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Instructional Coaches

Request an Instructional Coach here!

Instructional Coaches at CC...

  • Provide tailored teaching mentorship to a single faculty member (regardless of career stage, but within their division if possible) for an entire academic year
  • Collaborate with their partner and the Crown director to develop an instructional development plan
  • Provide supportive resources/information to their partner as necessary
  • Conduct a total of 5 informal teaching observations throughout the year, utilizing an observational rubric on which they will be trained
  • Facilitate pre and post observation meetings with their partner

In addition to the 5 teaching observations, instructional coaches will:

  • Participate in two, half-day trainings
  • Participate in a collaborative meeting with their partner and the Crown director at the beginning and end of the academic year
  • Check in with the Crown director twice a semester

Instructional coaches will be compensated a $2500 stipend per academic year. If you are interested in becoming an instructional coach, please complete this form.
If you have questions, feel free to contact Manya Whitaker, Director of the Crown Faculty Center.

INSTRUCTIONAL COACHES

Howard Drossman

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I have been Professor of Environmental Education and TREE Semester Program Director since 2014, which has allowed me to pursue my passion for better understanding adult development. As Environmental Science Program Director (2000-2007), faculty member (2007-2013), and as a bioanalytical chemist (1992-1999), al at Colorado College, I pursued interdisciplinary and transdisciplinary curricular approaches for teaching field-based and lab-based constructivist-motivated and experiential methods in the natural sciences. I especially enjoy helping others to construct large-scale curriculum reform projects such as the biochemistry program, environmental science program, and the TREE Semester. My current research interests include program evaluation, pre-service teacher education, and adult learning and development.

Kristi Erdal

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As a clinical psychologist and behavioral scientist, I teach courses largely about mental illness and brain injury – excruciatingly interesting topics of great personal import to students. My goals are to simultaneously expose students to the current paradigms in these fields from neuroscience and social science, to infuse how culture is embedded in our understanding of these phenomena around the world, while having us all wrestle with the consequences of a society’s treatment of neurodiversity. Throughout, my instructional style could be described as scaffolding a “discussion pendulum,” as we both value and deconstruct the medical (and sport) fields, marveling more about what is not yet known than the enormity of what we think we know. My greatest weakness in the classroom is fully releasing control of a class to guide itself (working on it!), but my strengths lie in “reading the room” about how a particular group might need material to be structured and approached.

Tim Gould

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Tim Gould is a Visitor in the Department of Chemistry and Biochemistry. Tim is particularly interested in how learning works and what makes it work well. He applies research-based principles and practices of effective teaching to courses with a focus on active learning. In his classes, Tim examines the extent to which specific course features and instructional practices improve student confidence and their perception of learning.

Santiago Guerra

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I am currently associate professor and the Director of Southwest Studies, as well as the A.E. and Ethel Irene Carlton Professor in the Social Sciences. I am an interdisciplinary teacher-scholar rooted in the tradition of ethnic studies (Chicanx and Indigenous Studies), and I teach at the intersections of history and anthropology, but the humanistic social sciences more broadly. My courses focus on the Americas, particularly the Southwest borderlands, with special attention to the role of substances/drugs/medicines in the intertwined processes of policy-making, policing, and marginalization. In creating a learning community with students, I intentionally model the types of behaviors and attitudes that I hope students will embrace, including collegiality, academic rigor, self-reflection, and recognition of the role of interdisciplinary thinking in the practice of social justice and the understanding of the collective (and individual) human experience. I endeavor always to find the productive space where we recognize our students as active participants in the education process, as peers in the educational setting, while also providing the essential guidance that will enable students to grow into productive scholars and community members.

Scott Krzych

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I’m Associate Professor and Director of Film and Media Studies, where I teach courses in film studies, film theory, political media, and cultural studies. As a teacher-scholar concerned with the role that film/media play in the reproduction of social values and ideologies, I invite students to defamiliarize their perception of the hegemonic forms operative in mainstream visual culture. Students develop a critical vocabulary to analyze the historical-structural formations represented in popular media, and we likewise examine how film and media, rather than functioning monolithically, may provide important sites for social, political, and ideological contestation.

Jonathan Lee

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Over the course of my teaching career, I have tried to nurture student-centered learning communities. I do this by keeping my classes focused on discussion, always beginning with where the students are each day. This means that I really don’t know at the start of the class where we will end up at the end or even what path we might take: it’s the students’ class and not mine. I have also worked extensively with regular, low-stakes writing assignments: these essays directly feed our discussions and assure that everyone finds a voice in the course of the course. Beginning in the mid-1980s, I have also worked to enhance diversity and inclusion in my syllabi: the canon of my discipline is very Eurocentric, and I have devoted myself both to developing and improving courses outside the Euro-American tradition (for example, Indian Philosophy and Africana Philosophy) and to introducing a wide variety of non-canonical thinkers and texts into more traditional courses (for example, my First-Year Critical Inquiry Seminar, Philosophy as a Way of Living).

Eric Perramond

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I’m a geographer with a dual appointment across two interdisciplinary programs, Southwest Studies and Environmental Studies. My approach and philosophy to teaching focuses on field-based, experiential learning, and meeting students where they are intellectually, to encourage their best work. Discussion and critical engagement with texts, authors, places-landscapes, and invited speakers are the core of my pedagogical approach. Ultimately, I want learners to “own” the material and insights they gain in class (and outside of class).

Karen Roybal

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I teach from Chicana feminist and decolonial pedagogical approaches that draw attention to liminal spaces and interstitial gaps to locate and understand those whose voices are typically unheard within dominant systems of power. My epistemological orientation is guided by inviting students to understand theory and analysis from what we know and to better understand how systems of knowing are linked to conditions under which people live and learn. I encourage students to reflect and to act, to ask vital questions that lead to engaged scholarship. My classroom is designed as a community where, together, my students and I can be vulnerable as we share personal experiences, challenge what we know and do not know, and where we can grow.

Mike Taber

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I am an educator and a scientist. I approach teaching and learning using a social constructivist+behaviorist ideology, where the student’s knowledge and background center the learning experience. As an educator, I construct my courses and each day centered on an essential question, driven in part by what needs to be learned?, why is the concept/content important?, and where are the students in the process? As a scientist, I ask what data needs to be learned (and not just numbers!) and what processes are necessary to understand the data story? My result are courses that evolve with the students, each block different from the last. I constantly push my own boundaries of knowledge with my students, which provides, often a humbling experience. My challenge, naturally, is to maintain goals and expectations and empowering the students to take ownership in meeting these goals and expectations. I am passionate about what our students bring to our classes.

Report an issue - Last updated: 08/10/2021