Pedagogical Partners Program (P3) Seed Funding
This program will partner diverse students and AS&E faculty to improve the faculty partner's course. These partnerships are intentionally constructed to remove the power dynamic, enhance student engagement, increase faculty understanding of student perspectives and reflect on equity and inclusion, allowing partners to constructively co-create improved learning experiences.
Faculty Awakenings in a Time of Crisis
This project is a collaboration between the long-established Center for the Enhancement of Learning and Teaching (CELT) and the relatively new Institute for Research on Learning and Education (IRLI). This partnership puts us in a unique position in higher education, to work at the intersection of educational research and practice, and indeed to view practice as research. We will promote collegial, collaborative exploration of effective teaching practices and weave the component practices of learner-centered course development, close examination of student thinking within courses, and attention to marginalized student perspectives and experiences and systemic bias. We have designed this proposal, and we intend our approaches going forward, to be attentive and responsive to productive beginnings we recognize in faculty thinking and draw upon these beginnings to foster ongoing, inquiry and evidence-based teaching. (Annie Soisson, CELT David Hammer, Education Department and IRLI, Co-PI’s)
CELT Director Annie Soisson and Board Member Roger Tobin of the Physics are part of a group awarded an HHMI Grant.
Awarded by the HHMI in 2017, this $1 million grant is designed to boost diversity in the natural sciences. It funds a five-year initiative that provides Tufts science faculty and teaching assistants in introductory science courses with support to enhance their ability to elicit, recognize, interpret, and respond meaningfully to all students’ thinking and reasoning regardless of their cultural background or prior preparation. It is led by Roger Tobin, professor of physics; David Hammer, professor of education and physics; Juliet Fuhrman, professor of immunology and infectious disease; Susan Koegel, senior lecturer of cell biology and immunology; and Annie Soisson, director of the university’s Center for the Enhancement of Learning and Teaching. View the article
Dwyer, H. and Smith, J. (2020) A mandatory diversity workshop for faculty: does it work? To Improve the Academy. https://doi.org/10.3998/tia.17063888.0039.208
Dwyer, H. and Walsh, K. (2020) “This isn’t what I thought it would be”: building new identities and skills in the academy. In Higher Ed Careers Beyond the Professoriate (B.K. Simula, S. Palma, & K. Kearns, eds.) (Accepted)
Garlick, J., Bergom, I., Soisson, A. (2020). Design and Impact of an Undergraduate Civic Science Course, Journal of College Science Teaching.
Grossman Leeman, D. & Altman, J. (2020). Soul, authenticity, and compassion: Essential ingredients in meaningful learning experience design. In Kilgore, W. & Weaver, D. (2020). Connecting the dots: Improving student outcomes with Great instructional design.
Linder, D., Cardamone, C., Cash, S. B., Castellot, J., Kochevar, D., Dhadwal, S., & Patterson, E. (2020). Development, implementation, and evaluation of a novel multidisciplinary one health course for university undergraduates. One health (Amsterdam, Netherlands), 9, 100121. https://doi.org/10.1016/j.onehlt.2019.100121
Rideau, R. & Robbins, C.K. (2020). The experiences of non-tenure-track faculty members of color with racism in the classroom. To Improve the Academy. https://doi.org/10.3998/tia.17063888.0039.206
Rideau, R. (2020). The marathon: Navigating my path towards a career in higher education. In Higher Ed Careers Beyond the Professoriate. (B.L. Simula, S. Palma, & K. Kearns, eds.) (Accepted)
Soisson, A. (2020). Strategy, Focus and Connection for Teaching Center Success, Chapter in The Palgrave Handbook of Academic Professional Development Centers. Publisher: Palgrave, London, UK.
Cardamone, C. & Cobb-Kung, B. (2019). "Scientific Discovery in the Science Classroom via Contributions to Citizen Science” Citizen Science Programs: Guidelines for Informal Science Educators in Enhancing Youth Science Motivation and Achievement Edited by Suzanne E. Hiller and Anastasia Kitsantas, Nova Science Publishers Inc
Trouille, L., Nelson, T., Feldt, J., Keller, J., Cardamone, C., Cobb-Kung, B., Masters, K.L., Meredith, K., Borden, K. (2019) “Citizen Science in Astronomy Education” in Astronomy Education Volume 2: A Practitioner’s Guide to the Research eds Chris Impey and Sanlyn Buxner, IOP Publishing Ltd.
Rideau, R. (2019). “We’re just not acknowledged”: An examination of identity taxation of full-time non-tenure-track faculty members of color. Journal of Diversity in Higher Education. Advance online publication. https://doi.org/10.1037/dhe0000139
Rideau, R., & Robbins, C. K. (2018). Critical race and spatial analysis: Mapping to understand and address educational inequity [Review of the book]. Teachers College Record. Retrieved from http://www.tcrecord.org