Faculty Fellows Program

Program Mission

Bowdoin is committed to fostering inclusive excellence in teaching. The Faculty Fellows Program supports faculty in reflective teaching practices aimed at optimizing student learning outcomes by creating inclusive and equitable learning environments.

Program Outcomes

The Baldwin CLT Faculty Fellows program works with faculty to identify:

  • key course goals
  • challenges to student learning
  • and areas of improvement within one course

By engaging in a learning community with colleagues, faculty fellows discuss, learn about, and design course goals, assignments, syllabi and instruction to more effectively meet the needs of the diverse learners in their classes through inclusive, equitable, learner-centered practices.

"We do not learn from experience... we learn from reflecting on experience."

—John Dewey

Opens 2019-2020 Faculty Fellows Profiles with bios
The 2019-20 Faculty Fellows. Clockwise from top left: Javier Cikota, Page Herrlinger, Jennifer Clarke Kosak, Dharni Vasudevan, Willi Lempert, Adanna Jones. Read their profiles here >>

Who Should Apply?

We welcome applicants who want to learn more about the scholarship of teaching and learning, and strategies to enhance inclusivity and equity in the classroom. The Baldwin CLT Faculty Fellows Program is open to anyone teaching a course or lab in the spring of 2021 and on campus in the fall of 2020. The Baldwin CLT Faculty Fellows program is open to all faculty members including lecturers and lab instructors. Fellows will be chosen based on their statements and the intent to have a broad representation of different course levels, divisions, and sizes.

What to Expect

Baldwin CLT Faculty Fellows is a year-long program designed to guide you through the process of improving various aspects of a course to support student learning. Fellows are expected to commit 3 hours a month to the program during the academic year. Baldwin CLT Faculty Fellows will:

  • Participate in monthly faculty fellows meetings (September-December & January-May).
  • Complete readings, reflections or preparatory work prior to each meeting.
  • Attend one Baldwin CLT event in the Fall and one Baldwin CLT event in the Spring semesters.
  • Engage in a Teaching Triangle or Teaching Mirror in the Fall and Spring semesters.
  • Design a course improvement plan comprised of learning outcomes, assessment map, instructional moves, and detailed budget (if applicable) in the Fall semester.
  • Participate in an institute in August and January.
  • Pilot a course innovation in the Spring semester 2021.
  • Complete program assessment activities (surveys, exit interviews, etc.).
  • Share your course innovation with the college campus through a presentation, workshop, paper, podcast, or video.

Why participate?

  • Develop your teaching practice in a sustained learning community with colleagues.
  • Explore the scholarship of teaching and learning, connect research to practice, and reflect on your teaching.
  • Learn strategies to address challenges to effective classroom dynamics.
  • Get funding for participation in the faculty fellows program ($1,500) with the potential to apply for funding needs related to teaching. (Purchasing materials, attending conferences, visiting classrooms, creating materials such as videos, or other reasonable expenditures.)
faculty meeting around a table

Integrate inclusive, equitable, culturally responsive strategies to elements of one course (syllabus, instructional materials, class structure, assignments, grading, class activities, materials). Strategies include:

  • Create a welcoming, respectful learning environment.
  • Communicate clear expectations and provide constructive and supportive feedback.
  • Identify barriers that prevent students from diverse backgrounds from learning and provide natural supports (including technology) to enhance learning opportunities for all students.
  • Value experiences, contributions and individual needs related to disability, race, socio-economic status, gender, language, ethnicity, geographical isolation, sexuality, work commitments and family responsibilities.
  • Use inclusive language to ensure stereotyping is not present and limit implicit biases. Avoid sexist, racist and socio-economic/class humor.
  • Design alternate and diverse options for assessing student learning.
  • Consider any "hidden curriculum", including your own personal views, assumptions and expectations, and the physical and social environment where learning will take place.