Office of theProvost

The Andrew W. Mellon Teaching and Learning Institute

Supported by a grant from The Andrew W. Mellon Foundation to Bryn Mawr College and coordinated by Professor of Education Alison Cook-Sather, the Teaching and Learning Institute supports Bryn Mawr and Haverford College faculty members and undergraduate students in partnerships through which they explore, affirm, and revise classroom practice. 

Full-time, continuing faculty members may choose to participate in cross-disciplinary, semester-long or half-semester, Faculty Pedagogy Seminars and work in one-on-one partnerships with undergraduate students who assume the role of pedagogical consultant.

Part-time and interim faculty members are not eligible for participation in the seminars but may partner with student consultants through the Students as Learners and Teachers (SaLT) program.

In addition to these partnerships, continuing faculty members can participate in faculty seminars known as TLI2s (for those who have already participated in a faculty pedagogy seminar), Colleagues as Teachers and Learners (cross-visitations between faculty members, or “teaching circles”) and Summer Course Development/Revision Workshops.

Full- or Half-semester Faculty Pedagogy Seminars

If you are a full-time, continuing faculty member at Haverford, you are eligible to participate in a faculty pedagogy seminar. If you choose to participate in a full- or half-semester faculty pedagogy seminar, you are committing to:

• attending and participating in weekly, semi-structured, two-hour discussions focused on what is happening in their classrooms and what could happen there
• posting weekly entries to a closed blog in response to general prompts (e.g., In what ways are your approaches to assessment aligned and/or misaligned with your pedagogy and the learning goals you have for your students?)
• working with a Student Consultant (a student not enrolled in the faculty member’s courses who visits one class session each week, takes detailed observation notes focused on pedagogical issues the faculty member identifies, and then meets with the faculty member weekly to discuss what is happening in his/her class)
• facilitating a portion of one or more of the sessions
• taking observation notes (like those taken by Student Consultants) at one of the sessions
• offering mid-semester and end-of-semester feedback both to inform the seminar and to document their work, and
• completing a portfolio at the of the seminar that documents what they have learned.

Full-Semester Faculty Pedagogy Seminar (carries $4,000 stipend)

These are semester-long seminars offered in the Fall and/or Spring semesters (depending on faculty interest) and include all of the commitments listed above. They are appropriate for faculty members who want to work with faculty colleagues and student consultants for a full 15 weeks, exploring both a course they are currently teaching and a course (or courses) they plan to teach. The first part of the semester focuses on larger pedagogical questions in relation to a course being taught, the middle portion focuses on issues and topics identified for further exploration by the group, and the final third focuses on applying what we have explored in the seminar to future courses.

Half-Semester Faculty Pedagogy Seminar (carries $2,000 stipend)

Half-semester seminars allow for more faculty participation and a differentiation between focusing on a course currently being taught and a course to be taught the next or in a subsequent semester. These seminars are offered in the Fall and/or Spring semesters (depending on faculty interest) and include all of the commitments listed above. Seminars focused on a course currently being taught begin in week 1 and conclude in week 7. Seminars focused on a course to be taught in a future semester begin in week 8 and conclude in week 14.

Students as Learners and Teachers (SaLT) Partnership

Student Consultants are available to work with interested faculty members on a focal course. A student who is not enrolled in the course upon which you want to focus can work with you for the entire semester or for some portion of it. S/he visits your class, takes detailed observation notes focused on pedagogical issues you identify, gathers midcourse feedback (if you wish), and meets with you to discuss what is happening in your class.

These partnerships are for faculty members who do not wish to participate in a faculty pedagogy seminar or have already participated in a seminar and wish to continue in a partnership with a Student Consultant.

Any faculty member may request a Student Consultant for a full semester, a portion of a semester, or for a focused assessment (e.g., midsemester feedback).

TLI2

(carries $3,000 stipend for facilitator, or the stipend can be distributed among participants)

These seminars are for faculty members who have already participated in a half- or full-semester faculty pedagogy seminar. Suggested by past participants, TLI2s give faculty the opportunity to work in a focused way on a pedagogical issue, interest, or challenge. Participants commit to:

• meeting bi-weekly for 90 minutes
• maintaining communication between meetings using Moodle, Google, or some other technology
• offering mid-semester and end-of-semester feedback both to inform the seminar and to document our work, and
• documenting the work accomplished in each meeting and overall.
• Faculty may request Student Consultants to work as partners in TLI2s.

Colleagues as Teachers and Learners

This program affords you the opportunity to visit and/or be visited by a faculty colleague in the bi-co and then meet to talk. If you indicate what discipline or division and what kind of class you are interested in observing, appropriate partnerships between faculty who wish to engage in this cross-visitation can be arranged.

