Three models for embracing student expertise in the development of pedagogical partnership programs
Ahmad, A., & Cook-Sather, A. (2018). Taking roads less traveled: Embracing risks and responsibilities along the way to leadership. Teaching and Learning Together in Higher Education, 24. https://repository.brynmawr.edu/tlthe/vol1/iss24/7
Bala, N. (2022a). Launching a pedagogical partnership program at Emmanuel College. Teaching and Learning Together in Higher Education, 35. https://repository.brynmawr.edu/tlthe/vol1/iss35/1
Bala, N. (2022b). Exploring the personal and professional work of pedagogical partnership at Vassar College. Teaching and Learning Together in Higher Education, 36. https://repository.brynmawr.edu/tlthe/vol1/iss36/1
Bala, N. (2021). A STEPP into uncertainty: Pursuing passions to embrace pedagogical risks. Teaching and Learning Together in Higher Education, 33. https://repository.brynmawr.edu/tlthe/vol1/iss33/4
Barber, P. H., Hayes, T. B., Johnson, T. L., Márquez-Magaña, L., & 10,234 signatories. (2020). Systemic racism in higher education. Science, 369(6510), 1440–1441. https://doi.org/10.1126/science.abd7140
Berheide, C. W., Carpenter, M. A., & Cotter, D. A. (2022). Teaching college in the time of COVID-19: Gender and race differences in faculty emotional labor. Sex Roles, 86, 441–455. https://doi.org/10.1007/s11199-021-01271-0
Brown, K., de Bie, A., Aggarwal, A., Joslin, R., Williams-Habibi, S., & Sivanesanathan, V. (2020). Students with disabilities as partners: A case study on user testing an accessibility website. International Journal for Students as Partners, 4(2), 97–109. https://doi.org/10.15173/ijsap.v4i2.4051
Cook-Sather, A. (2018). Listening to equity-seeking perspectives: How students’ experiences of pedagogical partnership can inform wider discussions of student success. Higher Education Research and Development, 37(5), 923–936. https://doi.org/10.1080/07294360.2018.1457629
Cook-Sather, A. (2022). Co-creating equitable teaching and learning: Structuring student voice into higher education. Harvard Education Press. https://www.hepg.org/hep-home/books/co-creating-equitable-teaching-and-learning
Cook-Sather, A., & Alter, Z. (2011). What is and what can be: How a liminal position can change learning and teaching in higher education. Anthropology & Education Quarterly, 42(1), 37–53.
Cook-Sather, A., Bahti, M., & Ntem, A. (2019a). Pedagogical partnerships: A how-to guide for faculty, students, and academic developers in higher education. Elon University Center for Engaged Teaching Open Access Series. https://www.centerforengagedlearning.org/books
Cook-Sather, A., Bahti, M., & Ntem, A. (2019b). Creating post-bac fellow positions to support the development of pedagogical partnership programs. [Resource in Pedagogical partnerships: A how-to guide for faculty, students, and academic developers in higher education]. https://www.centerforengagedlearning.org/books/pedagogical-partnerships/book-resources/post-bac-fellow/
Cook-Sather, A., Bahti, M., & Ntem, A. (2019c). Three stages of backward design for creating post-baccalaureate pathways to educational development. [Resource in Pedagogical partnerships: A how-to guide for faculty, students, and academic developers in higher education]. https://www.centerforengagedlearning.org/books/pedagogical-partnerships/book-resources/designing-post-bac/
Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning & teaching: A guide for faculty. Jossey-Bass.
Cook-Sather, A., Cott, M., Seay, K., & Stewart, K. (in press). Pedagogical partnership as professional development for students. In J. Conner, L. Gauthier, R. Raaper, & C. Guzmán Valenzuela (Eds.), The Bloomsbury International Handbook of Student Voice in Higher Education. Bloomsbury Academic.
Cook-Sather, A., & Des-Ogugua, C. (2019). Lessons we still need to learn on creating more inclusive and responsive classrooms: Recommendations from one student-faculty partnership programme. International Journal of Inclusive Education, 23(6). https://doi.org/10.1080/13603116.2018.1441912
Cook-Sather, A., & Felten, P. (2017). Ethics of academic leadership: Guiding learning and teaching. In F. Wu & M. Wood (Eds.), Cosmopolitan perspectives on academic leadership in higher education (pp. 175–191). Bloomsbury Academic.
