Teaching Scholar Program

Overview of the Faculty Teaching Scholars Program

The Faculty Teaching Scholars (FTS) program begins with a holistic understanding of the relationship between faculty teaching, scholarship, and service—and the relationship of all three of these to an overall healthy culture of student learning at the college. As such, the FTS program should be viewed as an investment by the college toward enhancing student learning and development.

The specific goals of the RCTC Faculty Teaching Scholars are three-fold:

1. To increase collective literacy on campus relative to evidence-based best practices in teaching and learning. This is achieved not just by allowing Scholars to educate themselves and their peers, but by ensuring a continual rotation of scholars so that over time most departments will have a current or former scholar who may serve as a resource to the department as a whole

2. To increase individual faculty authority by allowing scholars a chance to grow into their careers, achieving a sense of their full abilities in teaching, pedagogical research, and service

3. To ensure a support network that creates a “safe space” for faculty—particularly new and early faculty—to discuss matters of personal, professional, and pedagogical development

Faculty Teaching Scholars - Program Details

Stipend: Recipients of the Faculty Teaching Scholars program are granted the following:

  • Release from all committee and departmental assignments except teaching for the duration of the award (generally three years)
  • A stipend the equivalent of one-course overload
  • Full funding for a national or regional conference dedicated to faculty pedagogical development, each year for the duration of the award
  • Funding of $1500 for each summer for the duration of the award, beginning the summer before the first year in the program
  • The Faculty Teaching Scholars program is funded through the Dean’s office.

Purpose: The FTS program is designed to enhance student learning and enrich campus culture by developing a strong and growing network of faculty conversant with research-based best practices in the classroom, capable of responding to the challenges and opportunities presented by changing student demographics, changing technologies, and advancing research in the science of teaching and learning.

Obligations: Grantees support the enhancement of teaching and learning on campus by:

  • gaining growing expertise in the science of teaching and learning
  • collaborating with the Director of Pedagogical Innovation in the day-to-day work of the Roanoke College Teaching Collaborative
  • serving as a resource to colleagues, both during and after the grant period, disseminating evidence-based best practices and stimulating innovation in teaching and mentoring
  • modeling best practices in formative observation and consultation, including opening their classroom to peers interested in observing passionate teachers with proven records of classroom effectiveness
  • collaborating in the continuing development of the year-long New Faculty orientation and mentoring program
  • curating resources for the RCTC web-page and related newsletters
  • engaging in summer planning meetings as needed
  • implementing, when appropriate, new RCTC programing
  • advancing both their own and others’ thinking about and knowledge of various pedagogical approaches including but not limited to the uses of technology in the classroom and beyond, team-based pedagogies, ePortfolios, high-impact advising, and other high-impact practices
  • engaging in the work of scholarship of teaching and learning, including classroom experimentation, the gathering of data, and the dissemination of results through either publication or presentations at national conferences
  • other responsibilities as deemed beneficial to the scholar and/or the college

Application: Applications dates will generally be in the fall. In 2019, however, applications should be submitted on or before February 1 to be effective beginning the following June. Applications for the Faculty Teaching Scholars program should be submitted to the Director of Pedagogical Innovation (see details below). After recommendation from the Director of Pedagogical Innovation, final approval is the responsibility of the Dean of the College.

Review: The Director of The Teaching Collaborative, in consultation with the RCTC advisory board, will review applications and make a recommendation to the Dean in time to notify applicants on or before April 1. Late applications are considered only if positions remain available. It is anticipated that no more than three Teaching Scholars will be exist during a given academic year. While fellowships may not be necessarily distributed equally among disciplines, efforts will be made to ensure that all disciplines are regularly represented. Whenever possible, no more than one scholar on any given year will come from a single department.

Eligibility: The Faculty Teaching Scholars program is open to any tenured or tenure-track member of the teaching faculty who has at least three years of service at the College. An applicant who is recommended and approved for Faculty Teaching Scholars program will not be eligible again for five years after the completion of their term. Participation in the Faculty Teaching Scholars program has no impact on eligibility for sabbatical considerations.

Selection: Evaluation of applicants will be based on demonstrated interest and previous engagement in faculty development, enthusiasm about learning about the field of faculty development and the scholarship of teaching and learning, dedication to and effectiveness in teaching, strong collaboration and listening skills, and the potential for growth in these areas. After recommendation from the Director of Pedagogical Innovation, final approval is the responsibility of the Dean of the College.

Final Report: Faculty who have participated in the Faculty Teaching Scholars program should submit a written report and assessment of the period to the Dean of the College and their department chair. This report should be submitted within the first six weeks of the regular semester following the completion of the Faculty Teaching Scholars program.


Applicants for the role of Faculty Teaching Scholar should send an e-mail to teaching@roanoke.edu including:

  1. A concise two-page proposal that speaks to their commitment to faculty pedagogical development, specific ideas for engaging faculty (e.g., workshop, presentations, consultations), and possible metrics to be used to measure success
  2. A teaching activities summary (max of two pages) including:
    • Courses taught over the past three years
    • A brief description of teaching innovations employed in courses
    • Pedagogical (SoTL) presentations, publications, or grant activity
    • Teaching awards and recognitions you’ve been nominated for or received
    • Participation or leadership in pedagogical development activities on campus in recent years

View our Meet the Staff page to see the current Faculty Teaching Scholars