Carlow University


Harriet L. Schwartz, PhD, is professor of psychology and counseling at Carlow University in Pittsburgh, where she serves as chair of the MA in Student Affairs program. In addition, Dr. Schwartz is also a leader in the Relational Cultural Theory community. Dr. Schwartz’s scholarly interests include teaching as relational practice, emotion and teaching, and qualitative research methods. She is the author of Connected Teaching: Relationship, Power, and Mattering in Higher Education (Stylus, 2019) and she has published two New Directions for Teaching and Learning sourcebooks, co-editing Teaching and Emotion (with Jennifer Snyder-Duch) and editing

Interpersonal Boundaries in Teaching and Learning. In addition, Dr. Schwartz mentors doctoral students in qualitative research methods at Antioch University where she earned her PhD in Leadership and Change. She also holds an MS in counseling and a certificate in student personnel from Springfield College. Prior to pursuing a teaching career, she worked in student affairs at Carnegie Mellon University, Bard College, and University of Hartford.

Connected Teaching: How a Relational Approach Fuels Learning and Builds Faculty Resilience Teaching is a Relational Practice.

From brief interactions to ongoing educational relationships, our connections with students catalyze (and sometimes complicate) teaching and learning. In this session, we will explore Relational Cultural Theory, teaching and emotion, and mattering – all in service of increasing our effectiveness as well as our resilience as educators. A life in teaching includes everyday highs and lows as well as more significant moments of joy and disappointment – by developing greater intention, we seek to mitigate the difficulties that accompany our work and more fully engage with the rich moments of powerful connection and deep learning.


  • Understand Relational Cultural Theory as a foundation for teaching as a relational practice

  • Increase self-awareness regarding emotional challenges in teaching

  • Identify and commit to three strategies intended to support student learning and faculty resilience

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