Archive for the 'Archived Issues' Category
Welcome to the eighth 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.
In This Issue
I. Introduction, in which Ken Bain, Provost and Vice President for Academic Affairs and Professor of History, University of the District of Columbia, frames the contributions to this issue with a discussion of how to “grow” — how to inspire and support — deep learning.
II. Deep Learning and Immersive Education with a Dedication to Justice, in which law professor Matthew I. Fraidin and students Ibidun Roberts, Jeannine Winch (University of the District of Columbia David A. Clarke School of Law), and Larissa Chernock (Georgetown University School of Law) share thoughts about clinical legal education, a primarily experiential approach to teaching lawyering skills, values, and legal doctrine. The piece begins with an introduction to the substance and methods of clinical legal education by Fraidin, and then Roberts, Winch, and Chernock, three former students, respond to his comments and share their experiences as clinical students.
III. In Search of the Unpredictable: Complexifying the Classroom in the Age of Globalization, in which Anne Dalke (Term Professor of English) and Elizabeth McCormack (Professor of Physics), Bryn Mawr College, discuss their collaboration on designing and co-teaching a new course on “Gender and Science: Re-envisioning & Revising the Relation,” and their experience, in preparation for re-designing the course, in a faculty seminar on “natural learning environments,” which was facilitated by Ken Bain through The Andrew W. Mellon Teaching and Learning Institute (TLI).
IV. Student-Faculty Partnership for Deeper Learning, in which Ariana Huberman, Visiting Professor of Spanish, Haverford College, and Shuning Yan, Student Consultant, Bryn Mawr College, reflect on the initiatives and ideas that resulted from a semester of partnership through the Teaching and Learning Institute (TLI) Faculty Pedagogy Seminar at Bryn Mawr College in the Fall of 2012. In this essay Huberman and Yan present strategies they developed to foster deeper learning in Huberman’s Spanish Literature course.
V. Deep Learning With Beautiful Questions: Student Engagement and Teacher Renewal, in which Edward J. Brantmeier & Kerri Lawrence, from James Madison University, explore deep learning and deep teaching with beautiful, foundational course questions. Within this larger frame, Brantmeier speaks to his renewal as a teacher-scholar and Lawrence speaks to her deep learning and application of critical peace education as a first year, elementary classroom teacher.
VI. The Invitation, in which Rosi Song, Associate Professor of Spanish, Bryn Mawr College, discusses the evolution in her thinking about developing syllabi for her courses. Using Bain’s notion that one should create “a promising syllabus,” Song explores the complexities of doing so.
VII. Renewing Curiosities, Marveling at the Wonders of Biology, and Promoting Deep Approaches to Learning with Non-Science Majors, in which Carol A. Hurney, Sofia Ganev, and Alexandra Higgins, James Madison University provide reflections from a faculty member and two students on their experiences in a general education biology course at James Madison University. They begin by reflecting on their perceptions of the role of asking questions in learning and ways to foster deep approaches to learning. They then explore how to overcome the situational factors faced by faculty and students in introductory classes by fostering student interest, curiosity, and ultimately, deep approaches to learning.
VIII. Querying the “Natural”: Re-thinking Classroom Ecologies, in which Jody Cohen and Anne Dalke, Term Professors, Bryn Mawr College, explore and complicate the notion of “natural learning environments.” Drawing on both theorists’ and students’ perspectives, they argue for pedagogies that “respect the diversity and disequilibrium that can characterize human action and interaction.”
February 10 2013 | Archived Issues | Comments Off
Welcome to the seventh 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.
In This Issue
I. Introduction, in which Alison Cook-Sather, Editor, and Coordinator of the The Andrew W. Mellon Teaching and Learning Institute (TLI), describes the theme of this issue — the role of student consultants in the development, teaching, and assessment of Bryn Mawr College’s innovative 360 program. Guest Student Editor, Kaushiki Dunusinghe, Bryn Mawr College 2012, describes her experience of supporting her 360 cluster in all three of these ways.
II. Developing Partnerships: Creating and Growing the 360º Program at Bryn Mawr College, in which Kim Cassidy, Provost of Bryn Mawr College and creator of the 360 program, discusses her vision of the program, how she sees it unfolding, and her perspective on the role of student consultants in working with faculty as they develop, teach, and assess the 360s.
III. “Changing Education”: Helping to Conceptualize the First 360, in which Elliott Shore, Chief Information Officer, Constance A. Jones Director of Libraries and Professor of History at Bryn Mawr College, and co-creator of the first 360, “Changing Education,” describes from a faculty perspective the process of developing this first cluster of courses.
