Engaging Students as Partners in Learning and Teaching -- Contents -- Preface -- Alison's Story -- Cathy's Story -- Peter's Story -- Our Intended Audience and Approach -- Structure of the Book -- A Note on Terminology -- Acknowledgments -- About the Authors -- 1 What Are Student-Faculty Partnerships?: Our Guiding Principles and Definition -- Guiding Principles for Student-Faculty Partnerships -- Respect -- Reciprocity -- Responsibility -- So What Exactly Do We Mean by Partnership? -- How Radical Is the Notion of Student-Faculty Partnership? -- One Vision of the Possible -- Conclusion -- 2 Preliminary Questions about Student-Faculty Partnerships -- Conclusion -- 3 Partnerships with Students: Examples from Individual Faculty -- 1. Designing a Course or Elements of a Course -- Case Study 1: Student-Faculty Course Design -- Review of Designing a Course or Elements of a Course with Students -- 2. Partnerships Responding to the Student Experience during a Course -- Case Study 2: Midcourse Feedback as a Part of Sustained Dialogue and Collaboration with Students -- Review of Responding to the Student Experience during a Course -- 3. Assessing Student Work -- Case Study 3: Using Computer Software to Support Students to Peer Review Each Other's Work in Large Undergraduate Classes -- Review of Assessing Student Work -- Conclusion -- 4 Program-Level Approaches to Student-Faculty Partnerships -- 1. Programs Supporting Course Design and Redesign -- Case Study 1: Course-Design Teams at Elon University -- 2. Programs Supporting Explorations of Classroom Practice While a Course Is Being Taught -- Case Study 2: The Students as Learners and Teachers (SaLT) Program at Bryn Mawr College -- 3. Programs Supporting Research on Learning and Teaching -- Case Study 3: The "Students as Change Agents" Program at the University of Exeter.

Benefits and Drawbacks of Moving from Individual to Programmatic Approaches -- Moving Further from Pedagogical Solitude toward Teaching as Community Property -- Securing Institutional and Financial Support -- Shifting Institutional Culture -- Potential Loss of Freedom and Spontaneity -- Potential for Ossification -- Potential for Imposition -- Recommendations for Those in Faculty Development Roles -- Serve as Intermediaries -- Build on Existing Commitments among Faculty -- Promote and Practice Cocreative Approaches in Academic Development Forums -- Act as a Bridge between Different Parts of the University and Influence Policy -- Conclusion -- 5 Outcomes of Student-Faculty Partnerships: Support from Research Literature and Outcomes for Faculty and Students -- Partnership as a Means to Reach Our Goals in Higher Education -- A Note About Research Methodology -- What Are the Outcomes of Partnership? -- Outcome 1: Engagement-Enhancing Motivation and Learning -- Engagement Outcomes for Students -- Engagement Outcomes for Faculty -- Outcome 2: Awareness-Developing Metacognitive Awareness and a Stronger Sense of Identity -- Awareness Outcomes for Students -- Awareness Outcomes for Faculty -- Outcome #3: Enhancement-Improving Teaching and Classroom Experiences -- Enhancement Outcomes for Students -- Enhancement Outcomes for Faculty -- Outcomes of Partnership for Programs and Institutions -- Conclusion -- 6 The Challenges of Student-Faculty Partnerships -- Be Aware of Student and Faculty Vulnerability -- Consider in Particular Underrepresented Students and Faculty Members -- Be Careful and Intentional Regarding the Language You Use to Describe This Work -- Address Power Issues -- Start Small -- Be Careful of Adopting Student-Faculty Partnership Processes and Programs Uncritically -- Keep in Mind Institutional Context and Larger Constraints.

Do Not Assume That All Students and Faculty Will Embrace a Partnership Model -- Conclusion -- 7 Practical Strategies for Developing Student-Faculty Partnerships -- Getting Started with Student-Faculty Partnerships -- Getting Started Strategy 1: Start Small -- Getting Started Strategy 2: Be Patient -- Getting Started Strategy 3: Invite Students to Participate Rather than Requiring Participation -- Getting Started Strategy 4: Think Carefully about Whom to Involve in a Partnership -- Getting Started Strategy 5: Work Together to Create a Shared Purpose and Project -- Getting Started Strategy 6: Cultivate Support -- Getting Started Strategy 7: Learn from Mistakes -- Sustaining and Deepening Student-Faculty Partnership Practices -- Sustaining and Deepening Strategy 1: Integrate Partnerships into Other Ongoing Work -- Sustaining and Deepening Strategy 2: Give and Get Credit for Working in Partnership -- Sustaining and Deepening Strategy 3: Include Varied and Diverse Perspectives in Partnerships -- Sustaining and Deepening Strategy 4: Consider Professional Development for Faculty and Students Involved in Partnerships -- Sustaining and Deepening Strategy 5: Value the Process -- Sustaining and Deepening Strategy 6: Formally End a Partnership When It Is Time -- Negotiating Roles and Power in Partnerships -- Negotiating Roles and Power Strategy 1: Before You Begin, Think about Your Own Attitudes -- Negotiating Roles and Power Strategy 2: Develop Ways to Negotiate within the Partnership -- Negotiating Roles and Power Strategy 3: Be Honest about Where Power Imbalances Persist -- Conclusion -- 8 Further Questions about Student-Faculty Partnerships -- 9 Assessing Processes and Outcomes of Student-Faculty Partnerships -- Students' Role in Assessing Teaching and Learning in Higher Education -- Assessing Teaching and Learning within Courses.

Assessing Teaching and Learning across Courses -- Assessing Outcomes: Principles of Good Practice -- Formative Assessment -- Summative Assessment -- 10 Next Steps . . . Toward a Partnership Movement? -- The Fruits of Partnership -- Next Steps -- Expanding Student-Faculty Partnership Work into New Contexts -- Connecting with More Diverse Students -- Preparing a New Generation of Faculty for a New Kind of Higher Education -- Toward a Partnership Movement? -- Appendix I The Ladder of Active Student Participation in Curriculum Design -- Appendix II Guidelines for the Students as Learners and Teachers (SaLT) Program at Bryn Mawr College (Modified for This Volume) -- 1. Establishing Relationship/Rapport -- 2. Establishing a Focus for Your Work -- 3. Clarifying the Student Consultant's Role and Responsibilities -- 4. Discussing How the Student Consultant Will Be Introduced to Your Class -- 5. Classroom Observations and Note Taking -- 6. Meetings with Your Student Consultant -- 7. Conducting Midsemester Feedback -- 8. Evolving Your Partnership -- 9. Concluding Your Partnership -- Appendix III Practical Strategies for Developing Student-Led Research Projects: From the Students as Change Agents Program, University of Exeter, United Kingdom -- References -- Index.