It's Autumn at Arcadia!

How are you doing? Are you sleeping enough? Drinking enough water? Remembering that joy is a foundational part of success?

There’s so much to be hopeful about right now. We’re sharing classrooms & hallways & conference rooms; everyone is learning to smile with their eyes; and the Haber Green is shining like a diamond in the shadow of the Castle. The campus is humming with a uniquely Arcadian energy. Despite all of this though, every conversation I’ve been in lately seems to have a harried charge. More students are requesting extensions than in years past. Faculty & Staff--myself included--seem more irritable in meetings than I remember. Even this edition of the Newsletter--which we are incredibly proud of--is slighter than we anticipated because various faculty, staff, & students (all doing amazing work on campus that we can’t wait to share with you!) had to hold back their pieces because of time constraints.

Plenty has been written about quarantine nostalgia, and I’m not quite ready to romanticize March 2020, but I do think it’s important to consider how vastly different our respective day-to-day experiences are right now. On Mondays this semester, I start my day with an 8:30am in-person class at Arcadia. I end it with a 6:30pm-9:15pm in-person class at another university. In between, I prep & teach two more in-person classes and attend various Zoom, in-person, & (traditional) phone meetings. As we prepared to return to campus this fall, I failed to imagine the distinct types of energy & focus it requires to be present in these different mediums, and the difficulty in trying to shift between them multiple times throughout the day. And I’m just one example. What about the staff member who drives an hour to campus to spend 10 hours in their office on Zoom? Or the first-year student who wakes up to attend an in-person class, before heading off to Hockey practice, and then back to their dorm for an online course all while trying to experience the invaluable social & cultural components of college life for the first time.

The series of questions I opened this piece with is a gussied up version of how I’ve begun every class or meeting I’m facilitating for the past several weeks. In a recent meeting, a student laughed at the gesture, revealing its roteness. I’m busy, I’m tired, I’m thirsty, and I’m trying not to be sad--now onto the agenda. It’s good that we’re checking in with each other, but what value do these check-ins hold if they are immediately followed by adding assignments or tasks to our already-full plates?

No one is to blame for any of this, and there’s no single remedy. It does feel useful to name though, and, even more so, it feels useful to think about how the Center for Teaching, Learning, & Mentoring fits into this equation. What role can a Center like ours serve when the issue I’m describing is one of capacity?

One of the things that I believe the CTLM has done well over the past year and a half is create spaces of communion & collaboration that are (mostly) free from obligation. In a previous Newsletter, I wrote about the regenerative quality of our CTLM Fellows meetings, and I think some of our ongoing projects capture & expand upon that feeling. Below are brief descriptions of some upcoming & ongoing projects that will, hopefully, provide community members with the space they need to Act & Love & Teach as modes of self-care as we all continue to navigate this uncharted terrain.

Mid-Semester Refreshment and Reflection, 10.21.21, 5pm-7pm

Come to connect with peers, have a glass of wine or something from the fruit spritzer bar and reflect in some fun ways about how each of our semesters are going.

CTLM would like to invite you to join us in a Mid-Semester Refreshment and Reflection next Thursday October 21st 5-7PM in the Castle Mirror Room and Porch. This is not a formal event, but an informal space for us to pause, reflect and come together in community. We have accomplished a lot in the past two months, let's take a beat to be present in the moment in a way that, yes, also gives us the ability to tackle the second half of the semester with the second wind we (and it) deserve(s).

Act-Up, 10.19.21, 7pm-9pm (Pictured Above)

The LOVE Pilot Program will host its first Act-Up of the fall semester on Tuesday, October 19th from 7-8:30pm. This virtual all-community event will discuss the idea of GOOD TROUBLE with a panel of student and community leaders representing business, politics, education, and academic sectors. Panelists include: PA State Representative Napoleon Nelson; Jaisy Omollo, Arcadia’s Assistant Director of Civic and Global Engagement; Aliyah Abraham, Founder of Black Alumni Association for Arcadia; Tessa Wrice, Undergraduate Business Major at Arcadia & LOVE Program participant. Please mark your calendars and join us!

