The Class of 1969 Teaching Fellows experience is designed to gather together an interdisciplinary group of Assistant Professors for pedagogically-focused support and professional development. The aim is to broaden perspectives with insight into evidence-based best practices and exposure to new and innovative teaching methods. Participants will have the option of earning a “Reflective Teacher” badge after implementing evidence-based teaching practices and submitting documentation and reflections.
In addition, Class of 1969 Teaching Fellows are given access to $1000 in funds that can be used to support the development of a small project, or for other teaching-related resources. Many Class of 1969 Teaching Fellows also use this as an opportunity to develop and pilot initiatives that can be used as the basis for the education component of major award applications (such as the NSF Career Award).
Who is eligible?
Untenured assistant professors.
When does the program take place?
Late August to early May.
How do I apply?
Applications for the next cohort of Class of 1969 Teaching Fellows are due on August 1, 2022.
- access to up to $1000 to support teaching-related activities (e.g., buying equipment/supplies, developing a teaching project, attending a teaching conference, etc.)
- one-on-one consultation with a teaching and learning specialist
- Fall semester: weekly 90-minute cohort meetings
- Spring semester: monthly cohort meetings (format TBD)
- Trying new things in the classroom to enhance your teaching effectiveness with the option of earning the “Reflective Teacher” badge
- Engaging in conversations about teaching and learning with your Class of 1969 Teaching Fellow colleagues
- Creating a poster for Celebrating Teaching Day
Previous Class of 1969 Teaching Fellows identified the following as some of the benefits of their experience:
- established a community of early career faculty from across campus
- provided space for conversations about teaching and learning
- provided concrete ideas for, and encouragement toward, excellence in teaching
- heightened awareness of teaching-related resources and opportunities at Georgia Tech
- developed appreciation for the philosophical and theoretical underpinnings of teaching and learning
How is the program funded?
Established in 1990 through the generosity of the Lilly Endowment, this initiative became a permanent offering at Georgia Tech in 1994 when the Class of 1969 adopted the program as its 25th class reunion fundraising project. The program is funded through the Class of 1969 Teaching and Learning Endowment Fund.
How do I earn the “Reflective Teacher” badge?
The inspiration for the Reflective Teacher badge comes from the combined wisdom of two important teaching and learning books. In Small Teaching, James Lang advocates for making small changes that have a positive impact on our teaching. We incorporate many of his evidence-based small teaching recommendations in the topics discussed during Class of 1969 cohort meetings. For the “reflective” part of the Reflective Teacher badge, we drew inspiration from Becoming a Critically Reflective Teacher by Stephen Brookfield. Brookfield argues that attention to the impact that changes we make to our teaching practice have on student learning is critical to supporting our growth as educators. We have structured the requirements of the badge to support your reflective practice.
In addition to consistent participation in the virtual cohort meetings, participants will need to submit reflections after implementing three of the ideas discussed in the cohort.
After reflections have been reviewed and accepted, participants will receive a Badge through Badger that they may add to material such as their CVs or LinkedIn profiles.
Who should I contact with questions about the program?
Contact Dr. Carol Subiño Sullivan for more information about the program. She can also put you in touch with past Class of 1969 Teaching Fellows, if you would like to discuss the program before submitting your application.