Welcome to the fourth issue of Teaching and Learning Together in Higher Education — a peer-reviewed, interdisciplinary journal that serves as a forum for the reflective work of college faculty and students working together to explore and enact effective classroom practice.
Teaching and Learning Together in Higher Education is premised on the centrality to successful pedagogy of dialogue and collaboration — among faculty and between faculty and students — in explorations and revisions of approaches to teaching and learning in higher education. The journal has several aims:
- To include student voices in analyses and revisions of educational practice at the post-secondary level
- To offer windows into the development of pedagogical insights that faculty and students gain when they collaborate on explorations of classroom practice and systematically reflect on that collaboration
- To create forums for dialogue between faculty and students whose work is featured in this journal and others engaged in similar work at other colleges and universities.
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I. FROM THE ADVISORY BOARD, in which Ben Daley, Chief Academic Officer at High Tech High in San Diego, California, and faculty member at the High Tech High Graduate School of Education, draws on some of the insights students offer in this issue’s contributions to frame his discussion of how he and his colleagues have worked to integrate student perspectives into pedagogical planning at the high school level and into teacher preparation at the college level.
II. INTRODUCTION, in which Alison Cook-Sather, Editor, and Coordinator of the The Andrew W. Mellon Teaching and Learning Institute, addresses the ways that the mutual engagement of faculty/student partnerships fosters parallel processes of individual and shared learning. Guest Student Editor, Lena Bahou, graduate student at the University of Cambridge, England, describes her experience of finding a new voice for herself through her role as student ethnographer at a student voice conference.
III. FOSTERING A PEDAGOGY OF MUTUAL ENGAGEMENT THROUGH A SHARED PRACTICE OF AIKIDO, in which Greg Selover, BA, Middlebury College, 2010, and Jonathan Miller-Lane, Assistant Professor of Education Studies at Middlebury College, trace the development of their teaching/learning relationship within both the college classroom and the martial arts dojo (training hall).
IV. LEARNING WHILE DOING, in which Zachary Oberfield, Assistant Professor of Political Science at Haverford College, and Sally Wu, Haverford College 2011, offer parallel narratives of the key insights they developed through working, respectively and in partnership, through The Andrew W. Mellon Teaching and Learning Institute.
V. EMBRACING PRODUCTIVE DISRUPTIONS: EXCERPTS FROM AN ONGOING STORY OF DEVELOPING MORE CULTURALLY RESPONSIVE CLASSROOMS, in which Jody Cohen, Senior Lecturer in Education at Bryn Mawr College, Alison Cook-Sather, Professor of Education and Coordinator of The Andrew W. Mellon Teaching and Learning Institute, and Tiffany Shumate, Bryn Mawr College, 2008, offer their shared and respective perspectives on a project in which they participated called Toward Culturally Responsive Classrooms.
VI. FROM THE STUDENT PERSPECTIVE, in which Ivana Evans, Haverford College, 2012, reflects on three related gains she has experienced in partnership with several faculty members through her participation in The Andrew W. Mellon Teaching and Learning Institute: in perspective, in empathy, and in confidence.
VII. TEACHING AND LEARNING INSIGHTS, in which faculty members and student consultants offer advice regarding how to collaborate with one another — how to learn in parallel and in partnership.
September 29 2011 | Archived Issues | No Comments »
Welcome to the third issue of Teaching and Learning Together in Higher Education — a peer-reviewed, interdisciplinary journal that serves as a forum for the reflective work of college faculty and students working together to explore and enact effective classroom practice.
Teaching and Learning Together in Higher Education is premised on the centrality to successful pedagogy of dialogue and collaboration — among faculty and between faculty and students — in explorations and revisions of approaches to teaching and learning in higher education. The journal has several aims:
·To include student voices in analyses and revisions of educational practice at the post-secondary level
·To offer windows into the development of pedagogical insights that faculty and students gain when they collaborate on explorations of classroom practice and systematically reflect on that collaboration
·To create forums for dialogue between faculty and students whose work is featured in this journal and others engaged in similar work at other colleges and universities.
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I. From The Advisory Board, in which Carmen Werder, Director of the Teaching-Learning Academy & Writing Instruction Support and an affiliated faculty member in the Department of Communication at Western Washington University, and Shanyese Trujillo, an undergraduate at Western Washington University, reflect on “The Heart and Art of Collegial Conversations.”
II. Introduction, in which Alison Cook-Sather, Editor, and Coordinator of the The Andrew W. Mellon Teaching and Learning Institute, argues for a revision of traditional teacher-student relationships and pedagogical responsibilities and in which Guest Student Editor Anna Chiles describes her experience of working in the TLI.
III. A Semester In the Life, the final installment of the blog kept by Theresa Tensuan, Assistant Professor of English, over the course of a semester in which she wrote about the joys and challenges of her exploration into how to create a more culturally responsive classroom.
IV. Radical Equality: A Dialogue on Building a Partnership — and a Program — Through a Cross-campus Collaboration, in which Meredith Goldsmith, Associate Professor of English at Ursinus College, and Nicole Gervasio, a 2009 graduate of Bryn Mawr College, describe the process through which they built their working relationship and how they used their partnership not only to reflect on one of Goldsmith’s courses but also to build a student consulting program at Ursinus.
