Throughout Pedagogical Partnerships: A How-To Guide for Faculty, Students, and Academic Developers in Higher Education, we note sources to consult for further discussions of particular points. In this resource, we list those sources by chapter.

Chapter 2: Where can you learn more about other colleges’ and universities’ approaches to developing pedagogical partnership programs?

The publications listed below both describe other programs and projects and include contact information of facilitators and, in some cases, participants. While we cannot go into detail about the structures and practices of these different programs and projects, we encourage you to read these publications and contact those involved with them to learn more.

Bell, Amani, Tai Peseta, Stephanie Barahona, Suji Jeong, Longen Lan, Rosemary Menzies, Tracy Trieu, and Ann Wen. 2017. “In Conversation Together: Student Ambassadors for Cultural Competence.” Teaching and Learning Together in Higher Education 21.  https://repository.brynmawr.edu/tlthe/vol1/iss21/5.

Cook-Sather, Alison, Catherine Bovill, and Peter Felten. 2014. Engaging Students as Partners in Learning and Teaching: A Guide for Faculty. San Francisco: Jossey-Bass.

Goldsmith, Meredith, and Nicole Gervacio. 2011. “Radical Equality: A Dialogue on Building a Partnership—and a Program—through a Cross-campus Collaboration.” Teaching and Learning Together in Higher Education 3. https://repository.brynmawr.edu/tlthe/vol1/iss3/4/.

Goldsmith, Meredith, Megan Hanscom, Susanna A. Throop, and Codey Young. 2017. “Growing Student-Faculty Partnerships at Ursinus College: A Brief History in Dialogue.” International Journal for Students as Partners 1 (2). https://doi.org/10.15173/ijsap.v1i2.3075.

Healey, Mick, Abbi Flint, and Kathy Harrington. 2014. Engagement through Partnership: Students as Partners in Learning and Teaching in Higher Education. York, UK: Higher Education Academy. https://www.advance-he.ac.uk/knowledge-hub/engagement-through-partnership-students-partners-learning-and-teaching-higher.

Matthews, Kelly E. 2017. “Students and Staff as Partners in Australian Higher Education: Introducing Our Stories of Partnership.” Teaching and Learning Together in Higher Education 21. https://repository.brynmawr.edu/tlthe/vol1/iss21/1/.

Oleson, Kathryn, and Knar Hovakimyan. 2017. “Reflections on Developing the Student Consultants for Teaching and Learning Program at Reed College, USA.” International Journal for Students as Partners 1 (1). https://doi.org/10.15173/ijsap.v1i1.3094.

Volk, Steven. 2016. “Student-Faculty Partnerships: Collaborating to Improve Teaching and Learning.” Center for Teaching Innovation and Excellence, Oberlin College, May 2, 2016. http://languages.oberlin.edu/blogs/ctie/2016/05/01/student-faculty-partnerships-collaborating-to-improve-teaching-and-learning/.

Chapter 6: What approaches can student and faculty partners use in pedagogy-focused partnerships?

What are some common areas of focus for pedagogical partnerships?

Creating more inclusive classrooms

Cook-Sather, Alison, and Praise Agu. 2013. “Students of Color and Faculty Members Working Together toward Culturally Sustaining Pedagogy.” In To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development, edited by James E. Groccia and Laura Cruz, 271–85. San Francisco: Jossey-Bass/Anker.

Cook-Sather, Alison, and Crystal Des-Ogugua. 2018. “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 23 (6): 594-608.

Marquis, Elizabeth, Bonnie Jung, Anne Fudge Schormans, Sara Lukmanji, Robert Wilton, and Susan Baptiste. 2016. “Developing Inclusive Educators: Enhancing the Accessibility of Teaching and Learning in Higher Education.” The International Journal for Academic Development 21 (4): 337–49.

Perez, Kerstin. 2016. “Striving toward a Space for Equity and Inclusion in Physics Classrooms.” Teaching and Learning Together in Higher Education 18. https://repository.brynmawr.edu/tlthe/vol1/iss18/3.

Encouraging engagement and contribution to classroom discussion

Abbott, Clara, and Laura Been. 2017. “Strategies for Transforming a Classroom into a Brave and Trusting Learning Community: A Dialogic Approach.” Teaching and Learning Together in Higher Education 22. https://repository.brynmawr.edu/tlthe/vol1/iss22/3.

