Included below are selected works from students that were inspired by the TLI. It includes work primarily done by students and work created in partnership with faculty. Their work is divided into the following categories:
Artwork by Lauren Lattimore, Bryn Mawr College ’21
- Abbot, S., Cook-Sather, A., & Hein, C. (2014). Mapping Classroom Interactions: A Spatial Approach to Analyzing Patterns of Student Participation. To Improve the Academy: A Journal of Educational Development 33, 2.
- Abbot, S. & Cook-Sather, A. (2020). The Productive Potential of Pedagogical Disagreements in Classroom-Focused Student-Staff Partnerships. Higher Education Research and Development, 39, 7.
- Charkoudian, L., Bitners, A., Bloch, N., & Nawal, S. (2016). Dynamic discussion and informed improvements: Student-led revision of first-semester Organic Chemistry. Teaching and Learning Together in Higher Education, 1(15).
- Colón Garcia, A. (2017). Building a sense of belonging through pedagogical partnership. Teaching and Learning Together in Higher Education, 22.
- Cook-Sather, A., & Abbot, S. (2016). Translating Partnerships: How Faculty-Student Collaboration in Explorations of Teaching and Learning Can Transform Perceptions, Terms, and Selves. Teaching and Learning Inquiry, 4, 2.
- Cook-Sather, A., & Des-Ogugua, C. (2018). Lessons we still need to learn on creating more inclusive and responsive classrooms: Recommendations from one student faculty partnership programme. International Journal of Inclusive Education.
- Cook-Sather, A., Schlosser, J. A., Sweeney, A., Peterson, L. M., Cassidy, K. W., & Colón García, A. (2018). The pedagogical benefits of enacting positive psychology practices through a student–faculty partnership approach to academic development. International Journal for Academic Development, 23(2), 123–134.
- Cook-Sather, A., & Seay, K. (2021). “I Was Involved as an Equal Member of the Community”: How Pedagogical Partnership Can Foster a Sense of Belonging in Black, Female Students. Cambridge Journal of Education.
- Cook-Sather, A., Allard, S., Marcovici, E., & Reynolds, B. (2021). Fostering Agentic Engagement: Working toward Empowerment and Equity through Pedagogical Partnership. International Journal for the Scholarship of Teaching and Learning, 15(2).
- Mathrani, S. (2018). Building relationships, navigating discomfort and uncertainty, and translating my voice in new contexts. Teaching and Learning Together in Higher Education, 1(23).
- Ortquist-Ahrens, L. (2021). Building Partnership through Partnership: The Power of a Post-Bac Fellow Position in Developing Student-Faculty Partnership Programs. International Journal for Students as Partners, 5(2).
- Schlosser, J., & Sweeney, A. (2016). One year of collaboration: reflections on student-faculty partnership. Teaching and Learning Together in Higher Education, 1(15).
- Weiler, K., & Williamson, A. (2020). Partnering to build responsive learning communities that support students in crisis. Teaching and Learning Together in Higher Education, 1(30).
Ideas, Recommendations, and Projects
- Sophia Abbot: Partnership, Scholarship, Learning: Sophia Abbot, former Student Consultant in the Bi-Co, includes her insights about the benefits of partnership as well as the research she has done around teaching and learning.
- Pairing Student Partners: An Intercollegiate Collaboration: This website discusses the intercollegiate partnership program begun by Nandeeta Bala (Vassar College, ’22) and Alison Cook-Sather (Bryn Mawr and Haverford Colleges) that pairs student consultants across colleges to develop a deeper and more diverse perspective on the work while supporting each other.
- Student Partners’ Recommendations Regarding Remote Teaching and Learning: From student-faculty partnerships during virtual teaching, this compiled list of recommendations explores how professors could better support students through the pandemic. Though it was created for pandemic learning, its recommendations have applications and advantages even for in-person classes.
- Student-Led Brown Bags, Fall 2020: In the Fall of 2020, the Liberal Arts Collaborative for Digital Innovation (LACOL) “hosted a series of weekly brown bags led by student partners on Trauma-informed, Anti-racist Teaching and Learning in Hybrid and Remote Contexts. These multi-campus discussions expand on the high-impact Summer 2020 Student-led Dialogues as semi-structured, open conversations with LACOL colleagues in a small group format.”
- Student Perspectives on Trauma-informed, Anti-racist, Remote Teaching and Learning: These conversations, which centered on humanization and anti-racist pedagogy, resulted in a list of recommended practices, a collection of resources for exploration, and more
- Toward Equity in Assessment … Student-Led Coffee Chats Spring 2021: In the spring, these conversations revolved around equitable assessment which produced a list of key takeaways and further resources
- Thinking about Your Classroom: This website by former student consultant Sasha Mathrani is an example of a culminating portfolio for a student-faculty partnership (often called an Annotated List) which includes pedagogical strategies they discussed and an outline of the arc of their partnership
“What to take forward from pandemic times: Insights and recommendations from Student Consultants in the SaLT Program at Bryn Mawr and Haverford Colleges Spring 2021”: This resource provides a list of ideas for preserving and building upon the practices that came from the “sameness of the struggle” during the pandemic that emphasized meaningful learning
- Plan/guide for weekly Pedagogy Circles: This resource is the guide for facilitating Pedagogy Circles including community guidelines and a schedule for reflection and discussion to structure the time
- Contextual Considerations and Experience-based Recommendations for Supporting Student Partners in Classroom-Focused Pedagogical Partnerships. Bryn Mawr College: This resource offers suggestions and practices for supporting student partners in the work through structures, contexts, models, and strategies
- Restorative Justice Resource Guide for Educators: This resource briefly explains restorative justice and then offers recommendations for utilizing restorative justice practices in courses and during conflict
- “Navigating Hidden Curriculum”: This resource describes the concept of the hidden curriculum and then offers examples and recommendations for how it manifests in the Bi-Co
- “List of Inclusive Approaches to Use in a STEM Lecture Class”: This resource contains a brief list of suggestions and practices for inclusivity in STEM classes for the first day of class, syllabus, language, pair activities, and group activities.