This blog post aims to share the discussions and reflections of the webinar presented by Professor Alison Cook-Sather (refer to Webinar about Student-Faculty Pedagogical Partnership in Module Development).
Benefits of Pedagogical Partnership
Pedagogical learning, as argued by many researchers and educators, transforms the campus into a place of belonging for the students (Colon Garcia, 2017). It also encourages values such as responsibility, respect, trust, enhancing satisfaction and personal development (Lubicz-Nawrocka, 2018). Such a learning style could promote more effective learning, not just for the students but the educators.
Real life experiments in various universities demonstrates that collaboration with students also received praise for increasing inclusivity. Students can voice out concerns and challenges and feel that their voice matters in their educational journey. Students do not feel that higher education as a process of receiving work and submitting it.
Students remark that they felt valued and can practice at working democratically. Curriculum becomes more socially relevant. This form of teaching enhances students’ identity and metacognitive awareness of learning and teaching.
Other benefits of partnership are as follows:
- Feeling more engaging and relevant
- More equitable and inclusive content and practices
- Increased commitment to transparency in curriculum design
- Greater confidence and willingness to take risks
- Recognition of all students as partners
Ways to Conduct Partnership
Different educators have different circumstances and classroom objectives. Hence, there is no one correct way to engage students as partners. Three methods were shared and discussed.
Firstly, the one-on-one partnership method. This method involves picking one student and working with them throughout the semester to gather feedback regarding the module and having him/her be involved in the curriculum processes, such as having the student share his/her thoughts on possible learning outcomes, learning activities, assessments, and due dates. However, there are concerns that this method may be biased and not reflective of every student’s needs. Student concerns are not monolithic, and this method could blindside the educator.
Secondly, the whole-of-class co-creation method. This method involves the entire class be invited to collaborate. This method is more inclusive as it gathers the feedback from everyone involved. Despite such benefit, the concern is that all students may not be eager to participate.
Thirdly, an opt-in basis for the students. Rather than singling out a student or forcing everyone to be involved, the educator could open the floor up to willing participants.
Parting Thoughts
- What outcomes for your faculty are you interested in and why?
- What outcomes for students are you interested in and why?
- Which course could benefit from a one-on-one, whole-of-class, and opt-in method?
References
Colón García, A. (2017). Building a Sense of Belonging through Pedagogical Partnership. Teaching and Learning Together in Higher Education, 22, https://repository.brynmawr.edu/tlthe/vol1/iss22/2.
Lubicz-Nawrocka, T. (2018). Students as partners in learning and teaching: The benefits of co-creation of the curriculum. International Journal for Students as Partners, 2, 47-63, 10.15173/ijsap.v2i1.3207.