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The intersection in 2020 of the new COVID-19 pandemic with the ongoing pandemic of anti-black racism exacerbated existing injustices as well as caused and revealed new inequities in US higher education. Because inequities in assessment in particular were intensified by these twin pandemics, faculty at several US colleges revised assessment approaches as part of their pedagogical partnership work over the last year. This paper describes the one-on-one, semester-long, pedagogical partnerships these faculty undertook with undergraduates not enrolled in the faculty members' courses. It reviews the commitments of such partnership work to equity and justice, offers examples of how four faculty-student pairs across the disciplines at three US colleges revised their approaches to assessment, and analyzes how these examples work toward equity and justice. The paper concludes with a discussion of the implications of such work not only at the intersection of twin pandemics but under all circumstances.

Persistent inequities in access to and experiences of learning in postsecondary education have been well documented. In line with efforts to redress these inequities and develop more just institutions, this study explores the potential for pedagogical partnerships in which students and faculty collaborate on teaching and learning initiatives to contribute to classroom equity. We investigate this issue by drawing on qualitative interviews with students who have participated in extracurricular pedagogical partnership programs in institutions in Canada and the United States, and who identify as members of marginalized groups (e.g., racialized students, 2SLGBTQ+ students, students from religious minorities, disabled students). While much existing research on equity and student-faculty partnership primarily focuses on the outcomes of partnership for participating students, we instead investigate students' perceptions of the extent to which their partnership efforts contributed to wider impacts--such as developments in faculty thinking and teaching practice and student experiences in the classroom. We also consider challenges students noted connected to power imbalances and faculty resistance, which influence partnership's capacity to contribute to equity and raise important considerations for those interested in partnership practice.

An established body of research details the faculty role in promoting student engagement. Newer scholarship on agentic engagement foregrounds student-initiated engagement in classroom learning. Our SoTL project explored how participating in student-faculty pedagogical partnerships supported two undergraduate students in expanding agentic engagement to encompass student empowerment and equity both within and beyond the classroom. We draw on the students' autoethnographic accounts of three interrelated experiences: (1) joining a pedagogical partnership program as pedagogical consultants and developing confidence in, capacity for, and commitment to supporting student and faculty learning; (2) carrying that confidence, capacity, and commitment into the courses in which those students were enrolled to enact agentic engagement in their own and in support of others' learning; and (3) expanding the agentic engagement they developed in the first two instances beyond classroom learning. This study has implications for classroom instruction, faculty professional development, and student advising and retention.

There are many general books and articles on publishing in peer-reviewed journals, but few specifically address issues around writing for journals focused on the Scholarship of Teaching and Learning (SoTL). One of the challenges of beginning to write about teaching and learning is that most scholars have become interested in exploring these issues in higher education alongside their disciplinary interests and have to grapple with a new literature and sometimes unfamiliar methods and genres, as well. Hence, for many, as they write about their projects, they are simultaneously forging their identities as scholars of teaching and learning. We discuss the process of producing four types of SoTL-focused writing for peer-reviewed journals: empirical research articles, conceptual articles, reflective essays, and opinion pieces. Our goal is to support both new and experienced scholars of teaching and teaching-faculty/academics, professional staff, and students-as they nurture and further develop their voices and their identities as scholars of teaching and learning and strive to contribute to the enhancement of learning and teaching in higher education. We pose three related sets of overarching questions for consideration when writing about teaching and learning for peer-reviewed journals and offer heuristic frameworks for publishing in the four specific writing genres listed above. We also discuss how to get started with writing, preparing to submit, and responding to reviewers, focusing on the importance of contributing to and creating scholarly conversations about teaching and learning. Finally, using the metaphor of being in conversation, we argue that writing is a values-based process that contributes to the identity formation of scholars of teaching and learning and their sense of belonging within the So TL discourse community.

In a classic 2010 article, Craig Nelson critiques his own previously held "dysfunctional illusions of rigor" that for years had constrained his teaching. He demonstrates that certain "rigorous" pedagogical practices disadvantage rather than support learners, and he argues for an expansion of what counts as legitimate pedagogical approaches. We evoke Nelson's assertions to make a parallel argument regarding the traditional conventions of academic discourse. While formal scholarly writing may be well suited to capturing some of the outcomes of the Scholarship of Teaching and Learning (SoTL), these genres can also be exclusive; inadequate to the task of conveying the complex, incomplete, and messy aspects of the work; and neither interesting nor accessible to those who are not required to produce or to read publications focused on the Scholarship of Teaching and Learning. We propose that reflective writing be legitimated as a form of writing for SoTL, and we use examples from a growing body of reflective writing about pedagogical partnership to illustrate our points. Echoing Nelson, we offer four reasons for this expansion of legitimacy: (1) the process of reflection is an essential component of learning; (2) reflective writing captures the complexity of learning; (3) reflection is an accessible form of writing for both new and experienced SoTL authors; and (4) reflective writing is accessible to a wide range of readers. We conclude by emphasizing the potential of including reflective writing among those modes of analysis valued in SoTL to expand what counts as rigor in the construction and representation of knowledge about teaching and learning.

