HomePublicationsOpen Access SeriesPedagogical Partnerships Chapter 4: What are the shared responsibilities of facilitating pedagogical partnerships?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: 15395 views | 5809 downloadsISBN: 978-1-951414-01-6December 2019 (Temporarily Unavailable) This chapter of Pedagogical Partnerships begins with a discussion of how to conceptualize facilitation of pedagogical partnership as focused on sharing perspectives with the purpose of dialogue, not necessarily critique and change. It identifies the shared roles and responsibilities of all participants in partnership, including beginning with a focus on what is working well (affirmation) and then moving to any areas for growth, and it emphasizes the importance of building relationship, listening, and embracing different goals that partners might bring to partnership work. Similarly, it names the overarching attitudes and approaches that are beneficial for all participants in partnership to embrace, including having an open mind, building trust, co-creating the partnership, being professional, and being present and mindful. The chapter concludes by identifying what kinds of things student partners are not responsible for. Related Book ResourcesGuidelines for Student and Faculty Partners in Classroom-focused Pedagogical PartnershipsInviting Faculty and Students to Participate in Pedagogical PartnershipPartial List of Themed Issues of Teaching and Learning Together in Higher EducationQuestions that Facilitate Productive Talking and ListeningOutcomes of Pedagogical Partnership WorkSample Outlines for Student Partner OrientationsSample Message to Student Partners from the SALT Program DirectorStudent Partners’ Particular Contributions to Pedagogical PartnershipWays of Conceptualizing FeedbackWays of Thinking about ListeningDiscussion QuestionsYou might think of facilitation as the responsibility of program directors, but in pedagogical partnership, it is everyone’s responsibility. Consider the following questions regarding roles and responsibilities. How do you conceptualize facilitation? Everyone has different ideas about what facilitation entails, and people on your campus may have different notions of the facilitation roles in pedagogical partnership. Consider exploring these kinds of questions together: What is the range of forms of facilitation already enacted on your campus? How do you see facilitation of pedagogical partnership as described in this chapter being similar to those forms or constituting a new form of facilitation? What particular challenges, if any, do you anticipate with the forms of facilitation partnership requires? How can you convey to potential participants in pedagogical partnership programs the importance of affirmation? What is your understanding of roles and responsibilities in pedagogical partnership? By definition, pedagogical partnership complicates traditional roles and responsibilities of faculty, students, and others. Addressing the questions below, all of which we explore in this chapter, can help you clarify for yourself your own and others’ understandings. What is your understanding of the shared roles and responsibilities of all participants in partnership? What are the distinctions or differences among the roles and how can you support participants in pedagogical partnership clarifying those for themselves and for one another? In what contexts and in what ways are feedback offered on your campus? How are those similar to and different from feedback in and about pedagogical partnership discussed in this chapter and in the “Ways of Conceptualizing Feedback” resource? How can you foster and embrace productive attitudes and approaches? What kinds of trust-building activities might you explore and create as part of developing pedagogical partnerships on your campus? Considering the discussion of overarching attitudes and approaches we offer, which might already exist on your campus, which might need to be developed, and how will you support both? What challenges of communication (e.g., writing professional emails, being cognizant of others’ investment in partnership and other commitments,) do you anticipate within your partnership program and also between participants and those not involved? How will you prepare partners to manage these? What will student partners not be responsible for in your partnership program? How can you keep in mind and convey those boundaries to others? Share:
