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.
All Boston College faculty are eligible to participate. See below for descriptions of the two cohorts being organized for 2018-19.
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 revision 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.
Applications for the 2018-19 cohort program were due March 1, 2018 and participants were notified of their acceptance by April 1st.
Applicants were asked to have their department chair send a very brief email to firstname.lastname@example.org indicating their support of the applicant’s participation in the cohort. Part-time faculty were asked to have their chair speak specifically 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 email@example.com.
Called to Serve: Preparing Students for Careers Working With and For Others
This cohort will explore the particular pedagogical demands associated with preparing students to enter careers centered around service to others: careers where the (physical, emotional, spiritual, and intellectual) health and well-being of others are at stake and where civic and ethical responsibility is paramount. Among the questions participants are likely to explore:
- How do we professionalize our students while also inviting them into critiques of the profession?
- How do we balance the teaching of technical skills with the formation of students’ professional identities and dispositions (towards collaboration, personal commitment, leadership, etc.)?
- Should student “self-care” be on the syllabus? How can we prepare students to care for themselves as they enter fields focused on caring for others?
- How do we appropriately judge and grade someone's ability to be an effective practitioner?
- What are the different challenges and opportunities of teaching undergraduates vs. graduate students in this liberal arts context?
Although the “Called to Serve” cohort is most obviously geared towards faculty teaching in BC’s professional schools, the cohort is open to all interested faculty at BC.
Teaching for Inclusion and Social Justice
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: pedagogical approach, classroom interaction, and curriculum development.
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 pedagogical 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.