Co-authored by a college professor, a middle-school teacher, a college undergraduate, and a 7th grader, this article focuses on college and middle-school students' experiences of discovering their own and others' voices. The discovery unfolds through composing and reflecting on poems in the form of Jacqueline Woodson's "It'll be scary sometimes," which focuses on the experience of being different. The students' discovering of voices deepens their own and their teachers' education and creates spaces, structures, and processes that affirm students' diverse histories and identities. Honoring differences and finding connections in these ways contribute to greater equity and inclusiveness.

Research suggests that a sense of belonging is fundamental to students' engagement, persistence and success in postsecondary education, and that racism systematically works against Black students experiencing these. Participating in student-staff pedagogical partnership can foster a sense of belonging, contribute to culturally sustaining pedagogy, and redress harms experienced by minoritised postsecondary students. Using a conceptual framework informed by research on belonging, critical race theory and intersectionality and a methodology informed by a Black-Feminist and Womanist Research Paradigm, Black Girl Cartography and counterstorying, the authors analyse responses to an ethics-board-approved survey completed by 12 Black, female students at three US colleges. They situate that analysis by presenting their conceptual framework, defining pedagogical partnership, and describing the pedagogical partnership programmes. They focus on how the students who responded to their survey describe perceiving, feeling and engaging differently as a result of participating in pedagogical partnership. They conclude with recommendations for practice.

Faculty-faculty conversations and student-faculty conversations typically unfold as separate forms of faculty learning. We present an approach to new faculty development through which faculty-faculty conversations in pedagogy seminars overlap with student-faculty conversations in pedagogical partnerships. Writing as three new faculty members and one academic developer in a bi-college consortium, we review scholarship on building trustful conversation in faculty development; present the overlapping forms of faculty-faculty and student-faculty conversation that constitute our approach; share how the three new faculty members developed voice and agency in their pedagogical practices; and note both challenges and other versions of this approach.

Most educational development for inclusive excellence does not draw directly on the experiences and perspectives of students. This article presents two different approaches to positioning undergraduate students as critical partners in developing inclusive pedagogical practices. Co-authored by the directors of and student partners who participated in each approach, the article defines inclusive excellence and inclusive teaching and provides selected examples of partnership work that strives for equity and inclusion. It then describes our different approaches, discusses potential benefits of launching student-faculty partnership work through these approaches, and offers recommendations for developing pedagogical partnership efforts for inclusive excellence at other institutions.

Perspective is a central tenet of seemingly disparate theories and practices: situated learning; communities of practice and legitimate peripheral participation; metacognition developed through reflective practice; standpoint theory; student voice; and pedagogical partnership. We integrate key insights from these into a single interpretive framework to inform our comparison of two different approaches to positioning students as consultants on learning and teaching. Drawing on reflections of student and faculty participants, we affirm previous findings regarding both groups' expanded perspectives on learning and teaching and movement toward greater legitimacy and expertise, and we share the under-explored finding of preparing students for future employment.

This commentary links child-family research to the systematic inquiry approaches under the umbrellas of student voice and youth participatory action research. It reviews the underlying premises of the latter two bodies of work, including recognizing young people as knowers, partners, and change agents through conducting research with rather than on children and youth. It highlights how the articles included in this special issue challenge us to consider literacy not simply as a language competency but also as a life capacity that must be developed in relationship and in real, sometimes devastating, and always complex, human circumstances. The commentary concludes with a call to pursue multiple forms of literacy and linguistic justice through valuing young people's multilingual and multimodal linguistic practices, honoring their diverse forms of perception and expression, and recognizing the rich insights and recommendations for practice they provide to those who work in school contexts.

Linguistic, literary, and feminist studies define translation as a process of rendering a new version of an original with attention to context, power, and purpose. Processes of translation in the context of student-faculty co-inquiry in the Scholarship of Teaching and Learning offer examples of how this re-rendering can play out in the realm of academic development. In this article, translation serves as a conceptual framework that allows us to bring a fresh interpretation to the collaborative work of participants in a student-faculty pedagogical partnership program based at two colleges in the mid-Atlantic United States. We argue that faculty members and student consultants who participate in this program engage in processes of translation that lead to transformed perceptions of classroom engagement, transformed terms for naming pedagogical practices, and, more metaphorically, transformed selves. Drawing on data from an ongoing action research study of this program and on articles and essays we and other participants in the program have published, we use a form of narrative analysis as it intersects with the conceptual framework offered by translation to illustrate how, through their collaboration, faculty and students engage in never-finished processes of change that enable mental perceptions, linguistic terms, and human selves to be newly comprehended, communicated, and expressed. We touch upon what is lost in translation as well and the necessity of ongoing efforts to make meaning through collaborative explorations, analyses, and re-renderings. Finally, we provide examples of how the changes participants experience and effect endure beyond the time of partnership and in other realms of their lives. [This article contains a student response by Hannah Silvers.]

