Growing Student-Faculty Partnerships at Ursinus College: A Brief History in Dialogue

Authors

  • Meredith Goldsmith
  • Megan Hanscom
  • Susanna A Throop Ursinus College
  • Codey Young

DOI:

https://doi.org/10.15173/ijsap.v1i2.3075

Keywords:

student-faculty partnerships, leadership, program development

Downloads

Download data is not yet available.

Author Biographies

Meredith Goldsmith

Meredith Goldsmith is a Professor of English at Ursinus College and founder of the College's Teaching and Learning Institute (2010-2014), and Special Assistant to the President for Strategic Initiatives.

Megan Hanscom

Megan Hanscom graduated in 2016 from Ursinus College, where she majored in Environmental Studies and minored in English and Gender and Women’s Studies. In her four years at Ursinus, she served as a TLI Student Consultant and TLI Advisory Board Member, as well as a Green Fellow in the Office of Sustainability. 

Susanna A Throop, Ursinus College

Susanna A. Throop is an Associate Professor of History at Ursinus College, where she served as the TLI Director from 2014-2016.

Codey Young

Codey Young graduated in 2014 from Ursinus College, where he majored in Philosophy and Anthropology & Sociology and minored in African-American and Africana Studies. Codey served as a TLI Student Consultant from 2013-14 and helped lead a pilot TLI program at Lingnan University in Hong Kong, China.

References

Dweck, C. (2006). Mindset: The New Psychology of Success. New York, NY: Random House.

Goldsmith, M., & Gervasio, N. (2011). Radical equality: A dialogue on building a partnership—and a program—through a cross-campus collaboration. Teaching and Learning Together in Higher Education, 3. Retrieved from http://repository.brynmawr.edu/tlthe/vol1/iss3/4

Wiggins, G., & McTighe, J. (2005). Understanding by Design (Expanded 2nd ed.). Alexandria, VA: ASCD.

Downloads

Published

2017-10-07

How to Cite

Goldsmith, M., Hanscom, M., Throop, S. A., & Young, C. (2017). Growing Student-Faculty Partnerships at Ursinus College: A Brief History in Dialogue. International Journal for Students as Partners, 1(2), 109–115. https://doi.org/10.15173/ijsap.v1i2.3075

Issue

Vol. 1 No. 2 (2017)

Section

Reflective Essays

License

Copyright (c) 2017 International Journal for Students as Partners

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process - this applies to the submitted, accepted, and published versions of the manuscript. This can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access).