“Working Alongside Those That Are Typically Viewed as Having the Power”: Expanding Structures to Support Students as Partners in Learning and Teaching
In this interactive keynote I will offer a set of premises and present a range of practices that fall under the umbrella of pedagogical partnership. Drawing on these premises and practices, I will discuss how we might expand structures to support students as partners with faculty and staff in learning-focused collaborations. Together we will unpack the student description of this work that constitutes the first part of the keynote title—“working alongside those that are typically viewed as having the power”—as it applies to faculty and staff as well as to students working in cross-role partnerships intended to position everyone involved as both learner and teacher. Throughout I will ask everyone present actively to reflect on and to imagine possibilities for working with students as partners in learning and teaching.
Download Dr. Alison Cook-Sather’s Guidelines for Student and Faculty Partners here.
A Conversation With Alison Cook-Sather
Dr. Alison Cook-Sather is the Mary Katharine Woodworth Professor of Education at Bryn Mawr College and Director of the Teaching and Learning Institute at Bryn Mawr and Haverford Colleges. Her research focuses on how differently-positioned participants in education can work together in pedagogical partnership. Supported by grants from the Ford Foundation, The Arthur Vining Davis Foundations, and The Andrew W. Mellon Foundation, Dr. Cook-Sather has developed internationally-recognized programs that position students as pedagogical consultants to prospective secondary teachers and to practicing college faculty members.
Dr. Cook-Sather has published over 85 articles and book chapters and given as many keynote addresses, other invited presentations, and papers at refereed conferences in Aotearoa New Zealand, Australia, Brazil, Canada, Grenada, Italy, Spain, Sweden, the United Kingdom, and throughout the United States. She has written five books including Student-Faculty Pedagogical Partnerships in the Classroom and Curriculum: A How-To Guide for Faculty, Students, and Academic Developers in Higher Education (forthcoming), Engaging Students as Partners in Learning & Teaching: A Guide for Faculty (2014), and Education Is Translation: A Metaphor for Change in Learning and Teaching (2006). She is also founding editor of Teaching and Learning Together in Higher Education and founding co-editor of International Journal for Students as Partners. From 2010-2015, she was the Jean Rudduck Visiting Scholar at the University of Cambridge in England.
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