Teaching Circles, Ongoing

A Teaching Circle [is] a small group of faculty who make a commitment to work together..... to address questions and concerns about the particulars of their teaching and their students’ learning. (Hutchins, 1996)

Our Teaching and Learning Circles (TLCs) create space for colleagues to come and work together on questions of pedagogy and practice and to infuse ABRI and JEDI principles across topics and groups. Each TLC is designed for small(ish) groups to come together to share teaching and learning strategies, stories of our successes and challenges, and learn from and with each other. Our Teaching and Learning Circles are led or co-led by facilitators who are also members of the group. If you’d like to join an existing TLC, please reach out to ctlm@arcadia.edu. The CTLM Teaching and Learning Circles offered this Fall 2021 are:

• (Re)Designing Our Courses for Inclusive Excellence

  A Teaching and Learning Circle to continue conversations from the Redesigning Your Syllabus for Inclusive Excellence Summer Institute (addressing Disability & Universal Design, Gender, Sexuality, & Cis-heteronormativity, & and Anti-Racist Pedagogies), utilizing the Inclusion by Design Syllabus Tool and other resources. Open to anyone who attended the previous sessions in August and/or wants to join now.

• STEM Teaching & Learning

  A Teaching and Learning Circle focused on Science, Technology, Engineering, and Math (STEM). This Circle will host conversations focused on collaboration between STEM departments, explore STEM teaching and learning resources, include active learning teaching topics, develop more inclusive learning environments that nurture learners of all backgrounds and help students succeed. This session will be co-facilitated by STEM faculty and CTLM.

• Anti-Black Racism ABRI Praxis: Theory and Practice

  In collaboration with the Faculty Senate ABRI Learning Partners Program, this Teaching and Learning Circle will focus on ABRI theories and practices and ways in which we are working to focus and integrate ABRI work in our teaching and learning. Open to anyone who is already part of the Learning Partners Program or wants to be part of this work. The TLC will draw upon the ABRI and JEDI Canvas materials and will be co-facilitated by the ABRI Partners Program and CTLM.

• Hybrid/Concurrent Teaching with Remote Students

  Come together with colleagues who are teaching in this format this semester. Learn about best practices for hybrid/concurrent teaching and learning. Share your questions and work together with colleagues and share strategies and approaches that work. This group will be co-led by CTLM and Digital Learning Services (DLS).

• Building our Teaching and Learning Toolboxes

  A Teaching Circle where we will connect around innovative, high-impact and learner-centered teaching approaches, student engagement, community building, group work ideas and planning, and other teaching and learning topics that emerge from the group. Bring the questions and topics you want to discuss.

• Grading and Assessment

  Oh, the grading. In this TLC we will come together to discuss our varied approaches and ideas around grading and assessment, creating meaningful assignments, formative and summative assessment approaches, challenges and opportunities we face with grading and strategies that work. We will discuss big ideas in “Grading Less” and “Grading for Equity”

The LOVE Pilot Program is operating in full swing, with working groups meeting every Wednesday. This fall, the LOVE program decided to start our program with capacity-focused meetings that provide some training before diving right into working groups. We were very fortunate to collaborate with Dr. Angela McNeill and Dr. Alison Clabaugh on facilitating meetings aimed at building participants’ capacity to have cross-racial discussions about anti-racism. Participants that took part in the capacity-focused meetings stated that the training aided in learning key terms that are common in anti-racism work. Participants were introduced to terms such as “stereotypes,” “social location,” “identity,” and “implicit bias,” and were given an opportunity to discuss how these terms impacted them in their lives and in their ability to identify and advocate for social justice.

What LOVE Participants Learned

“Identifying our own innate prejudices is the first step in changing society’s own ingrained prejudices. We should learn to be okay with having them, but aim to mitigate and redirect them in the name of equality.”

"One thing I learned that I hadn’t previously even thought about was implicit bias. It's the idea of individuals forming attitudes about another group without consciously realizing it. So for example, we all have our own opinion about another race that we sorta just learned without thinking about them. We do it so often everyday whether we realize it or not. It’s a part of everyone’s preset personality that we must learn to improve upon.”

“White privilege can be used by allies to bring attention to racism. We all have implicit biases we need to be aware of and work to change.”

From Virtual to Hybrid: LOVE Learns How to Adjust

Like the rest of the Arcadia community, the LOVE Pilot Program has adapted to a hybrid format for our program this year. This allows participants to have the LOVE experience even when they are virtual participants. Our first LOVE meeting included some technical issues that the LOVE team have since navigated through. In the second meeting, we started to establish what methods worked best and what we would need as a group to make the hybrid option work. One of the biggest challenges that the LOVE team focused on was keeping virtual participants engaged and connected with the in person groups.

