HomePublicationsOpen Access SeriesPedagogical Partnerships Chapter 3: How can you situate and structure the program, how do you get started, and how might you plan for sustainability?Download Chapter Book MenuPedagogical Partnerships ChaptersForewordIntroductionChapter 1Chapter 2Chapter 3Chapter 4Chapter 5Chapter 6Chapter 7Chapter 8Chapter 9ConclusionAfterwordAbout the Authors Book Resources Download BookOpen access PDFdoi.org/10.36284/celelon.oa1ISBN: 978-1-951414-00-9December 20192.1 MBMetrics: 13619 views | 5346 downloadsBuy in PrintISBN: 978-1-951414-01-6December 2019 This chapter of Pedagogical Partnerships focuses on how a pedagogical partnership program might fit into the larger institution (e.g., in relation to reporting, other programs, and promotion and tenure) and why it is important to consider these questions. It also includes discussions of how to conceptualize student and faculty partners’ work and what to call both the program and participants in it, all questions that will affect how the program is perceived and embraced by those on campus and beyond. The chapter offers recommendations for how to get a program started, including how to integrate student partners from the beginning, options for compensation, developing position descriptions and application processes, and what [temporary] positions, such as post-baccalaureate fellow, can be created to help launch or develop a partnership program. Finally, the chapter addresses how program directors, faculty, and student partners can plan for sustainability. Related Book ResourcesAdvertising Student Partner PositionsChoosing Names for Partnership Programs and ParticipantsCreating Post-Bac Fellow Positions to Support the Development of Pedagogical Partnership ProgramsHistory and Structure of the SaLT ProgramHow the SaLT Program Got StartedOutcomes of Pedagogical Partnership WorkSaLT Program Student Consultant Application FormSample Student Partners Course SyllabusSteps in Launching Pedagogical Partnership ProgramsSummer Institute for Faculty Participants in Pedagogical PartnershipThree Stages of Backward Design for Creating Post-Baccalaureate Pathways to Educational DevelopmentWorking toward Programmatic SustainabilityDiscussion QuestionsOnce you have considered why you might develop a pedagogical partnership program (chapter 1) and generated responses to questions regarding the kind of program that makes sense in your context (chapter 2), you will need to shift your focus to how to structure and sustain your program. Might you convene groups of campus stakeholders, including students, and ask them: How will a pedagogical partnership program fit into the larger institution (e.g., in relation to reporting, other programs, and promotion and tenure)? Where should it be located? How should you compensate student and faculty partners’ work? What will you call your program and its participants? These are among the most important decisions you will make, since names matter for what they convey both within and beyond your institution. What kinds of campus-wide and more focused discussions might you have in which you invite stakeholders to discuss what might you call what you want to do? Considering the names of other programs and partners, which terms resonate for you and your campus, which do not, and why? What plans can you make to launch and to sustain a partnership program? It is important to take careful, deliberate steps in planning and launching a pedagogical partnership program, both to establish a stable foundation and to ensure that you can build on that foundation going forward. Given the advice in chapter 2, the “How the SaLT Program Got Started” resource and the “Steps in Launching Pedagogical Partnership Programs” resource, what set of steps can you generate for yourself for planning a pilot program? Are there [temporary] positions, such as post-baccalaureate fellow, that might you create to help launch, develop, or sustain a partnership program? What are the key considerations regarding sustainability in your context? Share:
