Growing into pedagogical partnerships over time and across disciplines: My experience as a non-STEM student consultant in STEM courses

Auteurs-es

  • Natasha Daviduke Haverford College, Class of 2017

DOI :

https://doi.org/10.15173/ijsap.v2i2.3443

Mots-clés :

STEM, pedagogy, student consultant, partnership, growth, interdisciplinary, confidence, cross-disciplinary, faculty partner, pedagogical development

Résumé

This essay considers the trajectory of my personal and professional growth in my position as a student consultant for three different STEM professors. I explore the unique perspective I brought to this work as a student of the social sciences and I argue for the value of cross-disciplinary pedagogical partnerships.

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Biographie de l'auteur-e

Natasha Daviduke, Haverford College, Class of 2017

Natasha Daviduke is a recent graduate of Haverford College. She was awarded the degree of Bachelor of Arts in Political Science with a minor in Education, and the distinction of magna cum laude with departmental honors. During her time at Haverford, she worked as a student consultant in a pedagogical partnership program.

Références

None

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Publié-e

2018-12-04

Comment citer

Daviduke, N. (2018). Growing into pedagogical partnerships over time and across disciplines: My experience as a non-STEM student consultant in STEM courses. International Journal for Students as Partners, 2(2), 151–156. https://doi.org/10.15173/ijsap.v2i2.3443

Numéro

Vol. 2 No. 2 (2018)

Rubrique

Reflective Essays

Licence

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