Artwork by Lauren Lattimore BMC ’21
Students as Learners and Teachers (SaLT) Program
WHO: Student consultants, faculty members, and departments in the Bi-Co
WHAT: Partnerships between faculty or departments and undergraduate students who are not currently enrolled in faculty members’ course(s); can be linked to Faculty Pedagogy Seminars or be free standing
*One iteration of the SaLT program was the Summer Pedagogical Partnership Program in 2020. More information can be found here.
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
Pedagogy Circles for Mattering
WHO: Students, faculty, staff, and/or administrators
WHAT: Weekly, student-led, semi-structured conversations designed to support cross-constituency dialogue around developing inclusive, equitable, and anti-racist approaches to teaching and learning across campus contexts (within and beyond classrooms)
Faculty Pedagogy Seminars
WHO: New faculty members in the Bi-Co
WHEN: Weekly seminar (along with SaLT partnerships)
WHAT: Semester-long seminars offered as an option to all incoming faculty members in exchange for a reduced teaching load in the first year
PUBLICATIONS BY PARTICIPATING FACULTY:
- Cook-Sather, A., Schlosser, J., Sweeney, A., Peterson, L., Cassidy, K., & Colon-Garcia, A. (2017). The Pedagogical Benefits of Enacting Positive Psychology Practices through a Student-Faculty Partnership Approach to Academic Development. International Journal for Academic Development, 23, 2, 123-134.
- Cook-Sather, A. (2016). Creating brave spaces within and through student-faculty pedagogical partnerships. Teaching and Learning Together in Higher Education, 18.
- Cook-Sather, A., Hong, E., Moss, T., & Williamson, A. (2021). Developing new faculty voice and agency through trustful, overlapping, faculty-faculty and student-faculty conversations. International Journal for Academic Development, 1–13.
- Oh, S.-Y. (2014). Learning to navigate quickly and successfully: The benefits of working with a student consultant. Teaching and Learning Together in Higher Education, 11.
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
Ad hoc, One-Time Consultations with Students
WHO: Faculty, student consultants
WHAT: Faculty can sign up to discuss their syllabus, an assignment, a classroom issue, etc. as a way to develop inclusive pedagogical strategies. Discussions are intended to serve as a collaborative space and can be about a past, present, or future course, or a general discussion. Consultations remain confidential and are intended to provide support to faculty as they work to develop more equitable and accessible classrooms.