In a hybrid format of any type, it’s very easy to have the virtual participants be forgotten or dismissed. In the LOVE program, we have taken steps to integrate the virtual participants into the different discussions and exercises that are being done. Using the zoom functions, virtual participants are able to ask questions and voice their opinions about the topics being discussed. While the system we have now may not be perfect, it has allowed us to get all participants involved.

LOVE Pilot Program’s Working Group and Act-Ups

This semester, the LOVE pilot program has six working groups. So far the LOVE pilot program has had three working group meetings talking about anti-racism within the six working group topics this year.

• Education facilitated by Foram Bhukhanwala and Lisa Jo Epstein

• Public Health facilitated by Alex Otieno, Sadie Emrol, and Alejandro Lopez

• Criminal Justice facilitated by Celeste Walker and Tonya Bah (T-Bah)

• Athletics facilitated by Oliver Moe and Patton Vo

• Art History facilitated by Gail Lankford and I.M. Sullivan

• Workplace Discrimination facilitated by Durice White Galloway and Deja Edwards

The LOVE pilot program also has three Act-ups scheduled for this Fall. Our first Act up is scheduled for October 19th and will focus on “Good Trouble.” During this Act Up, participants will hear from professionals on what “good trouble” is? And how we know that we are participating in Good Trouble?

The LOVE Pilot Program will have our second Act Up, November 11 and our final Act- Up on December 8th, our working groups will share what they have been discussing this semester.

LOVE Adds Curricular Infusion to the Mix

A significant addition to the LOVE program this fall is the addition of nine affiliated courses that have added LOVE as either an integral part of their curriculum, or have offered students an opportunity to create projects or to participate for partial course credit. This inches us closer to the vision of the program, which is to innovate ways to have an open anti-racism course, and eventually, to align with emerging ABRI requirements.

This curricular infusion has also added to the diversity of participants who are sitting together, from first-year students in the “Beyond Allyship” course, to University Seminar students in the new “Where Race Lives: The Somatic Experience of Racialization” course, to the opportunity to fulfill the GCE/GCR101 requirement, to graduate students in “Cultural Foundations of Education.” Affiliated courses this semester are drawing from the Education and Psychology departments, as well as the Honors and Athletics Programs.

Ultimately, our hope is to affiliate with courses from all across the Arcadia community, including STEM, Business, Physical Therapy, Public Health, biology, etc. This affiliation might be especially helpful for those departments who feel less connected with ABRI initiatives to discover threads that might relate to their discipline. If you’re curious about how to affiliate one of your courses with LOVE this spring, please reach out to Monica Day (mday_02@arcadia.edu) to discuss options.

My online student's name is the name of a bird who rises from fire and lifts into sky to spread new wings wide –

my high-bird student, fierce and bright.

Down here, in windowless room, we are learning a new music – the other students and I –

all of us beginning again, taking up old instruments, by muscle memory

making all the disparate sounds that weave & blend & leave us changed together. I'm an old bird,

a low bird, some sort of wren, taking up my worn baton and sheets of scribbled notes again.

The new thing is I'm hybrid now – I had to change, like a caterpillar – and half of me is new & awkward arms & legs that must learn to play a new instrument while the other half conducts the orchestra. A strange instrument, with two reeds & mouthpieces, strings to be plucked and a keyboard to master with five new, too-fat fingers. And there's been an error, a bit of a disaster: only my body

is hybridized, not my brain, which remains the brain of a wren, designed for thinking one thing

at a time, and now there are five: a crowd. It gets loud; we lose some music down the cracks, Smack.

After class I slump for an hour, reduced to a monotone, low-drone exhale – the price, I suppose, of gaining new powers, new neurons traveling new trails.

But there is that magic high-bird – their image hovering on the wall, speaking a music all their own and all because these fingers pluck and press the strings & keys and this mouth blows wind through

the reeds and I'm slowly becoming a hybrid wizard-wren – a just-beginning one, riddled with dropped notes, popped strings, & glitchy Zooms, but still –

I co-conjure Phoenix from the sky into our room, and that brings a soaring music I can't mimic.

In 3 months time this old bird should get a wand disguised as knobbled walking stick.

After that, I want my wizard hat.

