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.