Resources for Faculty, Staff, and Students

What follows is a list of resources that may be of interest to faculty, students, and staff members. Click the headings below to go to the category of resources that interests you.

Pedagogical Partnership Program Guides

Journals on Pedagogical Partnership

Teaching and Learning Together in Higher Education

Teaching and Learning Together in Higher Education (TLTHE) serves as a forum for the reflective work of college faculty and students working together to explore and enact effective classroom practice. Published three times per year, the journal is premised on the centrality to successful pedagogy of dialogue and collaboration among faculty and students in explorations and revisions of approaches to teaching and learning in higher education. 

International Journal for Students as Partners

The International Journal for Students as Partners (IJSaP) “explores new perspectives, practices, and policies regarding how students and staff (used here and subsequently to refer to academic staff/faculty, professional staff, and other stakeholders) are working in partnership to enhance learning and teaching in higher education. Shared responsibility for teaching and learning is the underlying premise of students as partners, and IJSaP is produced using a student-staff partnership approach” (IJSaP, n.d.). 

Listen to Alison Cook-Sather, director of the Teaching and Learning Institute at Bryn Mawr and Haverford Colleges, discuss how pedagogical partnership breeds student, faculty, and staff satisfaction and empowerment.




The following resources were compiled by Dr. Jennifer Skirkanich,  Senior Lecturer in Biology at Bryn Mawr College.

  • Hrabowski, F.. A. III, & Henderson, P. H. (2019, November). How To Actually Promote Diversity in STEM. The Atlantic.
  • Henry, M. A., Shorter, S., Charkoudian, L., Heemstra, J. M., & Corwin, L. A. (2019). FAIL Is Not a Four-Letter Word: A Theoretical Framework for Exploring Undergraduate Students’ Approaches to Academic Challenge and Responses to Failure in STEM Learning Environments. CBE—Life Sciences Education Vol. 18, No. 1 
  • Brown, M. K., Hershock, C., Finelli, C. J., & O’Neal, C. (2009). Teaching for retention in science, engineering, and math disciplines: A guide for faculty. Occasional Paper, 25.
  • Daly, S. R., Finelli, C., Al-Khafaji, A. B., & Neubauer, M. J. (2012). Student perspectives of faculty classroom practices. In American Society for Engineering Education. American Society for Engineering Education.
  • Espinosa, L. L. (2011). Pipelines and Pathways: Women of Color in Undergraduate STEM Majors and the College Experiences That Contribute to Persistence. Harvard Educational Review, 81(2), 209–241.
  • Gilmer, T. C. (2007). An understanding of the improved grades, retention and graduation rates of STEM majors at the Academic Investment in Math and Science (AIMS) Program of Bowling Green State University (BGSU). Journal of STEM Education: Innovations and Research, 8(1/2), 11.
  • Meyerhoff, M.-B. C. (2013). Increasing persistence of college students in STEM. 
  • Ong, M., Smith, J. M., & Ko, L. T. (2017). Counterspaces for women of color in STEM higher education: Marginal and central spaces for persistence and success. Journal of Research in Science Teaching.
  • Perez, K. (2016). Striving toward a space for equity and inclusion in physics classrooms. Teaching and Learning Together in Higher Education, 18. 
  • Strenta, A. C., Elliott, R., Adair, R., Matier, M., & Scott, J. (1994). Choosing and leaving science in highly selective institutions. Research in Higher Education, 35(5), 513–547.
  • Seymour, E. (2000). Talking about leaving: Why undergraduates leave the sciences. Westview Press.
  • Watkins, J., & Mazur, E. (2013). Retaining students in science, technology, engineering, and mathematics (STEM) majors. Journal of College Science Teaching, 42(5), 36–41.
  • SaLT Student Consultant. (2018). List of inclusive approaches in STEM (and any) courses.

Sample Activities for a Faculty Pedagogy Seminar on Equity and Inclusion

Remote/Hybrid Learning