Cook-Sather, A., Healey, M., & Matthews, K. E. (2021). Recognizing students’ expertise and insights in expanding forms of academic writing and publishing about learning and teaching. International Journal for Students as Partners, 5(1), 1–7. https://doi.org/10.15173/ijsap.v5i1.4626
Cook-Sather, A., Krishna Prasad, S., Marquis, E., & Ntem, A. (2019). Mobilizing a culture shift on campus: Underrepresented students as educational developers. New Directions for Teaching and Learning, 159, 21–30. https://onlinelibrary.wiley.com/toc/15360768/2019/2019/159
Cook-Sather, A., Stewart, K., Ameyaa, R. A., & Jones, L. A. (2023). Co-creating spaces for full selves: Student-facilitated pedagogy circles for BIPOC faculty. The Journal of Faculty Development, 37(1), 69–71.
Dancy, T. E. II, & Gaetane, J-M. (2014). Faculty of color in higher education: Exploring the intersections of identity, impostorship, and internalized racism. Mentoring & Tutoring: Partnership in Learning, 22(4), 354–372. https://doi.org/10.1080/13611267.2014.945736
de Bie, A., Marquis, E., Cook-Sather, A., & Luqueño, L. P. (2021). Promoting equity and justice through pedagogical partnership. Stylus Publishers. https://www.centerforengagedlearning.org/books/promoting-equity-and-justice-through-pedagogical-partnership/
Doktor, S., Bach, D., Abbot, S., & Hardin, J. (2019). At the threshold: A case study of a partnership between a student organization and an educational development center. International Journal for Students as Partners, 3(1). https://doi.org/10.15173/ijsap.v3i1.3511
Drake, D. (2021). Imagining a better future: Co-leading the launch of Syracuse University’s pedagogical partnership pilot as a first-year student. Teaching and Learning Together in Higher Education, 33. https://repository.brynmawr.edu/tlthe/vol1/iss33/7
Eze, A. (2019). From listening to responding to leading: Building capacity through four pedagogical partnerships. Teaching and Learning Together in Higher Education, 26. https://repository.brynmawr.edu/tlthe/vol1/iss26/2
Healey, M., & Healey, R. (2018). ‘It depends’: Exploring the context-dependent nature of students as partners practices and policies. International Journal for Students as Partners, 2(1), 1–10. https://doi.org/10.15173/ijsap.v2i1.3472
Hernandez Brito, C. (2021). Creating more inclusive learning environments at Davidson College. Teaching and Learning Together in Higher Education, 33. https://repository.brynmawr.edu/tlthe/vol1/iss33/3
Hossain, S. (2021). Embracing the risk and responsibility of starting a pedagogical partnership program focused on fostering inclusivity and respect in science. Teaching and Learning Together in Higher Education, 33. https://repository.brynmawr.edu/tlthe/vol1/iss33/2
Iftikhar, F. (2021). The importance of trust in student-faculty partnerships: My journey from a student partner to a co-lead pedagogical partnerships program. Teaching and Learning Together in Higher Education, 33. https://repository.brynmawr.edu/tlthe/vol1/iss33/9
Impastato, J. (2021). “Very nervous and very excited”: My experience developing a pedagogical partnership program at Tufts University. Teaching and Learning Together in Higher Education, 33. https://repository.brynmawr.edu/tlthe/vol1/iss33/5
Matthews, K. E. (2017). Five propositions for genuine students as partners practice. International Journal for Students as Partners, 1(2). https://doi.org/10.15173/ijsap.v1i2.3315
Ortquist-Ahrens, L. (2021). Building partnership through partnership: Reflections on the role of post-baccalaureate fellows in program development. International Journal for Students as Partners, 5(2), 191–197. https://doi.org/10.15173/ijsap.v5i2.4618
Peseta,T., & Bell, A. (2020). Seeing institutionally: A rationale for ‘teach the University’ in student and staff partnerships. Higher Education Research & Development, 39(1), 99–112. https://doi.org/10.1080/07294360.2019.1676200
Pittman, C. T. (2021, April 30). Colleges must change to retain BIPOC women faculty. Inside Higher Ed. https://www.insidehighered.com/advice/2021/04/30/retain-bipoc-women-faculty-colleges-must-remove-obstacles-they-face-opinion
Solórzano, D., Ceja, M., & Yosso, T. (2000). Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American college students. The Journal of Negro Education, 69(1/2), 60–73. http://www.jstor.org/stable/2696265
Topper, L. (2021). Building partnership through partnership. Teaching and Learning Together in Higher Education, 33. https://repository.brynmawr.edu/tlthe/vol1/iss33/6
How to Cite
Copyright (c) 2023 Alison Cook-Sather
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).