of the blog kept by Theresa Tensuan, Assistant Professor of English, over the course of a semester in which she wrote about the joys and challenges of her exploration into how to create a more culturally responsive classroom.
IV. Radical Equality: A Dialogue on Building a Partnership — and a Program — Through a Cross-campus Collaboration, in which Meredith Goldsmith, Associate Professor of English at Ursinus College, and Nicole Gervasio, a 2009 graduate of Bryn Mawr College, describe the process through which they built their working relationship and how they used their partnership not only to reflect on one of Goldsmith’s courses but also to build a student consulting program at Ursinus.
V. Let’s Scrum: How Scrum Methodology Encourages Students to View Themselves as Collaborators, in which Rebecca Pope-Ruark, Assistant Professor of English at Elon University, and three Elon undergraduates, Michelle Eichel, Sarah Talbott, and Kasey Thornton, explore an adapted version of Scrum project management methodology — a framework of group meetings and process questions used to organize collaborative teamwork and borrowed from the software development world.
VI. From the Student Perspective, in which Margaret A. Powers, a 2010 Bryn Mawr College Graduate who worked as a student consultant throughout her time as an undergraduate, offers “Reflections on Seven Core Principles of Facilitating Faculty-Student Partnerships within an Educational Initiative.”
VII. Teaching and Learning Insights, in which faculty members and student consultants define ‘confidence’, reflect on the role of confidence in teaching and learning, and articulate how their experiences through the Teaching and Learning Institute help to build confidence.
THE SPRING 2011 ISSUE
I. From The Advisory Board, in which 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), discusses the challenges faculty members and student consultants face in taking up this collaborative work in reflections he calls “Monet Moments and the Necessity of Productive Disruption.”
II. Introduction, in which Alison Cook-Sather, Editor, and Coordinator of the The Andrew W. Mellon Teaching and Learning Institute, links tenets of Thiessen’s notion of a pedagogy of mutual engagement to the contributions to this issue and in which Guest Student Editor Sarah Brown describes her experience of working in the TLI.
III. A Semester In the Life, which traces a faculty member’s reflections over the course of a semester: Theresa Tensuan, Assistant Professor of English, includes the next installment (a total of four reflections) from her weekly blog entries about the joys and challenges of a semester in which she explored how to create a more culturally responsive classroom.
IV. Meditations on “A Taut But Happy” Class, in which Bret Mulligan, Assistant Professor of Classics, uses the metaphor of “a taut but happy ship” to analyze his work as a teacher and to frame a visual and text-based representation of the revisions he made to one of his courses in partnership with his student consultant.
V. Disrupting Traditional Student-Faculty Roles, 140 Characters at a Time, in which Margaret A. Powers, a 2010 graduate of Bryn Mawr College and former student consultant, and Howard M. Glasser, Postdoctoral Fellow in Science Education at Bryn Mawr College, describe how their use of Twitter radically altered their roles as “student” and “faculty member,” positioning them instead as commensurate learners and collaborators.
VI. Teaching and learning Insights, in which faculty members and student consultants describe two interrelated sets of understandings and practices derived through their work together: (1) gaining perspective and (2) engaging in more intentional communication.
THE FALL 2010 ISSUE
I. From The Advisory Board, which features some reflections on “a pedagogy of mutual engagement” from Advisory Board member Dennis Thiessen.
II. Introduction, which provides a history of the programs that have generated the reflections featured in this inaugural issue and thoughts from Guest Editor Laura Perry.
III. A Semester In the Life, which traces a faculty member’s reflections over the course of a semester: Theresa Tensuan, Assistant Professor of English and Coordinator of the Gender and Sexuality Studies Program, posts the first installment of her weekly blog about the joys and challenges of a semester in which she explored how to create a more culturally responsive classroom.
IV. From the Student Perspective, in which Erica Seaborne, a 2009 graduate of Bryn Mawr College, describes how her experience working as a Student Consultant with the TLI increased her sense of responsibility as a student, and deepened her understanding of teaching and learning.
V. Teaching and Learning Insights, which features faculty and student perspectives on and analyses of an important classroom issue: student engagement.
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September 11 2010 01:00 am