Praise for Engaging Students as Partners in Learning and Teaching
Oh, how I wish I had this book thirty years ago when I was starting to teach! It is the best resource possible for those who understand that teaching and learning is a partnership process, and that faculty–student collaboration can produce the most informed teaching and the most critical learning.
STEVEN S. VOLK, U.S. Professor of the Year 2011
If we want to truly transform our teaching and student learning, we must create new kinds of dialogue and practice. This book offers powerful ideas and examples of how student–faculty partnerships can do just that!
L. DEE FINK, national and international consultant in higher education; author of Creating Significant Learning Experiences
For those who believe that students can play a much more active role in shaping their own learning, this book has it all foundational theory and personal voices, practical tips, and lots of great examples. If you re looking for ways to make students real partners in the educational enterprise, you won t find better guides than these three authors.
PAT HUTCHINGS, senior scholar, National Institute for Learning Outcomes Assessment
Reading this book gives me great hope for the future of higher education. We often complain that students aren t engaged enough in our classes and that even the best of them concentrate too much on grades. In this wonderful book, the authors have given us with plenty of detailed guidance and examples a revolutionary approach to engaging students in their own education and thereby fostering deep learning. As the final chapter argues, it is the blueprint for a transformative educational movement.
KEN BAIN, author of What the Best College Teachers Do and What the Best College Students Do
Engaging Students as Partners in Learning and Teaching addresses a key practice which if widely adopted has the potential to make a radical change to the nature of higher education. This is an important, topical, and above all practical text which should inspire faculty, academic developers, and administrators to devise better ways of engaging students.
MICK HEALEY, higher education consultant and researcher
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
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).