HomeAnnotated BibliographiesAssessment Foundations of Student-Faculty Partnerships in the Scholarship of Teaching and Learning Share: Section NavigationSkip section navigationIn this sectionAnnotated Bibliographies Affirming and Inclusive Engaged Learning for Neurodivergent Students Capstone Experiences Conditions for Meaningful Learning Global Learning Internships Learning Communities Learning on Location: Place-Based Pedagogies Mentoring Service-Learning Student-Faculty Partnership Supporting Neurodiverse and Physically Disabled Students Undergraduate Research Work-Integrated Learning Writing Transfer In and Beyond the University Reference List Entry:Manor, Christopher, Stephen Bloch-Shulman, Kelly Flannery, and Peter Felten. 2010. "Foundations of Student-Faculty Partnerships in the Scholarship of Teaching and Learning." In Engaging Students Voices in the Study of Teaching and Learning, edited by Carmen Werder and Megan Otis, 3-15. Sterling, VA: Stylus.About this Book Chapter:The authors begin by outlining some of the shortcomings of the traditional instructional model in higher education, arguing that in this model students feel powerless, as if decisions were made for them instead of by them. Professors are viewed as the only experts in the room, developing in students a fundamental misconception about teaching and learning as a process through which knowledge is transferred from one to another, rather than a process during which meaning is co-constructed. Such misconception also devalues the opinions and the input of their peers, whose thoughts are dismissed as irrelevant and unimportant. All of this in the end translates into student disengagement with the process of learning, with the material and with their peers. This traditional model of education is challenged by student-faculty partnership on the scholarship of teaching and learning. Through partnership, students acquire voice and with it, a greater responsibility for their education. Simultaneously, faculty is prompted to listen to student voices and accommodate them, relinquishing the authority that was previously assumed and unquestioned. Hence, partnership causes decentralization and disaggregation of the classroom as power is now shared between the instructor and the students, which in itself, fosters a more democratic model of teaching and learning. From the SoTL perspective, student-faculty partnerships shift the focus from teaching (faculty) to learning (students) and allow students to ask questions related to SoTL research. [Annotation by Ketevan Kupatadze] This book challenges the traditional model of education where students are left out of decision-making processes and left feeling powerless. The chapter authors advocate student-faculty partnerships where student voice is honored, power is decentralized, and participation in democratic models is encouraged. Student-faculty partnerships can be utilized to design assessments that include student input and choice to promote ownership of learning. [Annotation contributed by Aaron Trocki]