– Ellen Murphey

In early August when I heard that I would have one remote student and 19 F2F students in an undergraduate course that I am teaching this Fall semester, I became worried – What if I am unable to show social presence to the online student and to the F2F students at the same time? What if during the class I forgot all about that student who was online? What if….? Within a few days this bubble of worry grew bigger as it became more defined and it became more layered… and from my ambiguity, new questions emerged… I now wondered, (a) how will the students and I build and participate in a community of learners in an all modes classroom? (b) How will I foster feelings of belongingness in a group and as a whole class in an all modes classroom? (c) How will I modify my typical pedagogical choices to genuinely include remote student participation? (d) How will my students construct meanings through reflection and dialogue in an all modes classroom?

With almost six weeks into teaching in an all modes modality, I have come to learn that my internal journey here first began with noticing my preferred ways of teaching and then reimagining instructions, pedagogical practices, and connections so that all students (remote and in-class) could be better supported. I started listening to the students – to what worked and what did not work for them – I paid closer attention to what did not work and wondered if there was something different that I could do in the next class to help address that challenge.

I would like to share some of my learnings with you:

• Plan for an unexpected problem in class. I created in my head simple protocols that I could use in case of a glitch at our end or at the student’s end– for example, I learned to use emails to reach out to the remote students if we experienced an internet disruption in the middle of the class. This kept the student in the loop while experiencing radio silence on the other side.

  
  

On some days my remote students indicated that they were unable to hear – partly because they were experiencing a lag/delay due to spotty internet transmission. Or partly because of the external noise in the classroom (noise coming from the air conditioning or from the lawn mower). I also believe that part of the challenge resulted from my accent –understanding a foreign accent under a mask in an online space must be equally challenging. I very quickly learned that using live text actually could create more confusion. In all of these scenarios, online students missed partial phrases/sentences making it challenging for them to follow through. I have always shared a class agenda with the students, now I learned to create a more detailed agenda with discussion questions and hyperlinks to Jam board, google docs, videos that we would see in class. The remote students reported that having a detailed agenda helped them to join in with ease in case the internet connection was spotty.

• Plan for variations and flow. I learned that all students seem to be more engaged and focused better when there was a natural flow and variation in teaching and learning. For example, a balance between independent work/think-pair-share activities, between small and large group discussions, and between instructor-led conceptual conversations with student-led reflections and applications. Breakout rooms, Jamboards, and Google docs replaced hallway conversations and the poster papers used for dialogue, reflection, and constructing meanings and shared understandings.

• Plan for social presence. In an all modes classroom, I created a time for connection as a way to pause and to see and hear each other in-class and to see and hear the students who were joining us online. Opening activities like checking-in, responding to a guiding prompt, or playing a game virtually (on zoom) offered us a space to connect and to know one another. In-class students were reminded and later they took it upon themselves to remember to bring their online group member into the main hall when the break out room discussion was completed. As the weeks progressed, I have noticed the little ways in which the students in the class have started to look out for each other.

• Lean on allies. Some students willingly volunteered to offer support with technology. I became a learner as my “teachers” modeled for me. For example, how to change the sound setting on zoom to ensure the sound was coming through the TV at the back of the room. On one occasion, a remote student asked me to start the camera on the wall. And then she added, how easy it was to change the setting on zoom to use the camera on the wall and walked me through that step – when I saw the difference, I too was struck by the clarity of the room capture. Ever since, at the start of the class, I now remember to change the camera selection so that the wall camera would start.

Just the way I have come to value learning with my students, I have also come to value being a part of the CTLM Teaching Circle for Faculty with Remote Students. This group is facilitated by Dr. Jodi Bornstein. Members from Information Technology join each meeting to share their expertise and problem-solve as needed. Faculty who attend this meeting like me are also teaching a course or two with remote students. We bring our joys, questions, and concerns to the meetings. Personally, I have come to deeply appreciate this opportunity to come together to dialogue, to share concerns, to learn from each other’s lived experiences, and to be guided by the experts in the group. These conversations have helped me in provoking new ideas, perspectives, and interpretations, challenging previously held assumptions, and receiving constructive feedback in a collaborative space. I recognize that as an educator, I want to do everything that is within my capacity so that my students in the course have positive learning outcomes. However, teaching in an all modes class takes time, it takes more planning, and some days are more challenging than the others. For me the teaching circle is a space to “be” and to “become.” I have come to rely on this critical friends group as a space to share my humanity and my vulnerability, listen to that of others, engage in a dialogue, and learn from the wisdom and the expertise of the group.

