The Center for Collaborative Teaching and Learning offers Wheaton’s faculty, staff, and students a varied portfolio of programming throughout the year.

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CoLAB Design Institute

The CoLAB Institute is a three-day, intensive program in which faculty and staff participants explore together how research in the learning sciences can reshape existing courses, training or instructional units, programs, and organized field experiences, or aid in the design of new projects. The Institute will be run three times a year in January, May, and August.

The Learning Exchange

The Learning Exchange is a venue for faculty and staff to meet over lunch to work on teaching and learning. We meet 2-3 times a semester on the last Friday of the month from 12:30 pm-2:00 pm. The Learning Exchange is a space where faculty and staff work together on teaching and learning across traditional and non-traditional learning environments. We invite you to become part of a community invested in purposeful, informed, and inclusive learning.

Visiting Expert Series

The CCTL’s Speaker Series brings experts to campus to share their expertise, experience, and insight through a combination of campus-wide presentations, small group discussions and other events that give the Wheaton Community an opportunity to engage deeply with ideas and topics related to teaching and learning. Past guests include Peter Felton, Executive Director of the Center for Engaged Learning, Assistant Provost for Teaching and Learning, and Professor of History at Elon University; Tia Brown McNair, Vice President in the Office of Diversity, Equity, and Student Success and Executive Director for the TRHT Campus Centers at Association of American Colleges and Universities; and Dr. Floyd Cheung, Vice President for Equity and Inclusion, Smith College and former Director of the Sherrerd Center for Teaching and Learning.

Exploring Student-Faculty Partnerships as Anti-Racist Pedagogy
Dr. Chanelle Wilson, Assistant Professor of Education, Bryn Mawr and Haverford Colleges and Director of Africana Studies, Bryn Mawr College and Mercedes Davis, Haverford College Class of 2020. 

Friday, March 12, 2021 at 2 p.m.

The tragic COVID-19 pandemic revealed long-standing inequities in America that have been disguised by post-racial ideology; it shattered the perception of higher as the great equalizer, and it exposed systemic injustices operating as the status quo. As we envision the times beyond the recent climaxes of these dire crises, what is our responsibility within higher education for resisting intersecting forms of oppression? How do we understand and enact anti-racist pedagogy to create authentically inclusive educational spaces? Join Dr. Chanelle Wilson, Bryn Mawr College, and Mercedes Davis, Haverford College ’20, as they facilitate an interactive workshop about student-faculty partnerships and co-teaching as a form of anti-racist pedagogy. The workshop will include theoretical grounding and practical strategies for entering into and expanding classroom partnership, along with the opportunity for interactive engagement with these concepts.

Speaker Biographies:

Dr. Chanelle Wilson is an Assistant Professor of Education in the Bryn Mawr/Haverford Colleges Education Program, and the Director of Africana Studies at Bryn Mawr College. Dr. Wilson has served as a public school practitioner, teaching secondary education students, in the United States and around the world. She enjoys facilitating knowledge in a way that encourages personal connections, promotes critical thinking, highlights contemporary relevance, and necessitates justice. Her current scholarship focuses on race and anti-racism in education, decolonization of schools and the mind, students as teachers and learners, culturally relevant pedagogy in international schooling contexts, and multicultural education in K-12 settings. Dr. Wilson employs strategies of mindfulness and emotional support, with `a steady underlying premise of love, joy, and hope.

Mercedes Davis holds a BA in Sociology and Education from Haverford College, where she specialized in studies of race, socioeconomic inequality, and cultural processes.

What is Universal Design for Learning (UDL) and Why Do We Need It Right Now?

Dr. Lillian Nave, Senior Lecturer in First Year Seminar and UDL Coordinator, Appalachian State University

Friday, April 9, 2021 at 2 p.m.

With the wide variety of students now entering higher education who have constant and varying demands on their time and attention, how can we reach and teach everyone? Even more so, how can we leverage the diversity of learners in our classes to create a better learning experience for all students with a richer, more nuanced understanding of our world? This workshop will introduce participants to the neuroscience based principles of Universal Design for Learning, how these principles are applied, and why it should matter to us and our students.

Speaker Biography:

Lillian Nave is a Senior Lecturer in First Year Seminar and UDL Coordinator at Appalachian State University in Boone, NC. She hosts the ThinkUDL podcast where she highlights the use of Universal Design for Learning strategies in higher education and beyond. Lillian teaches interdisciplinary courses that focus on art, politics, religion and intercultural competence and she has published book chapters and journal articles on faculty development, peace studies, and student-centered learning. She is overjoyed to work with AppState’s VITAL (Visiting, Instructors, Temporary, Adjunct, Lecturers) Faculty as a chief encourager and faculty developer, and has been a keynote speaker at several Teaching and Learning conferences in Higher Education including the Lilly Online Conference and the UDL in Higher Education Digicon.

Learning Community

Initiated in the Spring 2019 semester, the Learning Community brings together faculty, staff, and students to explore a topic or idea related to teaching and learning. The first Community brought together participants from diverse backgrounds to experiment with interdisciplinarity inquiry through the exploration of a “hot topic”: how algorithms and other forms of quantification embed social inequality.

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