Pedagogy Fellows Program

Overview of the Pedagogy Fellows Program

The Teaching Collaborative Pedagogy Fellows (TC PF) program is designed to enhance faculty, staff, and student learning. The TC PF program aims to enrich campus culture by developing a strong network of faculty and staff conversant with research-based best practices who can respond well to the challenges and opportunities presented by changing student demographics and technologies. We also seek to encourage faculty and staff to advance research in the science of teaching and learning.

 This year, we offer a specialty call for faculty and exempt staff interested in one of four areas:

 1.      Pedagogy of Advising: We welcome faculty and exempt staff applications interested in working with advising, especially (but not limited to) first year advising. As a college, we are exploring possible new advising models. We invite applicants interested in researching advising models, working with the Dean’s Office, and designing programming for RC faculty and staff on advising best practices.

 2.      Pedagogy of Formative Observations: We welcome faculty applications interested in formative observation. The TC launched its first formative peer evaluation program for non-tenured and pre-tenure faculty in Fall 2022. Currently, led by Julia Sienkewicz, the program serves as a pilot for the college. We welcome faculty applications interested in continuing this work by researching formative peer evaluation models, enhancing (and ideally enlarging) the pilot program, and designing programming for RC faculty and/or departments interested in formative peer observations.

 3.      Pedagogy of Well-Being: We welcome faculty and exempt staff applications interested in researching different models of well-being pedagogy. As a college, we are exploring ways to implement well-being pedagogy in courses, co-curricular events, and extra-curriculars. We welcome faculty and staff applications interested in studying pedagogy of well-being models, working with the Dean’s office on campus well-being, and designing training opportunities for faculty and staff.

 4.      Pedagogy of Transdisciplinary Teaching: We welcome faculty applications interested in exploring options for transdisciplinary teaching. As a SLAC, faculty are asking how we might teach together across disciplines. We welcome applications interested in researching transdisciplinary teaching, working with the Dean’s office to consider various transdisciplinary teaching models, and designing programming for faculty and staff.

PF awards range from 1–3 years and are determined in conversation with the co-directors. We encourage those interested in the PF program, but not interested in one of the above areas to still apply to work with co-directors on other potential Collaborative needs.



The Pedagogy Fellows program is open to any member of the teaching faculty and exempt staff member at the College. Exempt staff must first seek supervisor approval prior to applying.    

 An applicant who is recommended and approved for the PF program will not be eligible again for five years after the completion of their term. Participation in the PF program has no impact on eligibility for faculty sabbatical considerations. Pedagogy Fellows granted sabbatical while also holding a PF position will not have their time extended, nor receive a course stipend.


Application Process

Applications should be submitted on or before February 15 to be effective beginning May 2023. Applications for the Pedagogy Fellows program should be submitted to the Co-Directors of the Teaching Collaborative via email,  After recommendations, final approval is the responsibility of the Dean of the College.


Applications for the role of Pedagogy Fellow should include:

All applicants need to submit a concise two-page proposal that speaks to their commitment to faculty and staff development, specific ideas for engaging faculty and staff (e.g., workshop, presentations, consultations), and possible metrics to be used to measure success.

o   If you are applying to a specific area, please indicate the area in the proposal.

o   Please include the length of term you would prefer, 1, 2, or 3 years

·         If you are a faculty member: A teaching activities summary (max of two pages) including:

o   Courses taught over the past three years

o   A brief description of teaching innovations employed in courses

o   Pedagogical (SoTL) presentations, publications, or grant activity

o   Teaching awards and recognitions you’ve been nominated for or received

o   Participation or leadership in pedagogical development activities on campus in recent years

·         If you are an exempt staff member: An activities summary (max two pages) including:

o   A brief list of workshops, seminars, etc. you’ve held for students, faculty, and/or staff to improve the life of the college

o   A brief description of teaching or learning innovations employed in your area to enhance student success and/or community engagement

o   Recognitions or awards you’ve been nominated for or received related to your position at RC

o   Participation or leadership in pedagogical development activities on campus in recent years



 Evaluation of applicants will be based on:

·         demonstrated interest and previous engagement in faculty and staff development

·         commitment to learning about the field of faculty and staff 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


The Directors of the Teaching Collaborative, in consultation with the current RC teaching scholars, will review applications and make a recommendation to the Dean in time to notify applicants on or before April 3. While fellowships may not be necessarily distributed equally among disciplines, efforts will be made to ensure that all disciplines are regularly represented. No more than one fellow in any given year will come from a single department.

 After recommendation from the Co-Directors of the Teaching Collaborative, final approval is the responsibility of the Dean of the College.

Pedagogy Fellow Compensation

1.      Stipend:

·         A stipend the equivalent of one-course overload, each year for the duration of the award

·         Funding of $1500 for each summer for the duration of the award (If a Fellow joins in the spring term, the stipend will start in the summer following the spring term.) The stipend covers fellows’ researching topics pertinent to aiding faculty and staff development, planning TC events, and light administrative tasks.

 2.      Faculty Service:

·         Release from all college-level committees for the duration of the award (generally three years). Fellows may serve as or on: committee alternate, a council (Resource Planning Council and Student Council), a group (the Academic Computer Advisory Group or the Honors Program Advisory Group) and/or a taskforce. These typically carry lighter service workloads enabling those not working with the TC to serve in other committee-level capacities.

·         Departments are encouraged to waive significant service assignments for teaching fellows, excluding T&P. While fellows can participate in light departmental service, they should not chair any departmental responsibilities.

 3.      Full funding for a national or regional conference up to $3,000 per year dedicated to pedagogical development, each year for the duration of the award.


The Pedagogy Fellows program is funded through the Dean’s office.

 General Outcomes of Pedagogy Fellows Program

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

1.      Gaining growing expertise in the science of teaching and learning.

2.      Collaborating with the Directors of the Teaching Collaborative in the day-to-day work of the Roanoke College Teaching Collaborative, including a monthly Fellows meeting.

3.      Serving as a resource to colleagues during the grant period, disseminating evidence-based best practices and stimulating innovation in teaching and mentoring.

4.      Curating resources for the TC web-page, Inquire site, and related newsletters.

5.      Engaging in summer planning meetings as needed (typically two).

6.      Conceptualizing and implementing, when appropriate, new TC programing.

7.      Other responsibilities as deemed beneficial to the scholar and/or the college.

8.      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.

9.      Engaging in the work of scholarship of teaching and learning, including classroom experimentation, the gathering of data, and the dissemination of results through programming at the TC. Though not required, when opportunities emerge, fellows might also share their research at conferences and/or in publications.

10.  Those who participated in the Pedagogy Fellows program will submit a written report and assessment of the period to the Dean of the College and their department chair. Submit this report within the first six weeks of the regular semester following the completion of the PF program.