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Called to Serve: Preparing Students for Careers Working With and For Others

This cohort explores 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 explored:

  • 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. The 2018-19 participants included:

  • Susan Coleman (SSW)
  • Andrew Davis (STM)
  • Angela Harkins (STM)
  • Laura Anne Lowery (Biology)
  • Colleen Simonelli (CSON)
  • Samantha Teixeira (SSW)
  • Jon Wargo (LSOE)
  • James Weiss (Theology)
  • Celeste Wells (Communication)

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 are 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 focus most of our emphasis around questions of race/ethnicity, gender, class, sexuality, religion, and ability. The 2018-19 participants included:

  • Amey Victoria Adkins-Jones (Theology & African and African Diaspora Studies)
  • Melissa Brown (SSW)
  • Andrés Castro Samayoa (LSOE)
  • Fugan Dineen (Music)
  • Cherie McGill (Philosophy)
  • Babak Momeni (Biology)
  • Heather Olins (Biology)
  • Tracy Regan (Economics)
  • Bill Roozeboom (STM)
  • Heather Rowan-Kenyon (LSOE)
  • Anjali Vats (Communication & African and African Diaspora Studies)
  • Catherine Warner (History)