Portraying partnership
Multimodal reflection strategies for student-consultancy meetings
DOI:
https://doi.org/10.15173/ijsap.v10i1.6776Keywords:
reflection, facilitation, multimodality, students as partners (SaP)Abstract
In this reflective essay, the author describes their experience utilizing multimodal facilitation strategies during weekly meetings of student consultants working with faculty partners in Students as Teachers and Learners, a pedagogical partnership program at Bryn Mawr and Haverford Colleges. By responding to three imaginative exercises that leveraged the affordances of multiple modalities, student partners were able to reflect upon the multifacetedness of their pedagogical partnership experience, deepening their understanding of the complexity and diversity of partnership work.
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Cook-Sather, A., Bahti, M., & Ntem, A. (2019). Pedagogical partnerships: A how-to guide for faculty, students, and academic developers in higher education. Elon University Center for Engaged Learning. https://doi.org/10.36284/celelon.oa1
Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching: A guide for faculty. Jossey-Bass.
James, A., & Brookfield, S. D. (2014). Engaging imagination: Helping students become creative and reflective thinkers. Jossey-Bass.
Kress, G., & Van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contempo-rary communication. Arnold.
Machost, H., & Stains, M. (2023). Reflective practices in education: A primer for practitioners. CBE—Life Sciences Education, 22(2), es2. https://doi.org/10.1187/cbe.22-07-0148
Zuckerman, K. G. (2024). Beyond the written word: Engaging multimodality as equity-centered practice. The Journal for Research and Practice in College Teaching, 8(2). https://journals.uc.edu/index.php/jrpct/article/view/8110
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Copyright (c) 2026 Kelly Zuckerman
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