IV. The Sixth Space: Watching Students Build Connections and Thematic Understanding Through Recontextualizing Content Outside of the Classroom, in which Anna Chiles, Bryn Mawr College 2011, the student consultant for “Changing Education,” offers her perspective on the development of that first 360.
V. To Find Fruit: A Contemplative Assessment of a 360 Experience, in which Michelle M. Francl, Professor of Chemistry at Bryn Mawr College, offers some thoughts on working with a student consultant to assess the 360 she taught with two colleagues, “Contemplative Traditions.”
VI. 360 Degrees of Pedagogy, in which Alice Lesnick, Term Professor of Education and Director of the Bryn Mawr/Haverford Education Program at Bryn Mawr College, describes how she led the development of a 360 called “Learning and Narrating Childhoods” with one student consultant and taught it, working with two colleagues, with the support of another student consultant.
VII. A Student Consultant’s Perspective on How the 360 Prompts a Rethinking of Teaching and Learning Together, in which Sarah Brown, Haverford College 2012, one of the student consultants who worked on the “Learning and Narrating Childhoods” 360, offers her perspective on and insights from the experience.
VIII. Multiple Layers of Participation: Working with Student Leaders in our 360°, in which Jody Cohen, Term Professor of Education, Victor Donnay, Professor of Mathematics, and Carola Hein, Professor of Growth and Structure of Cities, describe their work with several student consultants in the development, teaching, and assessment of a 360 called “Perspectives on Sustainability.”
IX. From the Students’ Perspective, a set of recommendations from student consultants who have worked with faculty members on developing, teaching, and assessing 360s.
October 01 2012 | Archived Issues | Comments Off
Welcome to the sixth 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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In This Issue
I. Introduction, in which Alison Cook-Sather, Editor, and Coordinator of The Andrew W. Mellon Teaching and Learning Institute (TLI), describes the theme of this issue: “behind the scenes” glimpses into how faculty-student partnerships unfold through the TLI. Guest Student Editor, Mia Chin, Bryn Mawr College ‘12, describes her experience of working behind the scenes in the TLI.
II. Facilitating Quantum Leaps: Reflections on How to Promote Active Student Learning in a Physics Classroom, in which James Battat, Assistant Professor of Physics, uses an excerpt from observation notes his student consultant took in his classroom and his reflections on those to illuminate the pedagogical challenge he and his student consultant focused on during his first semester teaching at Bryn Mawr College: how to actively engage students in learning physics.
III. Discerning Growth: Lessons from One TLI Partnership, in which Zanny Alter, Bryn Mawr College ’09, reflects upon the ways in which she struggled to discern growth during one of her partnerships but, through both the process of gathering mid-course feedback at the time and reflecting on that process subsequently, came to discern the growth that had in fact been taking place.
IV. The Mid-semester Challenge: Filtering the Flow of Student Feedback, in which Alicia Walker, Assistant Professor of History of Art at Bryn Mawr College, shares an email exchange with her student consultant focused on preparing for, gathering, and responding to midsemester feedback from students enrolled in one of courses. She offers as well a kind of meta-commentary on the exchange, providing both context for and interpretation of her experience not only with gathering midcourse feedback but also with the larger concept of consulting and listening to students.
V. The Power of Sharing the Student Perspective: Benefits to Faculty and to Student Consultants, in which Emily Cunningham, Haverford College ’12, shares some of the insights she offered her faculty partners and the ways in which having the opportunity to offer those informed her own learning and growth — as a consultant, as a student, and as a future professor.
VI. Steps in Walking the Talk: How Working with a Student Consultant Helped Me Integrate Student Voice More Fully into My Pedagogical Planning and Practice, in which Jerusha Conner, Assistant Professor of Education at Villanova University, traces the development of a deeper awareness of problematic dynamics in her classroom through her weekly dialogue with her student consultant. Through her week-by-week analysis, she shows how she and her student together developed ways of addressing the issues each discerned from a different angle.
VII. Making Gratitude Explicit, in which Maggie Larson, Bryn Mawr College ’10, reflects on her experience as a student consultant and presents, in both narrative form and a visual representation of overlapping circles, a set of examples of how explicit expressions of gratitude among participants in the TLI provide the foundation for the trust and respect that are both required for and fostered by the program.
VIII. Finding Voices in Reflection: How My Work through the TLI Changed My Classroom Dynamics, in which Sara Bressi Nath, Assistant Professor of Social Work at Bryn Mawr College, discusses how, through the observations of her student consultant and the dialogue she and her consultant had around those, she came to realize the ways in which she was silencing both her students and her more exploratory self and how she changed her approach.
IX. An Equal Partnership: Preparing for Faculty-Student Team Teaching of “Cultural History of Chinese Astronomy” through the TLI, in which Yonglin Jiang, Associate Professor of East Asian Studies, and Yi Wang, Bryn Mawr College ’14, describe the process through which they worked together as equal partners to conceptualize and plan to co-teach an undergraduate course.
