Chapter 6: What approaches might student and faculty partners use in classroom-focused partnerships?

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Addressing the particular approaches faculty and student partners can use in classroom-focused partnerships, this chapter of Pedagogical Partnerships begins with a discussion of the steps in establishing, sustaining, and concluding a classroom-focused pedagogical partnership, reiterating the importance of the principles and approaches noted in chapter 4, including building trust and relationship, listening, and co-creating the focus and unfolding of the partnership work. It addresses what student and faculty partners can do to make the most of their partnership, including how to structure weekly meetings, shift their focus over the course of the partnership, and ensure satisfying closure. Finally, it details techniques student and faculty partners can use, including taking observation notes, mapping classroom interactions, gathering feedback, creating end-of-term annotated lists, and writing thank-you letters.

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Discussion Questions

Chapter 6 focuses on approaches that faculty and student partners might want to take in classroom-focused partnerships. It begins with discussing how to establish rapport, and then moves through a series of questions and recommendations for establishing, sustaining, and concluding classroom-focused pedagogical partnerships; making the most of their partnership; and particular techniques student and faculty partners use, including taking observation notes, mapping classroom interactions, gathering feedback, creating end-of-term annotated lists, and writing thank-you letters. You might also wish to consult the following resources, which go into detail about these:

How can student and faculty partners prepare and establish a focus for partnership?

  • Consider the recommendations in the first part of this chapter for how student and faculty partners in your context can best lay the foundation for a productive pedagogical partnership. Can you think of other ways to prepare?
  • How can student and faculty partners establish a focus for their work?
  • Do the common areas of focus for pedagogical partnerships listed in this chapter resonate in your context, or do you anticipate other areas you might want to name?

What particular approaches to classroom-focused partnership do you want to embrace in your context?

  • What should the student partner role and responsibilities be in any given partnership?
    • Weekly observations and meetings or only meeting? If observations, mapping?
    • Gathering feedback?
    • End-of-term annotated lists?
    • Thank-you letters?
    • Other possibilities?
  • What are the pros and cons of asking student partners to interact directly with students enrolled in the course?

What can student and faculty partners do to make the most of their partnership?

  • Which of the points listed in this chapter would support productive partnership in your context?
  • Which others do you want to identify and be sure to discuss?