The original quarantine of 2020 brought about a lot of challenges for many people, including myself. Throughout that time, I learned a lot about myself, my friends, and my family. Despite all of the hardships, we made it through alive and well. Things went up from there including in-person schooling, more lenient mask mandates, and the emergence of the vaccine that further helped the mask mandates and such. With that, I got vaccinated as soon as possible and continued to successfully avoid the virus. Throughout the whole pandemic, I was able to make it through without getting COVID-19, that is until this September of 2021.

To start, I am a first-year student here at Arcadia University, and I was excited to be able to move onto campus and be able to have in-person classes in the first place. That being said, I caught strep throat within the first week of classes, and had to take my classes online for those days. For being a person who does not do well online, I was able to deal with it just fine. It was just two days. Once I started feeling better, I went back to my classes for a few days until I started to get sick again, which led me to get a covid test just in case. Since my only symptom was congestion, I did not think that I would test positive, but I would rather have been safe than sorry. Sure enough, the covid test came back positive, and my phone immediately blew up with calls, text messages, and emails telling me to report to Student Health Services in order to get another test, and a room assignment for where I was going to stay for the time being.

With this happening about a week and a half after moving on-campus, it was weird to be told that I would have to pack my most important belongings and either be moved into an empty suite in Knight Hall, or I would have to quarantine at home. Lucky for me, I live about 40 minutes away from here, and was able to go home for the 10 days that I needed to quarantine, so I packed what I needed and drove home like I was told to, thinking that those 10 days were going to be the slowest 10 days of my life. Looking back, it honestly went faster than I thought it would, but it really did not feel like it at the time. Even still, going home felt very weird because not only did I just move out, but I also had to stay in my room and get food brought to my door when I was hungry, so I was home but it did not feel like it.

As for my classes, adjusting to zoom calls again was very difficult. Personally, I learn best in a more hands-on and in-person class, so going from in person classes to online classes felt like a set-back. There were many difficulties between faulty zoom calls with my audio or camera not working, or even some classes such as my chemistry and biology labs that I had to miss altogether. I think it would be different if everyone was online for the classes, but me being the only one online for classes that are full in-person was harder. I also had a lot of trouble focusing on my classes and work in general because I was not in the classroom environment. Luckily, all of my professors were very helpful during my time at home, and stayed in touch with me to make sure I could stay up to date on assignments, class zoom calls, and even study groups. Honestly, I did not enjoy my time doing online classes during quarantine, but I am glad I had the experience sooner rather than later.

Some of the hardships of quarantine also had nothing to do with school and classes. At first, it felt nice to be home and to have a slight break, but that feeling got very old, very fast. I was not able to see my family due to being quarantined in my room, and it was also sad to be home and not able to see any of my friends there. Aside from the sickness itself, I got very frequent headaches due to the fact that I had a lot of work online, and had nothing else to really do other than be looking at a screen. This also made it very difficult to focus in my classes because I was so tired of looking at the screen, and would often sit outside in my backyard trying to learn songs on my ukulele—again by myself.

Coming back to campus felt like I was moving in all over again, and I had to once again adjust to my schedule, catch up on work, and also in things like lift, strength and conditioning, volunteering, and more for my sport. After being back for a couple of weeks now, I finally feel back to normal and more adjusted to my schedule as well as more on top of my assignments and such.

We’re finally back! Life feels one step closer to being real again, and campus seems to be alive once more. However, as much as we would like them to be, things are not back to normal, and they may never be the same. That being said, I choose to ignore that fact for my own sanity, and will instead be talking about how campus feels in this new normal.

First things first, the ghost town is no more! For the first few weeks of being back, I have seen so many people out on Haber Green playing games, listening to music, hanging out with friends, and of course doing work. It was refreshing to see all of these happy faces after looking out at a barren Green all of last year. Honestly, I think I saw more people on the Green in these last few weeks than I ever have, even before Covid. Of course, this is likely to die down as the semester gets into full swing and the weather begins to get colder. For now though, it has been incredible to see our campus come back to life!

I have heard lots of different ideas as to why there are so many people hanging out outside now. Could it be that they don’t want to wear a mask, so they go outside? Maybe it’s just that they missed their friends while we were at home? The weather has been pretty nice, could they just want to be outside? All of these questions have one simple answer. Who cares! Whatever the reason may be, we are all happy to be back on our precious Green!

