Please read our Data Protection & Use Notification to learn more.
Faculty/Staff Professional Learning Communities (PLCs), Teaching Circles, All Modes Ready Team members, Pedagogical Sessions (in collaboration with ATS) on Student-Centered Teaching, Accessibility and Inclusion, and Real-World Connections
Living Our Values Experience (LOVE) Pilot, Canvas Collaborative Community Site: Collaborative Community Book Clubs, Student Info/Support PODS, Resources and Support work for Students for all modes and online learning, Student Learning PODS, Senior to Senior Videos, Learning, Studying, and Communicating Tips from students, ABRI, Just Act Community Arts Partner, Embodied Learning/Theater of the Oppressed Collaboration with Arts-based Community Partner, Friday Forums, Newsletters
Student Pedagogical Consultant Project, Inclusive Pedagogies Project (launching as part of an innovation grant Fall 2020), Peer Initiatives, Community Partnerships, Yellowdig Book Groups
“Never forget love is what justice looks like in public.”
- Cornel West
Arcadia University is launching a pilot program for the 2021 academic year that offers undergraduate and graduate students an opportunity to enter and engage in a powerful community-wide exploration of racial justice. The LOVE Pilot Program has been designed by the Center for Teaching, Learning, and Mentoring (CTLM) to serve as a much-needed space for Arcadia students to evolve on issues of identity, racism, and systemic discrimination, and to examine their own role within society as change agents. By engaging in this critical conversation, we live our values and culture as a community unafraid to look at racist ideas and practices, our role in them, and acquire tools for dismantling a system that is built on injustice. This program responds directly to the immediacy and urgency of the Black Lives Matter movement. It is also deeply aligned with President Nair’s call for an “open course” to address racial justice.
Professional Learning Community (PLC) groups create opportunities for faculty and staff to meet in small collaborative groups. The PLC is designed as a collaborative community of learners--working together to share ideas, strategies, and questions and to have engaged conversations. While the session is facilitated by a fellow from the CTLM, the design is one in which all participants are learners working together. The current focus of the PLC’s is to address “Arcadia Principles of Online Teaching” and ways to enhance student-content, student-student, and student-faculty interactions (Riggs, 2020) in our courses. There is no pressure for anyone to show up with any right answers, but it is an invitation to come together and work together, share ideas and knowledge, ask questions and be in conversation with each other, within and across programs, whether you are just starting thinking about the redesign or already have your ideas firmly ready to go!
“Myers and Simpson (1998) describe learning communities as “cultural settings in which everyone learns, in which every individual is an integral part, and in which every participant is responsible for both the learning and the overall well-being of everyone else” (p.2).
Seashore (2003) “By using the term professional learning community we signify our interest not only in discrete acts of teacher sharing, but in the establishment of a school-wide culture that makes collaboration expected, inclusive, genuine, ongoing, and focused on critically examining practice to improve student outcomes” (p.3) “
To join a PLC, email CTLM@arcadia.edu with your interest.
The CTLM has been working with the All Modes Ready Teams (Logistics, Design, and Technical). Collaborating with the DLS, the CTLM will continue to offer workshops and support to faculty and students. The All-Modes Ready approach enabled Arcadia to seamlessly shift to online learning and will allow us to adapt depending on the circumstances and the preferences of students and faculty. Our instructional and student engagement efforts will continue to adapt.
The CTLM Student pedagogical consultants (SPCs) project first started in Biology and Anthropology. This work continues and we invite you to consider Student Pedagogical Consultants/Training to work with Students in this way.
“The Center for Teaching, Learning, and Mentoring is really a learning space. So we want to be able to bring students in to engage with us on projects that we're piloting in which we are not teaching them, but we are learning from their expertise as students in our University. Jonathan Church piloted some courses in Summer 2020 with a couple of classes. We're working with some other departments on this and trying to also bring them into thinking about how to learn from students around issues of racial justice."
