Pedagogical Partnerships

Parlor Press and the Center for Engaged Learning Open Access Book Series Series Editors: Jessie L Moore and Peter Felten Pedagogical Partnerships and its accompanying resources provide step-by-step guidance to support the conceptualization, development, launch, and sustainability of pedagogical partnership programs in the classroom and curriculum. This definitive guide is written for faculty, students, and academic developers who seek to leverage pedagogical partnerships to increase engaged learning, create more equitable and inclusive educational experiences, and reframe the traditionally hierarchical structure of teacher-student relationships. Filled with practical advice, Pedagogical Partnerships provides extensive materials so readers don't have to reinvent the wheel but can adapt time-tested strategies and techniques to their own unique contexts and goals. "We see this book not only as a valuable window into the day-to-day functioning and processes of one highly successful partnership program, but also as a call to develop a wide range of partnership practices that respond to and work within diverse institutional and cultural contexts." -Beth Marquis, Mick Healey, and Kelly E. Matthews Alison Cook-Sather is a professor of education at Bryn Mawr College and director of Students as Learners and Teachers (SaLT), the signature program of the Teaching and Learning Institute (TLI) at Bryn Mawr and Haverford Colleges. In addition, she has served as a consultant at institutions across the United States and around the world as others develop pedagogical partnership programs. Finally, Alison has engaged in extensive research on pedagogical partnership and is founding editor and founding co-editor, respectively, of two journals focused on pedagogical partnership: Teaching and Learning Together in Higher Education and International Journal for Students as Partners. Melanie Bahti is a former student partner in SaLT who graduated from Bryn Mawr College in 2016 with a degree in linguistics. In addition to co-authoring an article on partnership with Alison and another former student partner (Cook-Sather, Des-Ogugua, and Bahti, 2018), she has presented at conferences and consulted on partnership, and she serves as a reviewer for the International Journal for Students as Partners. She recently completed a Master's degree in higher education at the University of Pennsylvania and now works in the Center for Teaching & Learning at Thomas Jefferson University. Anita Ntem graduated from Bryn Mawr College in 2018 with a degree in psychology. As a student partner in SaLT she worked in partnership with faculty in four different departments. In addition, she has engaged in research as a Fellow of the Teaching and Learning Institute. Anita has presented her research on partnership at conferences (Ntem 2017), co-authored articles on pedagogical partnership (Cook-Sather, Ntem, and Felten in preparation; Ntem and Cook-Sather 2018), served as a facilitator of the International Summer Institute for Students as Partners at McMaster University in Canada, and is co-editor of the International Journal for Students as Partners.