Cheung, Floyd. 2015. “Valuing Half-formed Thoughts in Class Discussions.” Brigham Young University Center for Teaching and Learning. https://ctl.byu.edu/tip/valuing-%E2%80%9Chalf-formed%E2%80%9D-thoughts-class-discussions

Reckson, Lindsay V.  2014. “The Weather in Hemingway.”  Teaching and Learning Together in Higher Education 11. https://repository.brynmawr.edu/tlthe/vol1/iss11/6

Wagner-McCoy, Sarah, and Ezra Schwartz. 2016. “Gaining New Perspectives on Discussion-based Classes in English and the Humanities.” Teaching and Learning Together in Higher Education 17. https://repository.brynmawr.edu/tlthe/vol1/iss17/3

Teaching in the context of social and political complexity

Chavez, Alicia Fedelina, and Susan Diana Longerbeam. 2016. “Top 10 Things Faculty Can Do to Teach Across Cultures.” In Teaching Across Cultural Strengths: A Guide to Balancing Integrated and Individuated Cultural Frameworks in College Teaching. Sterling, VA: Stylus.

Kreider, Tim. 2018. “Go Ahead, Millennials, Destroy Us.” New York Times, March 2, 2018. https://www.nytimes.com/2018/03/02/opinion/go-ahead-millennials-destroy-us.html.

Nelson, Craig. 2010. “Dysfunctional Illusions of Rigor: Lessons from the Scholarship of Teaching and Learning.” To Improve the Academy 28: 177–92.

Souza, Tasha. 2016. “Managing Hot Moments in the Classroom: Concrete Strategies for Cooling Down Tension.” In Diversity and Inclusion in the Classroom, 4–5. Madison, WI: Magna Publications. http://provost.tufts.edu/celt/files/Diversity-and-Inclusion-Report.pdf. [There is lots else of use in this document as well.]

Volk, Steven. 2016. “Finding Our Voice in a ‘Post-Truth’ Era.” Center for Teaching Innovation and Excellence, Oberlin College, December 12, 2016. http://languages.oberlin.edu/blogs/ctie/2016/12/11/finding-our-voice-in-a-post-truth-era/.

Where can student and faculty partners learn more about the SaLT program’s approach to gathering midterm feedback?

Cook-Sather, Alison. 2009. “From Traditional Accountability to Shared Responsibility: The Benefits and Challenges of Student Consultants Gathering Midcourse Feedback in College Classrooms.” Assessment & Evaluation in Higher Education 34 (2): 231–41.

Walker, Alicia. 2012. “The Mid-semester Challenge: Filtering the Flow of Student Feedback.” Teaching and Learning Together in Higher Education 6. https://repository.brynmawr.edu/tlthe/vol1/iss6/4 

Chapter 7: What approaches can student and faculty partners take to curriculum-focused partnerships?

Bergmark, Ulrika, and Susanne Westman. 2016. “Co-creating Curriculum in Higher Education: Promoting Democratic Values and a Multidimensional View on Learning.” International Journal for Academic Development 21(1): 28–40.

Bovill, Catherine. 2014. “An Investigation of Co-created Curricula within Higher Education in the UK, Ireland and the USA.” Innovations in Education and Teaching International 51 (1): 15–25. http://www.tandfonline.com/doi/abs/10.1080/14703297.2013.770264#.VUjs7ph0yP8.

Bovill, Catherine. 2013. “Students and Staff Co-creating Curricula: A New Trend or an Old Idea We Never Got Around to Implementing?” In Improving Student Learning through Research and Scholarship: 20 Years of ISL, edited by Chris Rust, 96–108. Oxford: The Oxford Centre for Staff and Educational Development.

Bovill, Catherine. 2013. “Students and Staff Co-creating Curricula: An Example of Good Practice in Higher Education?” In The Student Engagement Handbook:  Practice in Higher Education, edited by Elisabeth Dunne and Derfel Owen, 461-75. Bingley, UK: Emerald.

Bovill, Catherine. 2013. Powerful Partnerships. Invited think piece. Higher Education Academy Annual Conference, 3-4 July, University of Warwick. http://www.academia.edu/7162750/Bovill_C._2013_Powerful_partnerships._Invited_think_piece_for_the_Higher_Education_Academy_Annual_Conference_3-4_July_University_of_Warwick.

Bovill, Catherine, and Catherine Bulley, C. J. (2011). “A Model of Active Student Participation in Curriculum Design: Exploring Desirability and Possibility.” In Improving Student Learning (ISL) 18: Global Theories and Local Practices: Institutional, Disciplinary and Cultural Variations, edited by C. Rust, 176-188). Oxford, England: Oxford Brookes University, Oxford Centre for Staff and Learning Development.

Bron, Jeroen, Catherine Bovill, and Wiel Veugelers. 2016. “Students Experiencing and Developing Democratic Citizenship Through Curriculum Negotiation: The Relevance of Garth Boomer’s Approach.” Curriculum Perspectives 36 (1): 15–27.

Bron, Jeroen, and Wiel Veugellers. 2014. “Why We Need to Involve Our Students in Curriculum Design.” In Curriculum and Teaching Dialogue, edited by David J. Flinders, P. Bruce Uhrmacher, and Christy M. Moroye. Vol 16, 125–39.

Bunnel, Sarah, and Dan Bernstein. 2014. “Improving Engagement and Learning through Sharing Course Design with Students: A Multi-level Case.” Teaching and Learning Together in Higher Education 14. https://repository.brynmawr.edu/tlthe/vol1/iss13/2/.

