Contact us
Staff:
EDITOR: Alison Cook-Sather, acooksat@brynmawr.edu
Alison Cook-Sather, Professor of Education and Coordinator of Bryn Mawr’s Teaching and Learning Initiative, holds a Ph.D. from the University of Pennsylvania’s Graduate School of Education. She works with a wide range of learners and teachers, including Bryn Mawr and Haverford students and alumni/ae preparing to teach at the secondary level, high-school teachers and students who participate in that preparation, and college faculty interested in pedagogical issues. Her dissertation and subsequent research have focused on how to connect and translate between commonly posed dichotomies in education: teacher and student, theory and practice, different educational contexts. Toward the same end of fostering more informed conversations among teachers and learners, she designs courses and workshops that facilitate communication and understanding among high-school teachers, aspiring scholars, and experienced college educators.
For more information about Alison Cook-Sather’s work, see www.brynmawr.edu/education/people/alison.html or, for more information about the activities of the Teaching and Learning Initiative, see www.brynmawr.edu/tli.
GUEST EDITOR:
Marilyn M. Cohn, Guest Editor: mcohn@maryville.edu
Marilyn is currently the Director of the Finch Center for Teaching and Learning and Developer/Facilitator of the Scholarship of Teaching and Learning (SoTL) Seminar Program at Maryville University. Prior to this position, she was on the faculty of Washington University in St. Louis for 37 years, and served as Director of Teacher Education for 19 of those years. She was chosen as a fellow for the Carnegie Academy for Scholarship of Teaching and Learning (CASTL) program and led Maryville University’s participation as a Carnegie Affiliate in that program. Her primary focus as researcher, teacher, and consultant is on integrating the Scholarship of Teaching and Learning and action research into academic culture. She is the author of To Be a Teacher (with Kottkamp & Provenzo) and Teachers: The Missing Voice in Education (with Kottkamp) and many articles on teachers, teacher education, educational policy, and action research.
Contributors:
Jody Cohen
A Senior Lecturer in the Bryn Mawr/Haverford Education Program, Jody Cohen’s interests include urban education and multicultural education, with a focus on linkages between identity, equity, and schooling. Recently she taught the core course in Bryn Mawr’s first 360°, an interdisciplinary cluster of courses focused on “Changing Education.” Jody is a longtime teacher of writing in the Emily Balch Seminar Program, the mentor to two Posses at Bryn Mawr, and a co-founder of the Social Justice Partnership Program. Jody’s research focuses on community-based work with urban schools and on the impact of co-curricular programming on undergraduates’ experiences and conceptions of intellectual community and diversity.
Jessica (Jess) Burgess
is a sophomore at Maryville University of Saint Louis, Missouri. As a Graphic Design major and Art History minor, she is exploring her growing passion for art and design. At Maryville, Jess has been involved in a number of extracurricular activities, including acting as a campus tour guide and organizing events for other students. Jess is also a Student Consultant. As a Student Consultant she strives to foster teaching and learning in the classroom by observing how students best learn and respond to certain teaching techniques. After graduation, she hopes to become a designer at a magazine and someday start her own studio.
Abbie Nicoloff
is an undergraduate student at Maryville University of St. Louis majoring in Psychology and Sociology, with a focus in adolescent development. She is currently writing an Honors Thesis (with Jesse) about the intersections between recent novels and representations of mental illness.
Jesse Kavadlo
teaches literature, writing, and special topics courses at Maryville University, where he also directs the Writing Studio and coordinates the University Seminar program. He has a Ph.D. in English from Fordham University. In addition to the book Don DeLillo: Balance at the Edge of Belief and academic journal articles and book chapters about pedagogy, contemporary fiction, movies, television, he writes the blog Hourman: Cultural Analysis in 60 Minutes or Less.
Cherie Fister
Professor of Design and an AIGA Fellow, directs Maryville’s Art & Design Programs and is Assistant Dean of the College of Arts & Sciences. She developed the Graphic Design Program and is committed to guiding strong creative thinkers able to communicate persuasively through visual language. She equally enjoys working with art and design faculty to foster a thoughtful and invigorating learning environment.
