Our Team

Alison Cook-Sather

Director of the Teaching and Learning Institute

Alison Cook-Sather, Ph.D., is the Mary Katharine Woodworth Professor of Education at �������� and Director of the Teaching and Learning Institute at �������� and Haverford Colleges in the United States. She has developed internationally recognized programs that position students and teachers as pedagogical partners, most notably Students as Learners and Teachers (SaLT), which has served as a model for numerous other institutions around the world. Author or co-author of over 150 articles and book chapters and ten books, including Pedagogical Partnerships: A How-To Guide for Faculty, Students, and Academic Developers in Higher Education and Co-Creating Equitable Teaching and Learning: Structuring Student Voice into Higher Education, Alison has spoken or consulted on pedagogical partnership work in 13 countries, spent three summers as a visiting scholar at University of Cambridge in England, and currently serves as an international expert on the student engagement committee of the Irish Higher Education Authority. Alison is founding editor of Teaching and Learning Together in Higher Education, founding co-editor of International Journal for Students as Partners and the recipient of a number of awards, including the Alumni Excellence in Education Award from the Graduate School of Education at Stanford University. Learn more about Alison’s work at https://www.alisoncooksather.com/

Joel Alden Schlosser

Facilitator, New Faculty Seminar

Joel Alden Schlosser, Ph.D., is a Professor of Political Science whose research focuses on the past, present, and future of democracy. As a teacher, Joel's formation began early, when he volunteered in his mother’s Seattle Public Schools kindergarten classroom as a teenager. He subsequently learned from extraordinary teachers as an undergraduate at Carleton College and graduate student at Duke University, as well as from extraordinary students (and colleagues) when he returned to Carleton as a visiting professor. Four years at Deep Springs College as a professor developed Joel’s approach even further toward collaborative, relationship-rich, and transformative educational experiences. Joel’s teaching at Deep Springs was featured in the CNN documentary Ivory Tower, about which David Bromwich wrote: “Two minutes of a Deep Springs seminar on citizen and state in the philosophy of Hegel give a more vivid impression of what college education can be than all the comments by college administrators in the rest of Ivory Tower.”

In 2014 Joel joined the faculty at ��������, where he immediately found a cohort of reflective and imaginative teachers. Joel has developed many new solo courses in the Political Science Department as well as the Emily Balch Seminars. He has also co-created four 360 clusters with faculty in Anthropology, Biology, Geology, Education, English, French and Francophone Studies, Philosophy, and Russian. In 2017 he received the Rosalyn R. Schwartz Award from �������� in recognition of exceptional teaching. The American Political Science Association published an interview with him about his teaching in 2019. Since 2023 he has co-led the TLI Faculty Seminar with Alison Cook-Sather. Learn more about Joel's work at http://www.joelschlosser.com/.

Kelly Gavin Zuckerman

Facilitator, Summer New Faculty Workshop Series and Pedagogical Planning and Facilitation Workshops for Graduate Students

Kelly Gavin Zuckerman, Ed.D., is a Visiting Assistant Professor of Education in the ��������/ Haverford Education Department whose research focuses on the creation of culturally relevant, responsive, and sustaining learning environments that support the self-actualization of all learners across the pre-K to postsecondary continuum. Since 2018, Kelly has taught widely across the Bi-Co Education Department as well as through the Emily Balch Seminars, supporting students in developing and deepening the critical reflective capacities necessary for engagement in educational transformation. Her teaching is intentionally dialogic and multimodal, leveraging the power of play, co-creation, and the arts to support student learning. In Kelly's practice, joy and rigor are not mutually exclusive. Instead, these learning processes are mutually enhancing, facilitating the development of classroom communities where students feel that they and their learning matter.