The Office of the Provost granted this year’s Teaching Award to Pierre Faller (Ed.D. ’17) — a lecturer in the Adult Learning and Leadership program and the director of the Adult Education Guided Intensive Study (AEGIS) program — as part of its festivities for Faculty Appreciation Week this May. Bestowed solely through a vote among students, the award received nominations from across the College’s disciplines. 

“I am truly honored and humbled to receive this award since my teaching philosophy has been deeply influenced by important theories of adult learning I learned at Teachers College when pursuing my Ed.D,” said Faller, an alumnus of the program in which he now teaches. 

“At the core, I see myself as a ‘facilitator of learning’ committed to creating stimulating and transformational learning environments that help our students generate new insights that positively impact the way they see their role as future adult educators,” explains Faller. “For every course I teach I strive to apply core principles of adult learning theory — such as transformative learning — and create inclusive and vibrant learning experiences. Thank you again for this recognition. I look forward to continuing to support TC students’ learning and growth in the future.”

The celebration of Faculty Appreciation Week included praise and recognition for numerous scholars across the entire College, with members of the community reflecting on those who have made profound differences in their lives, careers and academic pursuits. 

“Our community’s successful scholarship and practice for the public good are made possible by the continuous contributions of our extraordinary faculty,” explains Marie Miville, Vice Dean for Faculty Affairs and Professor of Psychology and Education. “We hope that Faculty Appreciation Week can serve as just another reminder of how interconnected our work is at the College, and our faculty’s critical role within it.” 

[Read reflections of appreciation shared about other faculty members.]

Faller has taught at the College since 2017. He is the director of Adult Education Guided Intensive Study, a highly selective, fast-track Ed.D. cohort program designed for experienced, full-time professionals who choose to pursue a doctorate in a self-directed, concentrated format. Faller’s research examines the role of individual and team reflection in workplace learning and its applications in coaching, facilitation, and strategy development. His recent publications include “Rethinking Transformative Learning Practices to Respond to Workplace Complexities” (2023) and “The Power of Embedded Developmental Relationships: Examining Interdependencies among Informal Learning, Developmental Coaching Relationships, and Organizational Culture” (2022). Faller is also a convenor for European Society of Research on the Education of Adults and an editorial board member of journals Learning Organization and Reflective Practice. In addition to his doctorate from TC, he holds an M.B.A. from the University of Virginia’s Darden Graduate School of Business.