You may wish to combine this program with the SaLT program. Faculty have found that the intersection of faculty and student colleague observations, and a three-way dialogue about what is happening in the classroom, are very informative.

Summer Course Development/Revision Workshops

Continuing and new faculty members are invited to participate in summer workshops focused on developing a new course or revising an existing one.

Working in collaboration with other faculty members, members of the Information Services staff, and undergraduate students in the role of pedagogical consultant, you may develop a syllabus from scratch, revise a syllabus in a general way, or revise a syllabus with a particular focus (e.g., the integration of technology).

Participants meet four or five times over the summer, with communication maintained through technological media in between meetings. In-person meetings are scheduled around participants’ schedules. While no stipends are attached to this forum, travel beyond the regular commute to campus may be reimbursed.

More information?  Contact Alison Cook-Sather acooksat [at] haverford.edu or acooksat [at] brynmawr.edu

John B. Hurford '60 Center for Arts and Humanities

The Hurford Center for Arts and Humanities offers Access/Enrichment Grants.  Recognizing that the stimulus for innovative research and teaching, as well as for the organization of public events, often emerges from ideas and experiences encountered outside the faculty's usual scholarly societies and conferences, the Humanities Center supports several Access/Enrichment Grants each year.

 Access

Center for Peace and Global Citizenship

The Center for Peace and Global Citizenship, through its Faculty/Curricular Support Fund, sponsors faculty-initiated events designed to spur thoughtful dialogue on issues of global significance. The format may vary, running the gamut from a panel discussion to technical training to a lecture/performance. Regardless of the format, the goal is to provide members of the Haverford community with access to recognized expertise on important issues in a way that stimulates intellectual reflection. Monthly application deadlines.
 

 Off Campus Conferences and Workshops Fund

Koshland Integrated Science Center

Funds are available from the KINSC to support faculty travel to professional meetings and training workshops in order to enhance teaching and faculty-student research at Haverford.

KINSC travel funds

Center for Peace and Global Citizenship

The Center for Peace and Global Citizenship, through its Faculty/Curricular Support Fund, sponsors faculty-initiated events designed to spur thoughtful dialogue on issues of global significance. The format may vary, running the gamut from a panel discussion to technical training to a lecture/performance. Regardless of the format, the goal is to provide members of the Haverford community with access to recognized expertise on important issues in a way that stimulates intellectual reflection. Monthly application deadlines.

On Campus Events

John B. Hurford '60 Center for Arts and Humanities

For faculty interested in arts events/performances, residencies, and exhibits in conjunction with their classes, the Hurford Center for Arts and Humanities has funds for these activities.

Arts Events/Performances

Exhibitions

Tuttle Creative Programs

If you have a Symposium/Forum/Conference that you would like to organize in support of a class, the Hurford Center for Arts and Humanities will provide up to $10,000 to stage a symposium, conference, or other public event that offers students opportunities to engage in advanced concerns and scholarship in the humanities or social sciences.

Humanities Forums

The Hurford Center for Arts and Humanities supports Dialogues on Art trips, in which small groups of faculty and students from a wide variety of departments visit exhibitions, performances, or screenings of contemporary art in and around Philadelphia and then discuss their experiences over dinner.

Dialogues on Art

Koshland Integrated Natural Sciences Center

The Koshland Integrated Natural Sciences Center offers funds for symposia covering topics in interdisciplinary areas such as environmental studies, public health, and science and society.

Symposia

Course Evaluations

All faculty members at Haverford are expected to develop a means of evaluating their teaching on a regular basis, although the methods used to collect student opinion are normally left to the discretion of the individual. Responses from at least one course per semester should be delivered to the department’s faculty administrative assistant.

New and visiting members of the faculty will want to consult with their department chairs and colleagues to see what is customary and recommended practice. If there is no standard form suggested by the department, you might find it helpful to look at the enclosed examples of questionnaires previously and in some cases currently distributed by various faculty members across the College. These examples are not meant to be representative of the best or preferred forms of soliciting student evaluation, but rather of the variety of approaches that faculty have used in the recent past.

Evaluation Samples

In response to demands from the fall 2020 student strike, led by Women of Color House, Black Students Refusing Further Inaction, and the Black Student League, the following questions that focus on classroom climate were generated and shared with the faculty for possible inclusion in their course evaluations.