Juliana (Jules) Fussell
is a junior nursing major at Maryville University in St. Louis. Jules has been a peer mentor at Maryville University for two years and thoroughly enjoys working with students. After graduating with her Bachelor’s degree, Jules plans on pursuing a Master’s degree in Nursing Education to continue working with the college population.
Johannes Wich-Schwarz
is Assistant Professor of English and Humanities at Maryville University of St. Louis. He studied literature, philosophy, and religion in Germany, England, and the United States, and holds a Ph.D. in religion and literature from Boston University. Apart from teaching literature and writing, his pedagogical interests also include Peace Studies and Conflict Resolution. His scholarly work is currently focused on the translation of German-Jewish post-Holocaust poets.
Tammy M. Gocial, Ph.D.
is the Associate Academic Vice President and a member of the Advisory Board for the Finch Center for Teaching and Learning at Maryville University in St. Louis. Tammy is a developmental psychologist who teaches courses in human development, adolescent identity development, and leadership development. Her research interests lie in the areas of critical thinking, perceptions of race in leadership, and the development of Self-Authorship. Tammy has worked in higher education for over twenty-five years and continues to enjoy the opportunity to empower students in their own development. tgocial@maryville.edu
Mary Ellen Finch
is vice president for academic affairs, retired dean of the school of education and founding director of the center for teaching and learning at Maryville University. Her interests are in faculty professional development, assessment and educational policy.
Kevin Olson
is a sophomore Interactive Design student at Maryville University. He is part of the Pep band there and likes to hang out with his friends in his free time as well as create digital artwork, videos, and websites.
Amelia Coplen
is a sophomore at Maryville University, completing a double major in Early Childhood and Elementary Education with a minor in Reading. She plans on finishing her degrees at Maryville University and hopes to one day be involved in Montessori education.
Jennifer L. McCluskey
Dr. Jennifer L. McCluskey is the Associate Vice President and Director of Center for Academic Success and First-Year Experience at Maryville University in Saint Louis, Missouri where she oversees university-wide retention efforts. Previously, she served on staff at the University of Denver, Arkansas State University, and Quinnipiac University in Connecticut. Jen earned her Doctor of Philosophy in Education from the University of Missouri at St. Louis, her Master of Science in Education from Southern Illinois University at Carbondale, and her Bachelor of Arts in Speech Communication from Southeast Missouri State University. She has consulted on faculty involvement in retention, first-year seminars, and first-year experience as well as facilitated webinars on college student retention, presented at the International Conference for the First-Year Experience on peer mentor programs, and at the Students in Transition Programs conference on Focusing on Cohorts for Retention.
Shawn Pohlman RN, PhD
is an Associate Professor of Nursing at Maryville University in St. Louis, Missouri. She has a particular interest in child-bearing families, especially high-risk infants and parents, and qualitative research methods.
Michael Kiener
is an associate professor and director of the Rehabilitation Counseling and Services programs. Michael is on the advisory council for Maryville University’s Finch Center for Teaching and Learning. In addition, he has co-authored a book on strength based counseling, published articles on career decision making, active and dynamic learning strategies, counseling pedagogy, and action research.
Karen Grossman Tabak, PhD., CPA
Karen is an Associate Professor of Accounting and Economic in the John E. Simon School of Business at Maryville University. Her Scholarship of Teaching and Learning research examines the issues of student learning in a variety of accounting courses. She is active in community organizations serving in a variety of roles including. She recently received the the 2011 George Krull/Grant Thornton Teaching Innovation Award for junior and senior-level accounting courses for her project From Pacioli to Picasso: Using Art to Enhance Critical Thinking in Accounting Capstone Course”.
The Teaching and Learning Together Blog was initially created and maintained by Laura Perry, and it is currently maintained by Helen Chang (hchang02@brynmawr.edu). Please contact her or Alison Cook-Sather with any questions or issues concerning the website or your subscription.
September 29 2011 07:53 pm