X. In Memoriam: Duane Kight, a selection of blog posts written during the spring of 2010, when Kight, Associate Professor of French at Haverford College, participated in a TLI pedagogy seminar and worked with a student consultant. These are included to honor Kight, who passed away unexpectedly on April 30, 2012, and afford a glimpse of a faculty member’s reflections — the thought behind the teaching.
May 30 2012 | Archived Issues | Comments Off
SPECIAL ISSUE: DISCOVERING THE IMPORTANCE OF STUDENT VOICE AND ACTIVE PARTICIPATION THROUGH THE SCHOLARSHIP OF TEACHING AND LEARNING
Welcome to the fifth 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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IN THIS ISSUE
I. FROM THE GUEST EDITOR: DISCOVERING THE IMPORTANCE OF STUDENT VOICE AND ACTIVE PARTICIPATION THROUGH THE SCHOLARSHIP OF TEACHING AND LEARNING: A message from the Guest Editor, Marilyn Cohn, Director of the Finch Center for Teaching and Learning at Maryville University, in which she explains the focus of this special issue: stories of how some Maryville faculty, through the Scholarship of Teaching and Learning (SoTL) and action research, are moving toward new understandings of the central role that students can and should play in their own learning. She briefly describes the SoTL seminar she leads and argues that the essays in this journal make a strong case for the power of classroom research to illuminate the ways in which teachers and students can work together in higher education.
II. INTRODUCTION, in which Mary Ellen Finch, Vice President for Academic Affairs, provides the history and context that gave rise to the Finch Center for Teaching and Learning and its commitment to a SoTL Seminar Program and explains her own involvement in a new “students as consultants” program.
III. TOWARD A BLENDED STUDENT/TEACHER VOICE IN THE CLASSROOM: REFLECTIONS OF A TEACHER WHO WAS “PULLED UP SHORT,” in which Shawn Pohlman, Associate Professor of Nursing, describes the negative response she received from students when she initially implemented a new Team-Based Learning Approach and how she discovered that “student-centered” strategies must be accompanied by student voice.
IV. FROM A TEACHING FOCUS TO A STUDENT CENTERED CLASSROOM: BUILDING COLLABORATION IN THE CLASSROOM, in which Karen Tabak, Associate Professor of Accounting, traces her journey from seeing students as vessels to be filled to viewing students as active contributors and teachers in the classroom.
V. THE EVOLUTION OF A SCHOLARSHIP OF TEACHING AND LEARNING PARTICIPANT in which Michael Kiener, Associate Professor of Rehabilitation Counseling, shares a career-long journey on how the examination of his pedagogy has led him to develop a commitment to student voice and collaboration in the classroom and helped him to develop his own voice as a teacher and researcher.
VI. REGARDING STUDENT COLLABORATION IN ART & DESIGN, in which Cherie Fister, Professor of Design, an AIGA Fellow, Director of Maryville’s Art & Design Programs, and Assistant Dean of the College of Arts & Sciences, explains how the SoTL studies of many of her faculty members are leading to more explicit dialogues with students and opportunities for student leadership within the program.
VII. MAGIC WORDS: STUDENTS LEARNING AND TEACHING WRITING IN FIRST YEAR SEMINAR, in which Jesse Kavadlo, Professor of English and Coordinator of the University Seminar for the First Year Experience, Abbie Nicoloff, class of 2012 and University Seminar Peer Mentor, and Jess Burgess, Amelia Copeland, and Kevin Olson, class of 2015, recount their teaching-learning experiences as participants in Jesse’s course, “Secret Words: Fantasy Novels and their Fans.”
VIII. STRUCTURING A FIRST-YEAR SEMINAR TO FACILITATE SELF-AUTHORSHIP: DEVELOPING A SHARED UNDERSTANDING OF SELF, in which Tammy Gocial, Associate Vice President for Academic Affairs, and Juliana Fussell, class of 2013 and University Seminar Peer Mentor, describe the way in which they collaborated to develop a course on “self-authorship” and reveal how that experience affected their own growth and that of their students.
IX. DIALOGUE ON OUR ACTION RESEARCH EXPERIENCE, in which Jen McCluskey, Associate Vice President for Student Success and First Year Experience, and Johannes Wich-Schwarz, Assistant Professor of English and Humanities, discuss with one another how the process of studying their own teaching in University Seminar led them to serious questions regarding the types of relationships they want to establish with their students.
January 29 2012 | Archived Issues | Comments Off
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.
…
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 | Comments Off
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.
…
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 | Comments Off
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 | Comments Off
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 | Comments Off