Faculty Cohorts on Teaching
The CTE’s Faculty Cohorts on Teaching program seeks to bring faculty together to explore innovative approaches to significant teaching and learning questions. Participating faculty spend a year investigating a new pedagogical approach that they also implement in a course taught during the cohort year. A late spring kick-off meeting sets the stage for the conversation, and then monthly seminar meetings during the academic year are organized around relevant readings in the pedagogical literature and case studies developed by cohort participants.
See the tabs below for descriptions of the two cohorts being organized for 2017-18.
Benefits and Expectations
Participating faculty receive a $2,500 stipend and the opportunity to interact with an engaged group of colleagues. Faculty who choose to participate can expect to:
- attend a kick-off meeting the spring before the cohort launches;
- participate in monthly cohort meetings during the academic year;
- develop a short teaching case to be shared with other members of the cohort;
- implement at least one significant change to a course taught during the cohort year; and
- submit a brief final report within one month of concluding the cohort, as well as participate in other assessments the CTE conducts of the cohort program.
The application window for the 2017-18 faculty cohorts is now closed. Participants will be notified of their acceptance by April 1st.
Applicants are asked to have their department chair send a very brief email to email@example.com indicating their support of the applicant’s participation in the cohort. Part-time faculty are welcome to apply, but we ask that their chair also speak to the ways the department will benefit from their participation.
Any questions about Faculty Cohorts in general -- or about the specific cohorts being offered next year -- can be directed to firstname.lastname@example.org.
As institutions of higher education welcome increasingly diverse student bodies and seek to expand the diversity of perspectives reflected in their curricula, faculty can sometimes struggle to carve out classroom spaces that support all students as they strive to meet their learning goals. The question of inclusion and social justice in the classroom has implications for all parts of our practice: curriculum development, pedagogical approach, and classroom interaction.
The “Teaching for Inclusion and Social Justice” cohort invites faculty to participate in a year-long inquiry into this complex pedagogical puzzle. All participants will be asked to identify at least one new strategy they want to implement in one of their courses meant to improve either the inclusiveness of their course content or their classroom climate. We seek faculty from a range of disciplines to participate, particularly those whose subject matter doesn’t necessarily lend itself to discussions of “diversity.” Although we welcome a broad definition of inclusion and justice in this conversation, we will focus most of our emphasis around questions of race/ethnicity, gender, class, sexuality, religion, and ability.
Simulations are being used by Boston College instructors across a range of academic disciplines to provide an engaged and interactive learning experience for their students. The purpose of the ‘Simulations in the Classroom Cohort’ is to connect these instructors and bring them together to share their knowledge and experiences with participants looking for guidance and support in refining their existing simulations with new and innovative practices, as well as those interested in exploring the use of simulations in their teaching for the first time.
The CTE defines simulations broadly as interactive experiences designed to teach students particular content or competencies by having them engage directly with the information or the skills being learned. This can take many forms, such as: a medical procedure taking place in an emergency room; member states of the European Union in a simulated summit; role playing key philosophers critiquing a specific text; or teams of students simulating chemical reactions to solve a problem.
Participants will be asked to either incorporate a simulation into their teaching for the first time or identify one new strategy they want to implement into their existing simulations.