Carey, Philip. 2013. “Student as Co-producer in a Marketised Higher Education System: A Case Study of Students’ Experience of Participation in Curriculum Design.” Innovations in Education and Teaching International 50 (3): 250–260.

Cates, Rhiannon M., Mariah R. Madigan, and Vicki L. Reitenauer. 2018. “‘Locations of Possibility’: Critical Perspectives on Partnership.” International Journal for Students as Partners 2 (1). https://doi.org/10.15173/ijsap.v2i1.3341

Charkoudian, Lou, Anna C. Bitners, Noah B. Bloch, and Saadia Nawal. 2015. “Dynamic Discussions and Informed Improvements: Student-Led Revision of First-Semester Organic Chemistry.” Teaching and Learning Together in Higher Education 15. https://repository.brynmawr.edu/tlthe/vol1/iss15/5/.

Cook-Sather, Alison, Crystal Des-Ogugua, and Melanie Bahti. 2018. “Articulating Identities and Analyzing Belonging: A Multistep Intervention that Affirms and Informs a Diversity of Students.” Teaching in Higher Education 23 (3): 374–38

Delpish, Ayesha, Alexa Darby, Ashley Holmes, Mary Knight-McKenna, Richard Mihans, Catherine King, and Peter Felten. 2010. “Equalizing Voices: Student-Faculty Partnership in Course Design.” In Engaging Student Voices in the Study of Teaching and Learning, edited by Carmen Werdeer and Megan Otis, 96–114. Sterling, VA: Stylus.

Edwards, Samantha, J. Rowe, M. Barnes, Patria R. Andersen, and Jesse Johnson-Cash. 2015. “Students Co-creating Curriculum: Navigating Complexity and Uncertainty.” Proceedings of the 38th Higher Education Research and Development Society of Australasia Incorporated Conference / Ferns, Sonia (ed): pp.141-150. http://research.usc.edu.au/vital/access/manager/Repository/usc:16674.

Goff, Lori, and Kris Knorr. 2018. “Three Heads Are Better Than One: Students, Faculty, and Educational Developers as Co-developers of Science Curriculum.” International Journal for Students as Partners 2 (1), 112-120. https://doi.org/10.15173/ijsap.v2i1.3333

Lubicz-Nawrocka, Tanya Michelle. 2017. “Co-Creation of the Curriculum: Challenging the Status Quo to Embed Partnership.” The Journal of Educational Innovation, Partnership and Change 3 (2). http://dx.doi.org/10.21100/jeipc.v3i2.529.

Mihans, Richard, Deborah Long, and Peter Felten. 2008. “Power and Expertise: Student-Faculty Collaboration in Course Design and the Scholarship of Teaching and Learning.” International Journal for the Scholarship of Teaching and Learning 2 (2): 1–9. https://doi.org/10.20429/ijsotl.2008.020216.

Moore, Jessie, Lindsey Altvater, Jillian Mattera, and Emily Regan. 2010. “Been There, Done That, Still Doing It: Involving Students in Redesigning a Service-Learning Course.” In Engaging Student Voices in the Study of Teaching and Learning, edited by Carmen Werder and Megan Otis, 115–129. Sterling, VA: Stylus.

Sunderland, Mary. 2013. “Using Student Engagement to Relocate Ethics to the Core of the Engineering Curriculum.” Science and Engineering Ethics. https://doi.org/10.1007/s11948-013-9444-5.

Chapter 8: How might you manage the challenges of partnership?

Abbot, Sophia, and Alison Cook-Sather. (under review). “The Generative Power of Pedagogical Disagreements in Classroom-Focused Student-Faculty Partnerships.”

Bovill, Catherine, Alison Cook-Sather, Peter Felten, Luke Millard, and Niamh Moore-Cherry. 2016. “Addressing Potential Challenges in Co-Creating Learning and Teaching: Overcoming Resistance, Navigating Institutional Norms and Ensuring Inclusivity in Student-Staff Partnerships.” Higher Education 71 (2): 195–208. https://doi.org/10.1007/s10734-015.

Cook-Sather, Alison, Catherine Bovill, and Peter Felten. 2014. Engaging Students as Partners in Teaching and Learning: A Guide for Faculty. San Francisco: Jossey-Bass

Mercer-Mapstone, Lucy, Elizabeth Marquis, and Catherine McConnell. 2018. “The ‘Partnership Identity’ in Higher Education: Moving from ‘Us’ and ‘Them’ to ‘We’ in Student-Staff Partnership.” Student Engagement in Higher Education Journal 2 (1): 12–29.

Ntem, Anita, and Alison Cook-Sather. 2018. “Resistances and Resiliencies in Pedagogical Partnership: Student Partners’ Perspectives.” International Journal for Students as Partners 2 (1): 82-96.