V. Let’s Scrum: How Scrum Methodology Encourages Students to View Themselves as Collaborators, in which Rebecca Pope-Ruark, Assistant Professor of English at Elon University, and three Elon undergraduates, Michelle Eichel, Sarah Talbott, and Kasey Thornton, explore an adapted version of Scrum project management methodology — a framework of group meetings and process questions used to organize collaborative teamwork and borrowed from the software development world.
VI. From the Student Perspective, in which Margaret A. Powers, a 2010 Bryn Mawr College Graduate who worked as a student consultant throughout her time as an undergraduate, offers “Reflections on Seven Core Principles of Facilitating Faculty-Student Partnerships within an Educational Initiative.”
VII. Teaching and Learning Insights, in which faculty members and student consultants define ‘confidence’, reflect on the role of confidence in teaching and learning, and articulate how their experiences through the Teaching and Learning Institute help to build confidence.
May 25 2011 | Archived Issues | No Comments »
Welcome to the second issue of Teaching and Learning Together in Higher Education — a peer-reviewed, interdisciplinary journal that serves as a forum for the reflective work of college faculty and students working together to explore and enact effective classroom practice.
Teaching and Learning Together in Higher Education is premised on the centrality to successful pedagogy of dialogue and collaboration — among faculty and between faculty and students — in explorations and revisions of approaches to teaching and learning in higher education. The journal has several aims:
·To include student voices in analyses and revisions of educational practice at the post-secondary level
·To offer windows into the development of pedagogical insights that faculty and students gain when they collaborate on explorations of classroom practice and systematically reflect on that collaboration
·To create forums for dialogue between faculty and students whose work is featured in this journal and others engaged in similar work at other colleges and universities.
I. From The Advisory Board, in which Peter Felten, Assistant Provost, Associate Professor of History, and Director, Center for the Advancement of Teaching and Learning, Elon University, and 2010-2011 President, POD (Professional and Organizational Development in Higher Education), discusses the challenges faculty members and student consultants face in taking up this collaborative work in reflections he calls “Monet Moments and the Necessity of Productive Disruption.”
II. Introduction, in which Alison Cook-Sather, Editor, and Coordinator of the The Andrew W. Mellon Teaching and Learning Institute, links tenets of Thiessen’s notion of a pedagogy of mutual engagement to the contributions to this issue and in which Guest Student Editor Sarah Brown describes her experience of working in the TLI.
III. A Semester In the Life, which traces a faculty member’s reflections over the course of a semester: Theresa Tensuan, Assistant Professor of English, includes the next installment (a total of four reflections) from her weekly blog entries about the joys and challenges of a semester in which she explored how to create a more culturally responsive classroom.
IV. Meditations on “A Taut But Happy” Class, in which Bret Mulligan, Assistant Professor of Classics, uses the metaphor of “a taut but happy ship” to analyze his work as a teacher and to frame a visual and text-based representation of the revisions he made to one of his courses in partnership with his student consultant.
V. Disrupting Traditional Student-Faculty Roles, 140 Characters at a Time, in which Margaret A. Powers, a 2010 graduate of Bryn Mawr College and former student consultant, and Howard M. Glasser, Postdoctoral Fellow in Science Education at Bryn Mawr College, describe how their use of Twitter radically altered their roles as “student” and “faculty member,” positioning them instead as commensurate learners and collaborators.
VI. Teaching and learning Insights, in which faculty members and student consultants describe two interrelated sets of understandings and practices derived through their work together: (1) gaining perspective and (2) engaging in more intentional communication.
January 01 2011 | Archived Issues | No Comments »
Welcome to the first issue of Teaching and Learning Together in Higher Education — a peer-reviewed, interdisciplinary journal that serves as a forum for the reflective work of college faculty and students working together to explore and enact effective classroom practice.
Teaching and Learning Together in Higher Education is premised on the centrality to successful pedagogy of dialogue and collaboration — among faculty and between faculty and students — in explorations and revisions of approaches to teaching and learning in higher education. The journal has several aims:
· To include student voices in analyses and revisions of educational practice at the post-secondary level
· To offer windows into the development of pedagogical insights that faculty and students gain when they collaborate on explorations of classroom practice and systematically reflect on that collaboration
· To create forums for dialogue between faculty and students whose work is featured in this journal and others engaged in similar work at other colleges and universities.
I. From The Advisory Board, which features some reflections on “a pedagogy of mutual engagement” from Advisory Board member Dennis Thiessen.
II. Introduction, which provides a history of the programs that have generated the reflections featured in this inaugural issue and thoughts from Guest Editor Laura Perry.
III. A Semester In the Life, which traces a faculty member’s reflections over the course of a semester: Theresa Tensuan, Assistant Professor of English and Coordinator of the Gender and Sexuality Studies Program, posts the first installment of her weekly blog about the joys and challenges of a semester in which she explored how to create a more culturally responsive classroom.
IV. From the Student Perspective, in which Erica Seaborne, a 2009 graduate of Bryn Mawr College, describes how her experience working as a Student Consultant with the TLI increased her sense of responsibility as a student, and deepened her understanding of teaching and learning.
V. Teaching and Learning Insights, which features faculty and student perspectives on and analyses of an important classroom issue: student engagement.
Our goal is to have Teaching and Learning Together in Higher Education evolve to represent a wide range of faculty and student reflections on teaching and learning in higher education. We seek submissions that:
· illustrate how faculty and students work together to improve classroom practice
· present pedagogical insights gained through collaborations between and among faculty and students
· explore the challenges and possibilities of such collaborations
September 11 2010 | Archived Issues | No Comments »