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Engaging Students as Partners in Learning and Teaching


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Table of Contents

Preface ix Acknowledgments xxv About the Authors xxvii 1. What Are Student-Faculty Partnerships? Our Guiding Principles and Definition 1 2. Preliminary Questions about Student-Faculty Partnerships 15 3. Partnerships with Students Examples from Individual Faculty 27 4. Program-Level Approaches to Student-Faculty Partnerships 59 5. Outcomes of Student-Faculty Partnerships Support from Research Literature and Outcomes for Faculty and Students 97 6. The Challenges of Student-Faculty Partnerships 133 7. Practical Strategies for Developing Student-Faculty Partnerships 143 8. Further Questions about Student-Faculty Partnerships 171 9. Assessing Processes and Outcomes of Student-Faculty Partnerships 187 10. Next Steps . . . Toward a Partnership Movement? 203 Appendix I: The Ladder of Active Student Participation in Curriculum Design 213 Appendix II: Guidelines for the Students as Learners and Teachers (SaLT) Program at Bryn Mawr College (Modified for This Volume) 217 Appendix III: Practical Strategies for Developing Student-led Research Projects From the Students as Change Agents Program, University of Exeter, United Kingdom 229 References 231 Index 257

About the Author

ALISON COOK-SATHER is the Mary Katherine Woodworth Professor of Education and coordinator of the Teaching and Learning Institute at Bryn Mawr College. She publishes and presents widely on student voice and student-teacher partnerships. CATHERINE BOVILL is a senior lecturer in the Academic Development Unit at the University of Glasgow in Scotland. Her research and publications focus on students and staff cocreating curricula. PETER FELTEN is executive director of the Center for Engaged Learning and assistant provost at Elon University. His other books include Transformative Conversations: A Guide to Mentoring Communities Among Colleagues in Higher Education (Jossey-Bass, 2013).

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