• What do you see as the major strengths of the instructor’s approach to creating an inclusive and accessible environment (or course experience)?
• What areas do you see for improvement in the instructor’s approach to creating an inclusive and accessible environment (or course experience)? Any examples of how such a welcoming environment might be created?
• In what ways were your insights, perspectives, experiences, and questions as a person, as well as a learner reflected, acknowledged, welcomed, and/or affirmed in this course and how might they be more so?
• How did you experience the mix of challenge and support provided in the course?
• How effective was the instructor at managing the class discussion and fostering balanced participation among the individuals in the course?
• To what extent was there a sense of rapport and connectedness among all students within the class? What factors do you think contributed to this type of classroom experience? Are there additional initiatives that might be used to enhance the sense of classroom community?
• How did you work to advance the priorities of an inclusive and tolerant classroom for your fellow students? Any examples of how such a space may be created?

• Health Studies 214 syllabus
• Linguistics 125 syllabus
• Peace, Justice, and Human Right 328 syllabus
• Philosophy 215 syllabus
• Psychology 242 syllabus
• Psychology 343 syllabus
• Writing Program 198 syllabus
• Active Learning in Class (from 2019 Cantor/TLI seminar, math dept)
• Active learning in Discussions/Labs (from 2019 Cantor/TLI seminar, math dept)
• Setting Classroom Norms (from 2019 Cantor/TLI seminar, math dept)
• The Hidden Curriculum (from 2019 Cantor/TLI seminar, math dept)

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Use this list of religious holidays while planning syllabi for the 2024-2025 academic year:

Religious Holiday List 2024-2025

Download the guide.

Honor Council

This document is offered in an attempt to make Honor Council procedures more accessible and comprehensible. Information on this page comes from the Faculty Handbook and the Constitution of the Students’ Association. If there are any conflicts between the information on this website and the information in those documents, please refer to those official guidelines.

Honor Council: For Faculty

LACOL leverages the power of consortial relationships to promote excellent and innovative teaching, learning, and research in the liberal arts, with a special emphasis on utilizing and adapting emerging technologies.  It prioritizes collaboration among its member schools, focusing on projects that they can accomplish jointly that would be less robust or impossible for any of them to undertake alone.  LACOL encourages experimentation to develop, share, and assess the most effective modes of digital teaching and learning.

LACOL Website

Center for Peace and Global Citizenship

The Center for Peace and Global Citizenship supports Haverford faculty members in their efforts to integrate experiential and service learning into their teaching and mentoring. This might take the form of travel in conjunction with courses, or the development of new courses with experiential learning components. Monthly application deadlines.

Experiential and service learning

John B. Hurford '60 Center for Arts and Humanities

The Hurford Center for Arts and Humanities sponsors the Tuttle Fund for Development of Visual Culture Across the Curriculum . This fund encourages innovative and experimental approaches to visual culture across the curriculum. To advance the integration of visual studies in disciplines ranging beyond Art History and Fine Arts, and to engage students in its various theoretical, generic, and material modes, these grants support development of new courses, the major renovation of existing courses, and/or the creation of interdisciplinary curricular offerings in various areas of visual culture. Proposed work will require resources not normally available through departments or the Provost's Office and will address specific curricular goals.

Tuttle Fund

The Hurford Center for Arts and Humanities sponsors Course Innovation/Renovation Grants to help fashion a new course or renovate an existing one to augment its intellectual scope and appeal to students broadly interested in humanistic inquiry.

Course Innovation/Renovation Grants

The Hurford Center for Arts and Humanities sponsors Course Enhancement Grants of up to $500 is available to support class visits to libraries, collections, or other sites. The grants are for one-time exploratory class trips. The Center does not support ventures beyond the initial grant.

Course Enhancement Grants

In support of the faculty, librarians teach students research skills and strategies, including the very critical work of finding and interrogating texts, in both print and digital formats. Librarians also facilitate rich, complex, dynamic, and dialectic engagement with these texts. At all academic levels, librarians foster information literacy, understanding, critical reflection, knowledge production, and scholarship with classes, while also providing intensive, one-on-one support with students throughout their college career and culminating in their senior capstone projects.

Librarians provide a scaffolding of instruction that takes students from the basics of library catalogs and database searching, through an informed use of both print and digital sources, to an insider view of their chosen discipline’s literature. Students at each level are encouraged to develop the evaluative and critical skills that will lead them to more complex projects. Librarians help students learn to contextualize ideas, whether on the screen or in print, and see themselves as active participants in a purposeful conversation.

Librarians work with faculty to provide instruction tailored to the needs of a particular class in terms of subject matter. They prepare web pages of relevant resources, so that students can become familiar with the key tools they need for research (see a tri-college list of guides for current courses). In their discussions with classes, librarians bring in examples of content and issues that relate to course readings and to individual student research topics. They also explain strategies for navigating library systems, scholarly literatures, and the hybrid world of digital and print resources.

The Library’s instruction format is very flexible. It can be used in the classroom, in the library, or in a workshop outside of class hours. Students also work individually with librarians on approaches and resources for research questions, with senior thesis writers in contact with their subject librarians throughout the project. Content for instruction can focus on a class research paper, on learning to use particular databases, on resources for a subject area, or whatever will be most useful for students.