Another thing I have run into on campus (very quickly) is how much a mask actually prevents me from recognizing people. My very first interaction with a friend on campus (hi Shawn) started with a puzzled staring contest until one of us hesitantly asked if we knew each other. Luckily for us, we did, and it was good to see an old friend from the pre-Covid days. Once I recognized them with their mask on though, I didn't have this issue again.

However, I have also been burned by this same dynamic. Also in my first week, I thought I saw another one of my friends walking through Brubaker. I ran over to say hi and once I got up close and started to talk, I realized that I had never met this person in my life. That was awkward and I did not enjoy it. If you are reading this now, I am sorry for putting you through that with me.

This is my way of saying that, if we know each other and I have completely walked past you without saying hi, I am sorry. Furthermore, if I have walked past you and stared deep into your soul with a confused look on my face while also saying nothing, I am sorry. And to Dan Schall, next time I awkwardly walk past the person I think is you but can't really tell because we’ve never met in person, I am going to say hi. If that puts me in another one of those awkward situations, well then I am sorry to the person I bring with me.

Anyways, being back on campus has been a blast so far, even if I do have to go to class sometimes. It has been so great to see real human faces, meet friends I made on Zoom, and finally get to participate in live campus events once more. Things seem to be looking up for us Arcadians, and I am excited to see how everything continues to go this year.

When I first decided to study abroad, I knew that travelling was an experience I had always wanted for myself. I was apprehensive at first about being far from my family and living in a foreign land with new people and new culture norms. My past four weeks here in the great city of London has taught me that taking the chance to come to study abroad was one of the best decisions I have ever made in my life thus far. I have experienced so much cultural diversity and interactions with people from all across the globe. When I first arrived I was in awe of the beautiful and grand architecture of the city. Thanks to Arcadia University, my housing allocation is in center city London and because of this, I have access to some of London’s most notable attractions such as the British museum, the London Eye, Big Ben, Buckingham Palace and several restaurants representing a multitude of nations. Visiting museums and learning about how Britain’s past influences the present day. In addition to this, I really value the close access to other countries so I am able to get a first-hand experience of different European nations. For example, this past weekend I was able to travel to Scotland and experience all that country has to offer. I was able to visit Edinburgh castle, Arthur’s seat, the botanical gardens and the national monument. I hope to be able to visit other countries such as Spain and Germany while I am here.

Being in London has also shown me how the communities here are built to serve the people that live there. Here in Bloomsbury, there are many surrounding universities and because of this, many bookstores, coffee shops, cafes, restaurants, clothing stores and other shops are found almost on any corner to provide accessibility to the main population of students, workers and residents in the area. This kind of environment offered me a sense of safety and balance in a place that was new to me. Being here has allowed me to find a new sense of self and grow into an even more independent and adventurous individual. Living in London has also exposed me to learning experiences that can only be achieved through emerging myself in the culture. I hope my time here enhances my cultural awareness and develops my knowledge and understanding of English customs and the diversity that comprises it.

We have a brand new Instagram! Go follow @auctlm to keep up with everything the CTLM is doing. We will be showcasing our projects, advertising various events, opening our comments for discussion, and most of all, having some fun interacting with our community. Give us a follow to stay up to date on all things CTLM!

Faculty Director

Dr. Ellen Skilton, Professor of Education

Projects & Strategies Lead

Dr. Brittani Smit

Administrative Liaison

Monica Day

Faculty & Staff Fellows

Dr. Jodi Bornstein, Associate Professor of Education

Lindsay McGann, Student Success Projects Manager (Division of Student Success) and Professional Faculty, Public Health

Dr. Katherine Moore, Associate Professor of Psychology

Daniel Pieczkolon, Adjunct Professor of English

Dr. Brittani Smit, TCGS, Resident Director, South Africa

Allyson McCreery, Program Coordinator, International Peace and Conflict Resolution Graduate Program (IPCR); Adjunct Professor, Undergraduate Studies

Student Fellows

Ryan Hiemenz, ‘23

Keisha Robinson, '23

Barbara St. Fleur, '22

Anna Cheluget Kawira ‘21

Sam Jackson, ‘23

Dillon Shash, ‘24

Leigh Ferrier, ‘22

Julie Edmundson (SGO Liaison), ‘23

Courtney Thoroughgood, ‘22

Email: ctlm@arcadia.edu
Website: https://www.arcadia.edu/university/offices-facilities/center-teaching-learning-and-mentoring-ctlm
Location: 450 South Easton Road, Glenside, PA, USA
Phone: (215) 572-2900