CTLM in collaboration with ATS has been working to provide ATS Trainings Workshops on Student-Centered Teaching, Accessibility and Inclusion, and Real-World Connections. One of our favorites training workshops is All Modes More than Content + Tech Tools Training: Many people first think of the content they want to teach and the technology they'll use to teach online. In this participatory workshop session, we'll explore some other vital aspects of teaching and learning online, including 1) a practical framework for thinking about remote student-centered teaching, 2) ideas about how to build a community of inquiry and engagement in the online classroom, and 3) how to embrace our role as learners in this current context. Bring your ideas, your fears, and your questions!
Our work is generated and propelled by collaborations between students, faculty, and students. We share this work, thoughtful reflections, and humor in our newsletters.
Friday Forums provide a time and space to connect and talk about significant issues as we cope, personally and professionally, with this public health crisis. #ArcadiaStrong celebrates our perseverance and character in overcoming adversity.
With Lisa Jo Epstein (Executive Director of Just Act/Artistic Director; Adjunct Faculty Arcadia University), and Foram Bhukhanwala, Associate Professor / Program Director Education as CTLM Just Act Project Partner)
During the 2020/21 academic year, this collaboration will be co-organizing and co-facilitating auditions for CTLM Student Fellows who will act as members of the “Just Act/CTLM Ensemble,” a collaborative team of actors/facilitators participating in online and in-person (as appropriate) events with the Arcadia community.
The CTLM Student Fellows working on the Just Act/CTLM Ensemble; will be engaged in materials, workshops, rehearsals, and performances with and for Arcadia students to address current issues/experiences of current students with inequity and injustice. The Just Act/CTLM Ensemble will be engaged in training sessions in Theatre of the Oppressed Techniques.
The work will further forge connections with the Living Our Values Experience (LOVE) Pilot curriculum in relation to issues of racial justice on campus.
The CTLM Canvas Collaborative Community Site is a place where all students, staff and faculty at the university can share resources, discuss best practices, and liaise across departments of the university. We aim to create an open space for dialogue and we hope that you can join us.
To kick things off, we invited everyone to participate in book groups for summer 2020! You can find the descriptions and copies of the e-books through EBook Central by joining our Canvas site. * For those involved, we linked our discussions through Yellowdig through Canvas.
The Center for Teaching, Learning, and Mentoring invited faculty, staff, and students to add space to their calendar with the intention of a no-distraction work room with their colleagues. We invited everyone to take a break from the daily distractions of important Zoom meetings, emails and projects, and intentionally engage in their work. These sessions are intended to allow participants to focus their energy on the individual and intentional ways necessary to complete the more granular work and do not necessarily serve as workshops/Q&A sessions.
Innovation Grant 2020-2021
Description: We will create a Community of Practice to explore pursuing Inclusive Excellence in teaching and mentoring by engaging in collaborative practitioner inquiry (Cochran-Smith, 2016) process to actively explore transformative practices and pedagogies to support all students, especially those of minoritized identities, including students of color, English language learners, students with disabilities, and students of diverse gender and sexual identities. Particular emphasis will be placed on designing for student success and well-being during the All Modes Ready approach during the pandemic.
Participants: Four faculty and five staff members have been invited to participate as “Inclusive Excellence Scholar-Practitioners” (IESPs) across a range of disciplines, prior experiences with and knowledge of inclusive practices/pedagogies and time at Arcadia. Invited participants were asked to, or planned to participate in AAC&U’s Diversity and Equity Conference in March 2020 and had communicated that they were interested in committing to on-going work on these practices.
This initial group represents faculty from Psychology, Biology, and Education departments, as well as staff from the English Language Institute, Residence and Commuter Life, Student Affairs, Undergraduate Studies and Disability Support Services.
Two student fellows and one staff fellow from the Center for Teaching, Learning, and Mentoring will also participate in the program.
Our work will support IESPs in the exploration of “strategies for inclusive course design, social identity and self-reflection, and pedagogical practices that effectively support student engagement and belongingness across difference, in addition, we will build on the core principles and guidelines of the American Association of Colleges and Universities (AAC&U, n.d.) Making Excellence Inclusive. As AAC&U states, the action of making excellence inclusive requires that we uncover inequities in student success, identify effective educational practices, and build such practices organically for sustained institutional change.