Contact the librarian who works with your department or program (from the subject specialist list) to discuss what kind of instruction your students need.

Distinguished Visitors Program

Haverford has an endowed program to assist the faculty in bringing distinguished visitors to the campus in support of their classes. Established by a generous bequest from William Pyle Phillips (Class of 1902) and augmented by gifts from other alumni and Friends of the College, this program supports 60-70 visits to the campus each year by distinguished statesmen and scholars in the arts, sciences and humanities.

The Distinguished Visitors Program will not be accepting proposals for the remainder of the spring semester.

Distinguished Visitors Program Proposal Submission

Hurford Center for Arts and Humanities

Faculty bringing visitors with enhanced curricular engagements should also refer to Hurford Center for Arts and Humanities curricular funding initiatives.

Hurford Center for Arts and Humanities Curricular Development

Koshland Integrated Natural Science Center

The Koshland Integrated Natural Sciences Center offers funds for symposia covering topics in interdisciplinary areas such as environmental studies, public health, and science and society.

Faculty Funding

As a result of funding from the Andrew W. Mellon Foundation, the Tri-College Faculty Forum Grant was established to support initiatives and programs that encourage and foster collaborations between faculty at Bryn Mawr, Haverford and Swarthmore Colleges. These collaborations can be in areas of pedagogy, research, and governance/service, and one of the primary goals of the grant is to help strengthen and broaden the intellectual pursuits of faculty in the tri-college community, encourage collaboration and in many cases, encourage interdisciplinary endeavors. The Forum funds four separate initiatives, of which the Brainstorming Grants and Seed Grants can be used for teaching support and curricular development.

Brainstorming Grants

Brainstorming grants are available to support tri-co faculty members who share common interests. Awards range from$400-$600, and can be used for lunches, dinners or other gatherings where meaningful discussions, brainstorming sessions, workshops, and interactions can occur with peers from the three campuses. The goal of the brainstorming grant is to encourage faculty gatherings in order to discuss scholarly interests, curricular projects and program initiatives. The Brainstorming proposal deadline is typically in early November, and notification of the successful grant awards usually follows several weeks later.

Seed Grants

The Seed Grant Fellowships support innovative faculty projects related to research, teaching, curriculum, or service/governance. The grants are flexible as to the nature and scope of the initiatives funded. Projects might include faculty working groups, topical workshops or symposia, exchanges with other liberal arts colleges or universities, invited speakers, travel money for faculty training, etc. Fellowship support includes up to $3,000 per project, to reimburse expenses appropriate to the nature of the proposal such as travel, hosting events, small honoraria for outside speakers, materials and equipment, etc.

Funds can be provided for up to 3 years (first year of funding and 2 subsequent renewals) for a maximum of $9000 in financial support. If you have received a seed grant in the past, you are eligible to submit a request for a grant renewal.

Through a generous gift to the College, The Cantor Family Fund for Innovation and Excellence in Teaching and Learning was established to perpetuate Haverford’s commitment to educational innovation and excellence. In partnership with the Teaching and Learning Institute (TLI), the Cantor Family Fund for Innovation and Excellence in Teaching will support an entire department/program, or subset of faculty within a department/program, to work with a small team of two-three student consultants and engage in a deep and sustained (semester-long or yearlong) exploration of excellence in teaching in that discipline. The Fund is designed to advance innovation and excellence in teaching and learning, and in particular, to support students from a wide variety of backgrounds.

Activities could include any combination of the following:

• Examine the literature on innovative practices in the discipline, Universal Design for
• Learning, culturally responsive/sustaining pedagogy; generate a set of guidelines/recommendations.
• Observe faculty teaching in that department and generate a list of effective and inclusive practices already in use and identify areas for enrichment and expansion.
• Interview students who major/study in that department to gather insight into what best supports their learning of that particular content.
• Support faculty in revising course content and pedagogical approaches that draw on all the above.

All projects should include a plan to share generalizable highlights with the wider faculty. Each member of the department/program will receive a stipend of $500 total and there will be up to $1000 of available funding to bring in an outside speaker/expert in the disciplinary field. Student consultants will also be compensated for their work.

How to apply: The application deadline for 2024-2025 grants is Monday, November 18, 2024. Interested departments/programs should submit a one-page summary to eschulthei [at] haverford.edu (Ellen Schultheis), listing the department or program members who will be participating, the department or program curricular goals for this workshop, the courses in the curriculum that will be the focus of the work, and a timeline/budget for activity in the spring semester.

Funding Terms: Funding is available for activities planned in the spring semester. The funds do not roll over.

Deadline: November 18, 2024