July 5, 2021The Problem with Assessing Groupsby David BuckOne of the challenges an instructor faces when developing any collaborative project is how to assess learning. When multiple students work together to create some product, it’s not necessarily the case that the final product reflects the learning of all…
June 28, 2021Start with Loneliness: Conceiving a Framework for Promoting Equity and Justiceby Alise de BieMy experiences as a Mad/disabled/queer graduate student were incredibly lonely. It was these experiences of loneliness that led me to participate in pedagogical partnerships with faculty, staff, and fellow students, and that informed my contributions to the theoretical framework for…
June 24, 2021Publishing Engaged Learning Research: Establishing Author Orderby Jessie L. MooreIn a previous post, I discussed factors that can guide who is listed as an author for publications stemming from collaborative projects. In this follow-up post, I share strategies for establishing author order. Different group members may take the lead…
June 21, 2021More than Words: Inclusion and Equity for Students with Disabilitiesby Caroline J. KetchamHopefully Extreme’s 1990 “More than Words” is starting to percolate in your head. Although you may not attach this song to inclusion and equity in higher education, the message of these lyrics is basically: Your actions are more meaningful than…
June 14, 2021Learning to Honor My Own Epistemology: The Long-Term Effects of Student-Faculty Partnershipsby Leslie Patricia LuqueñoAs I have transitioned out of my undergraduate institution and into an elite graduate school, I have increasingly seen and experienced first-hand the confidence-building and harm-redressing potential of pedagogical partnership. When I was an undergraduate at Haverford College, I participated…
June 7, 2021Bringing Co-Creation in Learning and Teaching to Your Classroomby Eric Hall and Kristina MeinkingIn this accessible and informative new text, Co-creating Learning and Teaching: Towards relational pedagogy in higher education, Catherine Bovill offers readers a useful framework and scholarly context for co-creation in learning and teaching (CCLT). Faculty and staff who are curious…
May 31, 2021Publishing Engaged Learning Research: Who is an Author?by Jessie L. MooreThe Center for Engaged Learning routinely facilitates multi-institutional, collaborative scholarship of teaching and learning (SoTL), so we frequently help co-authors navigate authorship decisions. Since our projects involve international and multi-disciplinary collaborations, we also have encountered a range of region- or…
May 24, 2021Academic Book Publishing: Securing Permissionsby Jennie GoforthIn our recent blog post on understanding copyright and permissions, we outlined when you do and do not need to secure permission to reproduce someone else’s writing or artwork in your book. This blog post will take you through the…
May 20, 2021What Students Say about Promoting Equity and Justice through Pedagogical Partnershipby Alison Cook-Sather, with contributions from Beth Marquis“One word I would use to describe this program is ‘healing.’” That’s how undergraduate student Alexis Giron describes her experience of pedagogical partnership in the foreword to Promoting Equity and Justice through Pedagogical Partnership. Alexis explains that she had “the…
May 17, 2021Academic Book Publishing: Understanding Permissionsby Jennie GoforthAll academic writing builds on previous research. As Healey, Matthews, and Cook-Sather state in Writing about Learning and Teaching in Higher Education, we are “creating and contributing to scholarly conversations—an ongoing dialogue … that involves people and our construction of…