By: Daysha Jackson-Sanchez, Vice President of Equity Solutions (Lumen Learning)
As an advocate for inclusivity and equity within our educational community, I am excited to discuss a powerful approach to help us achieve this goal: pedagogical partnerships. Originating from the work of Alison Cook-Sather, pedagogical partnerships involve collaborative relationships between faculty and students, where both parties actively engage in co-creating the learning experience.
This approach recognizes that students bring valuable perspectives, experiences, and insights to the educational process. By inviting students to participate as partners in their education, we not only enhance the learning experience but also promote inclusivity by valuing the diverse experiences of our student body.
A Story of Transformation
Let me share a quick story that illustrates the transformative potential of pedagogical partnerships.
A faculty member I worked with recently implemented this approach in their business course. Instead of solely dictating the course content and structure, they invited students to co-design the syllabus, suggest readings, and even lead discussions on topics of interest to them.
The faculty member initiated the pedagogical partnership by fostering an open and inclusive classroom environment where students felt empowered to contribute to the course design. They started by explaining the concept of pedagogical partnerships and highlighting the importance of student engagement in shaping their own learning experiences. This transparent communication laid the groundwork for collaboration and set the tone for mutual respect and shared responsibility.
Active Involvement: Co-Designing the Course
To actively involve students in the co-design process, the faculty member organized collaborative brainstorming sessions where students could voice their interests, preferences, and learning goals. These sessions allowed students to share their ideas and collectively identify key topics and themes they wanted to explore in the course. Additionally, the faculty member provided guidance and support throughout the process, ensuring that students felt supported and that their contributions were valued.
The reaction from students was overwhelmingly positive. They felt empowered and valued as active participants in their learning journey. Students who had previously felt invisible or overlooked in traditional classroom settings found their voices amplified and their perspectives validated. As a result, they became more engaged and enthusiastic learners, eager to contribute to class discussions and collaborate with their peers.
Why Partnerships are Essential
This example underscores why pedagogical partnerships are an essential approach in higher education. By centering the experiences and voices of our students, educators can cultivate a dynamic learning environment where every individual can flourish. Moreover, this approach fosters a sense of ownership and agency among students, empowering them to take control of their education and become lifelong learners.
While the approach of pedagogical partnerships, as exemplified by the faculty member’s story, may not be feasible for every course to the same extent, there are smaller steps educators can take to involve students in the learning process.
Challenges, Considerations, and Meaningful Steps for Engagement
It is also essential to acknowledge that implementing pedagogical partnerships requires time, resources, and a willingness to adapt teaching practices. However, even in courses where full-scale faculty-student collaboration may not be feasible, educators can still take meaningful steps to engage students beyond the traditional model of knowledge transfer. These steps might look like:
- Soliciting student feedback on course content and teaching methods via short surveys.
- Allowing students to share authors, experts, or scholars they are familiar with or interested in learning more about.
- Providing opportunities for students to reflect on their learning and set personal goals.
- Offering choices in assignments or project topics to accommodate diverse interests.
By embracing these incremental changes, educators can foster a more student-centered approach to teaching that empowers learners and promotes deeper engagement with course material. As you consider incorporating pedagogical partnerships into your teaching practice, here are a couple of key elements to keep in mind:
- Welcome Collaboration: View your students not just as recipients of knowledge but as collaborators in the learning process. Invite them to co-design the curriculum, provide feedback on assignments, and share their insights and experiences.
- Value Diversity: Recognize and celebrate your students’ diverse backgrounds, perspectives, and experiences. Create space for historically marginalized voices to be heard and amplify their contributions to the classroom dialogue.
- Embrace Uncertainty and Flexibility: Be comfortable with uncertainty and allow room for the unexpected. Pedagogical partnerships thrive on openness to new ideas and perspectives. Embrace the “chaos” of collaborative learning and allow the process to evolve organically.
- Demonstrate Transparent Communication and Patience: Be transparent with students about your approach and how the class might evolve over time. It’s important for everyone to exercise patience and show grace, humanizing the faculty-student relationship and fostering a supportive learning community.
Pedagogical partnerships offer a powerful pathway to enrich the learning environment by honoring the diverse experiences of every student. Through this approach, educators can foster educational experiences that empower students, equipping them with the skills needed to thrive in an increasingly diverse and interconnected world. While implementation may require adjustments, even small steps towards engaging students in co-creation can have a profound impact. As we strive to create a more equitable and effective educational experience for all, let us embrace pedagogical partnerships as a powerful pathway to empower our students and prepare them to become active agents of change in the world.
Reference:
Cook-Sather, Alison, Melanie Bahti, and Anita Ntem. 2019. Pedagogical Partnerships: A How-To Guide for Faculty, Students, and Academic Developers in Higher Education. Elon, NC: Elon University Center for Engaged Learning. https://doi.org/10.36284/celelon.oa1.
About Daysha Jackson-Sanchez:
As Lumen’s Vice President of Equity Solutions, Daysha oversees the equity-centered design strategy, approach, and implementation. A first-generation college graduate, Daysha has served in leadership roles, such as Dean of Student Success and Assistant Vice Chancellor of Student Affairs, and has spent over fifteen years in higher education administration, building collaborative communities focused on identifying and eliminating systemic barriers faced by students.