Harriet L. Schwartz, PhD

Antioch University
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Harriet L. Schwartz, PhD is a Professor of Relational Practice and Higher Education in the Graduate School of Leadership and Change at Antioch University.

She is the author of Connected Teaching: Relationship, Power, and Mattering in Higher Education (Stylus, 2019) and is at the forefront of applying Relational Cultural Theory (RCT) in higher education.

Her scholarly interests include teaching as relational practice, emotion and teaching, and qualitative research methods. Harriet has published two New Directions for Teaching and Learning sourcebooks, co-editing Teaching and Emotion and editing Interpersonal Boundaries in Teaching and Learning. She has published numerous book chapters and journal articles. Harriet is a frequent presenter and keynote speaker at regional and national conferences and enjoys visiting with Connected Teaching faculty book clubs and providing faculty and staff development workshops. As a public scholar, Harriet has written about racism, sexism, and homophobia, publishing in spaces such as Pittsburgh’s Public Source and Medium.

She earned her PhD in Leadership and Change from Antioch in 2009 and was a member of Cohort 5. Prior to joining the faculty at Antioch, Harriet taught in leadership, education, counseling, and student affairs programs at Carlow University in Pittsburgh. Harriet began her higher education career in student affairs, first at the University of Hartford, then Bard College, and later Carnegie Mellon University.

Harriet Schwartz


Relational Practice and Higher Education

Graduate School of Leadership & Change

  • Schwartz, H.L. (2019). Connected Teaching: Relationship, Power, and Mattering in Higher Education. Sterling, VA: Stylus Publishing.
  • Schwartz, H. L. (2019). Beyond Pay and Patriotism: What Really Drives the Debate about the US Women’s Soccer Team (USWNT). Medium.
  • Schwartz, H. L. (2019). When I Said “White,” I Meant “White”: Why White Pittsburghers Should Care about Racism and What To Do About It. Public Source.
  • Holloway, E.L. & Schwartz, H.L. (2018). Drawing from the Margins: Grounded Theory Research Design and EDI Studies.
  • In Bendl, R., Booysen, L., & Pringle, J. (Eds.), Research Methods on Diversity Management, Equality and Inclusion at Work. Cheltenham, United Kingdom: Edward Elgar Publishing.
  • Schwartz, H. L. (2017). Sometimes it’s about more than the paper: Assessment as relational practice. Journal on Excellence in College Teaching, 28(2), 5-28.
  • Schwartz, H.L. (2013). Dinner at Fitzwilly’s: Intellectual mattering in developmental relationships. In Dominguez, N. & Gandert, Y. (Eds). Sixth Annual Mentoring Conference Proceedings: Impact and Effectiveness of Developmental Relationships. Albuquerque, NM: University of New Mexico.
  • Schwartz, H. L. (2011). From the classroom to the coffee shop: Graduate students and professors effectively navigate interpersonal boundaries. International Journal of Teaching and Learning in Higher Education, 23(3), 363–372.
  • “Connected Teaching: How a Relational Approach Fuels Learning and Builds Faculty Resilience.” Keynote for various faculty development conferences between 2020 – 2022, including Rutgers University-New Brunswick Graduate School of Applied and Professional Psychology; Tennessee Board of Regents/The College System of Tennessee; Simmons University; Lipscomb University; Herzing University; University of British Columbia – Department of Occupational Science and Occupational Therapy; and Cedar Crest College.
  •  “Connected Teaching: Mutuality and Mattering in the Age of Distraction.” Keynote, Connecting with Adult Learners: A Multi-Generational Challenge, Rutgers School of Social Work Part-Time Lecturers Conference, New Brunswick, NJ. (January 2020)
  • “Disappointment and Failure: When Teaching Almost Breaks Your Heart.” Presented at Designing Effective Teaching/Lilly-Bethesda, Bethesda, MD. (May 2020, virtual)
  • “Challenging the Myth of Lone Leaders and Individual Achievers: Why Social Context Matters as We Clarify and Pursue Our Dreams.” Presented at Society for Contemporary Craft and Carlow University, in conjunction with Mindful: Exploring Mental Health through Art exhibit, Pittsburgh, PA. (November 2015)
  •  “Educating for Social Change: RCT-Based Approaches.” (Invited faculty and workshop coordinator). Workshop presented at Jean Baker Miller Training Institute Summer Intensive, Wellesley College, Wellesley, MA. (June 2015)
  •  “Radical Empathy.” (Invited panelist). Presented at Jean Baker Miller Training Institute Summer Intensive, Wellesley College, Wellesley, MA. (June 2015)
  • Dorothy Cochrane Award for Excellence in Faculty Scholarship and Research, Carlow University, 2014
  • Alan E. Guskin Scholars’ Award, Antioch University, 2007-2008, 2006-2007
  • American College Personnel Association’s Gerald Saddlemire Master’s Research Award, 1990
  • Lead Scholar,  Education as Relational Practice, International Center for Growth in Connection, 2015 – present
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