The Center for Collaborative Teaching and Learning (CCTL) leverages collaboration between faculty, staff, and students to build a rigorous and culturally diverse learning community that advances a transformative student education.
The Center for Collaborative Teaching and Learning works to:
- Foster sustained curricular innovation through institutional collaboration.
- Build educational development expertise across campus and cultivate partnerships between faculty, staff, and students in pedagogy and curriculum development.
- Provide a varied portfolio of evidence-based pedagogy to facilitate innovation and diversity in the classroom and across the institution.
- Support classroom instructors and educators in varied institutional roles, at different career stages, and working in diverse disciplinary areas.
- Promote scholarly research and publication in the fields of teaching and learning and educational development.
Lyons Lunch Video on the CCTL
President Dennis M. Hanno and members of the CCTL Steering Committee talk about the new center and its goals to promote innovative teaching and learning at Wheaton and raise the college’s profile as a center for cutting-edge pedagogy.
CCTL Steering Committee
M. Gabriela Torres
M. Gabriela Torres is a Professor of Anthropology and Co-Coordinator of the Public Health Program. She is a cultural anthropologist that specializes in the study of violence– particularly gender based violence– and state formation. In addition to her scholarship, she is a devoted teacher/mentor and has twice been awarded the faculty appreciation prize at Wheaton College. She has led workshops with faculty and graduate students on teaching in the liberal arts colleges, teaching Anthropology, interactive discussion, technology in the classroom and feminist pedagogy since 2000. Her work on pedagogy has been presented at numerous conferences including AAC&U, the CHCI Small Universities and Liberal Arts Colleges Network Conference, Bryn Mar’s Blended Learning Conference, NITLE Workshops and Webinars, and published in Web Writing: Why and How for Liberal Arts Teaching and Learning.
Claire Buck is a Professor of English and a member of the Women’s and Gender Studies Program. The author of Conceiving Strangeness in British First World War Writing (Palgrave 2015), she studies war writing and memory in a colonial and international frame. Claire’s commitment to student centered learning emerged early in her career in England, where she taught at an open access university. Since coming to Wheaton in 1999, she has organized and facilitated workshops for faculty on pedagogy, curricular change, and assessment. She is the 2018 President of the Association of Departments of English (ADE), and has presented at AAC&U, Bryn Mawr’s Blended Learning Conference, MLA, and ADE Summer Seminars. Her publications on pedagogy have appeared in the ADE Bulletin and Feminist Teacher.
Peony Fhagen is Associate Provost of Diversity and Faculty Development and Associate Professor of Psychology and African, African American, Diaspora Studies Program. Peony founded and currently organizes the faculty forum program on teaching, learning, and diversity. This program has provided faculty with an opportunity to engage in dialogue and discussion with themselves and staff colleagues about best teaching practices, pedagogical controversies, and professional identity challenges. Peony brings her enthusiasm and creativity for the teaching and learning process to advance the vision and mission of CCTL.
Shaya Gregory Poku
Shaya Gregory Poku has an accomplished history of advancing social change & equity in its full breadth: peacebuilding, education, organizational development and advocacy in domestic and international contexts. Her 12+ years of professional experience spans the religious, non-profit and higher education sectors. Poku holds three interdisciplinary degrees that provide her with a uniquely complex lens on social innovation and human development.
Cary Gouldin is the Humanitions Liaison at Wheaton’s Wallace Library. She provides in-class information and digital literacy instruction, conducts one-on-one research consultations with students, and collaborates with faculty on digital pedagogy and instructional design. She served on the Task Force that drafted the original CCTL proposal.
Fatoumata Diallo ‘19
Dominick Torres ‘20