From traditional accountability to shared responsibility: the benefits and challenges of student consultants gathering midcourse feedback in college classrooms

Student-faculty partnership in explorations of pedagogical practice: a threshold concept in academic development

“…A subset of the broader concepts of students as producers (Neary & Winn, 2009), researchers (Healey & Jenkins, 2009), and change agents (Dunne & Zandstra, 2011;Healey, 2012), the partnership model I focus on here constitutes a form of 'radical collegiality' (Fielding, 1999) through which students are full partners with faculty in analyses and revisions of pedagogical practice (Bovill, Cook-Sather, & Felten, 2011;Cook-Sather, 2008, 2009, 2011bCook-Sather, Bovill, & Felten, forthcoming). Initially 'troublesome', given the norms in higher education that clearly distinguish faculty and student roles and responsibilities, once embraced, the notion of such student-faculty partnership is transformative, irreversible, and integrative and promises both greater intersubjectivity (King, 2012) and a more 'person-centered' (Blackie et al, 2010;Fielding, 2011) approach to teaching and learning.…”

Layered learning: student consultants deepening classroom and life lessons

“…TLI programs are neither formally evaluative nor intended to be remedial. Rather, they support faculty interested in participating for a variety of pedagogical reasons and strive to create 'radical collegiality' (Fielding 1999) in which students engage actively as dialogue partners, as co-conceptualizers and co-constructors of educational experiences and revision (see Cook-Sather 2008, 2009a, 2010bCook-Sather, Cohen, and Lesnick forthcoming).…”

'What you get is looking in a mirror, only better': inviting students to reflect (on) college teaching

“…Another said: 'I definitely feel like there is more of a sense that we all own the class a little more.' Student consultants make similar statements regarding both the relationships between faculty members and students in their classes -' Students are working with faculty to build courses, to build their learning experience' -and between faculty members and student consultants: 'I found that this collaborative approach worked very well for us, that Professor Z and I were able to feel like colleagues who were working toward the same goal but from different sides of the problem' (Cook-Sather, 2008).…”

“…Inviting students into dialogue about classroom practices with faculty members has the potential to make reflection a collaborative/collegial dynamic between faculty members and student consultants (Cook-Sather, 2008). It thus works toward what Fielding (1999) calls 'radical collegiality,' which, he argues, includes positioning students as 'agents in the process of transformative learning ' (p. 22).…”