Developing “Students as Learners and Teachers”: Lessons from Ten Years of Pedagogical Partnership that Strives to Foster Inclusive and Responsive Practice
This case study reviews how the pedagogical partnership program ‘Students as Learners and Teachers’ evolved between 2007 and 2017. It draws on the author’s ten years of experience directing the program to describe the context, steps in development, components and assessment of the program as well as to summarise three lessons learnt: (1) continuing dialogue with, support of, and affirmation of student partners is essential; (2) reaching and supporting, rather than alienating, faculty can be a challenge; and (3) flexibility and evolution of the overall program are critical.
Colón García, A. (2017) ‘Building a sense of belonging through pedagogical partnership.’ Teaching and Learning Together in Higher Education, 22. Available at: http://repository.brynmawr.edu/tlthe/vol1/iss22/2 (Accessed: 15 January 2017).
Cook-Sather, A. (2016) ‘Creating brave spaces within and through student-faculty pedagogical partnerships.’ Teaching and Learning Together in Higher Education,18. Available at: http://repository.brynmawr.edu/tlthe/vol1/iss18/1 (Accessed: 15 January 2017).
Cook-Sather, A. (2015) ‘Dialogue across differences of position, perspective, and identity: Reflective practice in/on a student-faculty pedagogical partnership program.’ Teachers College Record, 117(2).
Cook-Sather, A. and Agu, P. (2013) ‘Students of color and faculty members working together toward culturally sustaining pedagogy.’ In: Groccia J.E. and Cruz L. (eds.) To improve the academy: Resources for faculty, instructional, and organizational development (Vol. 32, 271-285). San Francisco, CA: Jossey-Bass.
Cook-Sather, A. and Des-Ogugua, C. (to be published) ‘Lessons we still need to learn on creating more inclusive and responsive classrooms: recommendations from one student-faculty partnership program.’ International Journal of Inclusive Education.
Cook-Sather, A., Schlosser, J., Sweeney, A., Peterson, L., Cassidy, K. and Colon-Garcia, A. (2017) ‘The pedagogical benefits of enacting positive psychology practices through a student-faculty partnership approach to academic development.’ International Journal for Academic Development.
de Bie, A, Marquis, E., Cook-Sather, A. and Luqueño, L. (to be published) ‘Valuing knowledge(s) and cultivating confidence: Contributing to epistemic justice via student-faculty pedagogical partnerships.’ International Perspectives in Higher Education: Strategies for Fostering Inclusive Classrooms, Volume 3. Innovations in Higher Education Teaching and Learning.
Delgado-Bernal, D. (2002) ‘Critical race theory, Latino critical theory, and critical raced-gendered epistemologies: Recognizing students of color as holders and creators of knowledge.’ Qualitative Inquiry, 8(1), 105-126. Available at: http://journals.sagepub.com/doi/abs/10.1177/107780040200800107 (Accessed: 15 February 2013).
Harper, S. R. and Davis, C. H. F. III. (2016) ‘Eight actions to reduce racism in college classrooms.’ AAUP. Available at: https://www.aaup.org/comment/3881#.WhTRGbT81E5 (Accessed: 10 January 2017).
Hockings, C. (2010) Inclusive learning and teaching in higher education: A synthesis of research. York: The Higher Education Academy. Available at: https://www.heacademy.ac.uk/resources/detail/resources/detail/evidencenet/Inclusive_learning_and_teaching_in_higher_education (Accessed: 12 November 2017).
Lawrie, G., Marquis, E., Fuller, E., Newman, T., Qiu, M., Nomikoudis, M., Roelofs, F. and Van Dam, L. (2017) ‘Moving towards inclusive learning and teaching: A review and synthesis of recent literature.’ Teaching & Learning Inquiry, 5(1). Available at: http://tlijournal.com/tli/index.php/TLI/article/view/141/157 (Accessed: 10 January 2017).
Ntem, A. (2017, May) ‘Relating resistance and resilience in student-faculty pedagogical partnership.’ Poster presentation, McMaster Summer Institute on Students as Partners. Hamilton, Canada.
- There are currently no refbacks.