Lucy Mercer-Mapstone and I started The Power of Partnership to explicitly explore some of the unexamined challenges and bumps-in-the-road of partnership. So, why do we include a whole section titled, “Growing Partnership” (Section 3)? Many critical pedagogues write about both challenging power…

Section 2 of The Power of Partnership is called “Intersections.” Sam Hester’s opening illustration for the section fully embraces this theme. She visually disrupts boundaries and juxtaposes apparent opposites, suggesting that the space where those opposites meet — the “and”…

The first section of The Power of Partnership is called “Power and Politics” and focuses on the way power and hierarchy impact our ability to connect with one another across roles in meaningful partnerships in teaching and learning. When Lucy…

Recently, colleagues at Elon discussed two new publications in the Center for Engaged Learning’s Open Access Book Series: Pedagogical Partnerships and The Power of Partnership. Folks in these conversations repeatedly returned to the challenge of working through the disagreements that…

The Center for Engaged Learning recently released The Power of Partnership: Students, Staff, and Faculty Revolutionizing Higher Education. In our E-Origin Story, Lucy and I (the collection editors) explain the conception of the book itself. But I wanted to step…

To celebrate the release of Pedagogical Partnerships: A How-To Guide for Faculty, Students, and Academic Developers in Higher Education (Cook-Sather, Bahti, & Ntem 2019), I spoke to the authors about their experience practicing and writing about pedagogical partnerships.  We started…

Last January, I took a class on Engaged Learning in Higher Education. I wrote a little bit about this class in my spring post on Partnership and Mentorship at Scale, but one thing I didn’t mention was the content we…

In this post I focus on Teaching and Learning Together in Higher Education (TLTHE)’s recently published issue entirely dedicated to student perspectives on pedagogical partnerships. As student-faculty partnership becomes part of institutional teaching and learning cultures around the world, it…

The reality of intensive pedagogical partnership programs is that there will always be more willing and capable students than there is room to partner. On a mathematical level, this makes sense. There are far fewer faculty at a university than…

As instructional partnerships continue to develop, we wonder: (How) might partnership be embraced as an ethos and culture within the institution of higher education, while continuing to push on the traditionalist fabric of these institutions? We see a tension between…