Crown Faculty Center


The Crown Faculty Center (CFC) mobilizes students, staff, and faculty to collectively cultivate a learning community that co-creates innovative, inspiring, inclusive, and equitable educational experiences.


  • Foster curricular innovation through collaborative partnerships between faculty, staff, and students.
  • Build educational awareness, knowledge, and skills to innovate pedagogies and curriculum development.
  • Provide opportunities to learn and implement evidence-based pedagogies to facilitate dynamic, inclusive, and equitable educational environments across the institution.
  • Support educators in varied institutional roles, at different career stages, and working in a multitude of disciplinary areas.
  • Promote scholarly research and publication in the fields of teaching and learning and educational development.



Block 2 

Making the “implicit”, “explicit”: Helping students connect competency development with their coursework.

Tuesday, September 27, 3:30-5pm, McHugh Commons

Facilitators: Leslie Templeton, Ph. D., Professor of Psychology & Associate Provost for Faculty Development and Leigh Lassiter-Counts, M.Ed., Director of Career Services from Hendrix College

During this interactive workshop, participants will dynamically engage in the identification and integration of competency development in current courses.  After a brief overview of competencies and the research in which it is grounded, attendees will participate in idea generation and action planning for their upcoming courses. Additional resources and examples will be provided.

The Intersections of Racism and Ableism on the Block Plan: Rethinking Rigor, "Smartness", and "Goodness" as Properties of Whiteness in the Colorado College Classroom

October 4, 3:30-5, in Tutt Library 238

The goal of this session is to examine the ways in which “ableism acts as the polite face of racism” (Bornstein, 2022, personal communication). In this session, we will explore how course expectations, assignments, and norms can uphold a “white supremacy culture” (Okun, 2022) or, alternatively, dismantle it. Using a tool developed on the tenets of Disability Critical Race Theory (DisCrit) (Annamma et al., 2013), participants will examine our own syllabi to look for ways in which long-held norms of higher education may act as barriers or supports for students with multiply marginalized identities in our classrooms.  

Facilitator: Nickie Comer, PhD., Assistant Professor of Education at Colorado College, Managing Editor of Multiple Voices

Key Readings: 

  • Annamma, S.A., Connor, D., & Ferri, B. (2013). Dis/ability critical race studies (DisCrit): Theorizing at the intersections of race and dis/ability. Race Ethnicity and Education, 16(1), 1-31. doi: 10.1080/13613324.2012.73051 
  • Leonardo, Z. & Broderick, A.A. (2011). Smartness as property: A critical exploration of intersections between whiteness and disability studies. Teachers College Record, 113(10, 2206-2232.  
  • Okun, T. (2022). (divorcing) White supremacy culture: Coming home to who we really are.


Block 3

Creating Safer Classrooms for LGBTQ+ students
Tuesday, October 25, 3:30-5, in Tutt Library 238
Facilitators: Cayce Hughes is an Assistant Professor in the Department of Sociology and Christina Leza is an Associate Professor of Anthropology. Both are at Colorado College. 
This development workshop is an opportunity for educators to learn about LGBTQ+ identities, gender, and sexuality, and examine our prejudice, assumptions, and privilege. There is a pressure to already know how to be LGBTQ+ inclusive, but what that looks like in practice can be hard to know. And while many of us want to be inclusive, we don’t necessarily feel comfortable with the language, with our own level of understanding, and may not know where to go to learn more. This workshop offers a space for educators to learn together how we can best support our LGBTQ+ students. 

Making the Most of "Third Space": Rethinking Instructor-Student Power Relationships through Relational Pedagogies

November 1, 3:30-5, in Tutt Library 238

The goal of this session is to examine how to maximize Third Space through making visible classroom culture and the way power operates within and through it. By explicitly examining how students’ and instructors’ cultural and social capital is exchanged in learning spaces, we will discuss how Third Space provides an opportunity to examine the contestation of competing (and sometimes hidden) narratives in classrooms. We will also discuss how to make this theoretical orientation to learning clear for students so that students—across disciplines— can better understand their role in the sociocultural process of learning.  

Facilitator: Nickie Comer, PhD., Assistant Professor of Education at Colorado College, Managing Editor of Multiple Voices

Key Readings:

  • Gutiérrez, K.D. (2008). Developing a sociocritical literacy in the third Space. Reading Research Quarterly, 43(2), 148-164. doi: 10.1598/RRQ.43.2.3 
  • Noddings, N. (2012). The caring relation in teaching. Oxford Review of Education, 38(6), 771-781.  
  • Ramnarain, U. & de Beer, J. (2013). Science students creating hybrid spaces when engaging in an expo investigation project. Research in Science Education, 43, 99-113. 



Report an issue - Last updated: 09/19/2022