This initiative aims to encourage the growth of student-centered courses on campus. The program facilitates the partnership of student consultants and instructors as co-developers of course materials and partners in improving and innovating student-centered teaching and learning across the University.
Benefits – Students & Faculty
- These partnerships can increase a sense of community, lead to a deeper understanding of teaching and learning, and increase motivation, enthusiasm and engagement among students and instructors.
- Students develop increased responsibility for and ownership of their education.
- Students and faculty have the opportunity to be deeply seen, heard, and affirmed by another person on campus.
- New faculty can more quickly immerse themselves in a new campus culture.
- This type of program can reduce the isolation of teaching.
- Can contribute to faculty recognizing the humanity of their students.
Benefits – University
- This program is aligned with the University’s commitment to increase support of diversity, equity and inclusion.
- Students’ commitment to their education will result in increased retention for the University and it demonstrates a University’s commitment to elevating student voices.
Instructor materials and any feedback shared on behalf of the student consultants will remain confidential within CAPP. We will not share or discuss any materials outside of our internal meetings. Program feedback from participating instructors will also be anonymous.
• Cook-Sather,A., Bahti M.,, Ntem, A. (2019). Pedagogical partnerships: a how-to guide for faculty, students, and academic developers in higher education Elon, North Carolina : Elon University Center for Engaged Learning
• Mercer-Mapstone, L., Dvorakova, S. L., Matthews, K. E., Abbot, S., Cheng, B., Felten, P., Knorr, K., Marquis, E., Shammas, R., & Swaim, K. (2017). A Systematic Literature Review of Students as Partners in Higher Education. International Journal for Students As Partners, 1(1). https://doi.org/10.15173/ijsap.v1i1.3119
• Cook-Sather, A., Bovill, C., & Feiten, P. (2014). Engaging students as partners in learning and teaching: A guide for faculty. San Francisco: Jossey-Bass
• Cook-Sather, Alison 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://repository.brynmawr.edu/edu_pubs/39