HomePublicationsOpen Access SeriesPedagogical Partnerships Chapter 5: What approaches might program directors take to plan for and support 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: 12157 views | 4985 downloadsBuy in PrintISBN: 978-1-951414-01-6December 2019 This chapter of Pedagogical Partnerships focuses on the particular responsibilities of program directors. It addresses how program directors can invite and respond to prospective participants in pedagogical partnership and how program directors can support participants as their partnerships unfold, including making themselves available, developing informal and formal feedback mechanisms, and communicating with administrators. The chapter offers specific recommendations for planning for and supporting classroom-focused pedagogical partnerships, including assigning faculty-student pairs, managing busy schedules, addressing disciplinary differences and power dynamics, offering guidelines and orientations, and facilitating weekly meetings of student partners. Finally, the chapter offers recommendations for planning for and supporting curriculum-focused pedagogical partnerships, including how to support student and faculty partners in co-planning a course before it is taught, revising while a course is unfolding, redesigning a course after it is taught, and making explicit and challenging the hidden curriculum of a course. Related Book ResourcesCreating Post-Bac Fellow Positions to Support the Development of Pedagogical Partnership ProgramsGathering FeedbackGeneral Guiding Principles for Weekly Reflective Meetings of Student PartnersHistory and Structure of the SaLT ProgramHow the SaLT Program Got StartedPlans to Orient New Faculty and Student PartnersSample Outline of Topics for Weekly Meetings of Student PartnersSample Outlines for Student Partner OrientationsSample Student Partners Course SyllabusSaLT Program Student Consultant Application FormThree Stages of Backward Design for Creating Post-Baccalaureate Pathways to Educational DevelopmentDiscussion QuestionsThe questions below are directed primarily to program directors, but those of you in other roles might also want to consider them from your perspective. If you are a program director, these questions will be essential to your role as facilitator and supporter of pedagogical partnership. And if you are a faculty partner, student partner, or librarian, dean, or other campus community partner, it is worth clarifying for yourself your own perspectives on these questions since you will not only participate in but also facilitate pedagogical partnership. What approaches might you take to inviting and responding to prospective participants in a pedagogical partnership program? There are many questions to consider as you move into the work of actually launching or further developing a pedagogical partnership program. Consider addressing questions such as the following with the stakeholders and potential participants in your program: What approaches might you take to inviting and responding to prospective participants? Are these approaches similar to or different from the ways people are invited or responded to regarding other opportunities on campus? What messages are you sending to prospective participants and also to others on campus and beyond regarding who participates and why? What criteria will you use to match student and faculty partners? When might it make sense for student-faculty partners to be in different disciplines and when in the same discipline? How might you support participants as their partnerships unfold? What structures and processes will you develop to support partners in naming and navigating power dynamics? How can you best support classroom-focused pedagogical partnerships? How will you achieve the best balance between offering support and affording participants flexibility and freedom in classroom-focused partnerships? What kind of guidelines will you develop for student and faculty participants? How will you orient faculty and student partners to classroom-focused partnership? With what frequency and forms of facilitation will you support reflection and dialogue among participants? How can you best support curriculum-focused pedagogical partnerships focused on: co-planning a course before it is taught? co-creating a course while it is unfolding? redesigning a course after it is taught? making explicit and challenging the hidden curriculum? Share:
