Faculty Scholars Program

Overview

The Faculty Scholars program reflects the University’s commitment to a scholarly approach to teaching and learning excellence by bringing together full-time faculty to discuss and apply seminal and emerging learning science research to create deeper learning environments for their students. This program provides an excellent opportunity for faculty to engage in the scholarship of teaching and learning (SoTL) by treating student learning as an object of scholarly inquiry and by contributing to the scholarship on university learning and teaching.

The Faculty Scholars is a year-long cohort program, with an application process early in the Spring, acceptance announcement shortly thereafter, a two-part retreat to launch the year in June and monthly meetings during Fall and Spring semesters.

Positioned at the intersection of inquiry and instruction, this work enriches both faculty and students by supporting faculty as they explore and share evidence-based teaching practices, and pass the benefits of what they learn on to their students. 

Meet the 2017-2018 Faculty Scholars 

Natalie Bormann, PhD
Teaching Professor
Political Science
College of Social Science and Humanities

 

Lucy Bunning, PhD

Assistant Teaching Professor

Global Pathways and American Classrooms

College of Professional Studies


 

Adam Cooper, PhD
Senior Lecturer
Linguistics
College of Science

 

Marissa Lombardi, EdD

Assistant Teaching Professor

Global Studies and International Relations

College of Professional Studies


 

Rebecca Riccio, MA

Director, Social Impact Lab

Human Services

College of Social Sciences and Humanities

 


Stephanie Sibicky, PharmD


Assistant Clinical Professor

Pharmacy and Health Systems Sciences

Bouve College of Medicine

Featured Projects from Previous Cohorts

Greg Goodale introduced several activities and measurements into his Communication Leadership course to help students learn to lead deeper and more learning-rich discussions both inside and outside the classroom.


Leslie Day
flipped the classroom in her Gross Anatomy course and found that her students not only did better in her class, but also did better in subsequent classes.


Brian Robison
introduced graphic organizers into his Music Literature class and found it made students’ writing about music more integrated and cohesive.

 

 Meet Past Cohorts