Analyses of how staff and student voices are, or are not, respected in higher education typically unfold in separate conversations. In this discussion, I use narrative analysis of several sources--primary research data, informal participant feedback, and participants' published essays--to present a case study of how the co-creation of teaching and learning through one pedagogical partnership program brings the voices of staff and students into dialogue. The case study reveals how participating staff and students can develop voices that both speak respectfully and are self-respecting and that can, in turn, contribute to the development of more equitable classroom practices. I provide context for this case study by bringing together key points from literature on staff voice and on student voice, defining co-creation, describing the partnership program, and explaining my research method. The case study itself is constituted by the voices of staff and students who have participated in the partnership program. Drawing on staff words, I show how co-creation supports those staff members in developing voice through dialogue with a diversity of students voices; generating ways of discussing and addressing inequity; and constructing more equitable classroom approaches. Drawing on students' words, I show how co-creation supports those students in developing voice by positioning them as pedagogical partners to staff and inviting them into dialogue with their staff partners; affirming that they can carry those voices into courses in which they are enrolled; and emboldening them to participate in ongoing conversations about the experiences of underrepresented and underserved students.

Student voice is a concept and a set of approaches that position students alongside credentialed educators as critics and creators of educational practice. Student voice and student agency are closely linked when school stakeholders connect the sound of students speaking with students having the power to influence practices and analyses of education. In this article I draw on empirical studies conducted in a range of contexts to present an overview of approaches to student voice that foster student agency. These approaches focus on students working with teachers and researchers to analyze classroom practice, engage in research through various methods, and author and coauthor texts, all with the goal of maximizing and democratizing education for everyone involved. Implications of this discussion include suggestions for teachers, school principals, teacher educators, and researchers regarding how to support student voice such that it fosters student agency.

Student-staff pedagogical partnership is a rapidly expanding practice documented by a growing body of scholarship. That scholarship includes a wide range of empirical examples of what students and staff experience through pedagogical partnership, an emerging set of theoretical frameworks for analysing those experiences, and practical guidelines to support participant engagement in this work. Many publications have focused on identifying the possibilities and the challenges of pedagogical partnership and on developing premises and approaches that can create common ground on which to build such countercultural collaborative efforts. In this discussion, we provide an overview of that scholarship to situate our findings from a study focused on what happens when staff and student partners might find common ground for collaboration but nevertheless disagree about basic pedagogical questions. Using a narrative analysis approach, we examined qualitative data gathered through an ethics-board-approved survey that asked about pedagogical disagreements in classroom-focused pedagogical partnership as experienced by students and academic staff at 16 colleges and universities across Canada, Hong Kong, the United Kingdom, and the United States. Our findings suggest that when pedagogical disagreements arise, they can help clarify perspectives and pedagogical commitments, and when they do not arise, it may be due to the receptive and responsive stance students and staff take within their partnerships. These findings are important for the ways they normalise disagreement as a productive aspect of pedagogical partnership. They also point to opportunities for further research into how all staff and students might consider managing differences of perspective and disagreements.

Preparing teachers who want to "listen to their students' lives"requires creating opportunities for prospective teachers to perceive and learn about their students' lives and how those unfold within and as part of complex systems. That means supporting prospective teachers not only in understanding students as complex beings who have to navigate different contexts (e.g., home, school, community) but actually seeing students in those contexts and understanding the contexts as multiple and intersecting ecologies. An ecological perspective challenges the separation of theory from practice, the university classroom from the secondary classroom, and the world of schooling from the home and community worlds among which secondary students move. Such a challenge, the authors argue, prepares teachers who are attentive and responsive to students as complex beings situated in multiple structures and sets of relationships. This article provides a theoretical framework that outlines the notion of ecology with which they are working and a description of a project called Teaching and Learning Together (TLT) that supports the development of an ecological perspective. Taking a collaborative approach to teacher education, this nearly 20-year-old project positions secondary students enrolled in urban and suburban public schools as partners to prospective teachers, offering glimpses into students' lived realities and advice about creating classrooms that support diverse learners.

This article presents recommendations regarding how to create welcoming and productively challenging classrooms for a diversity of students. These recommendations emerged during the pilot phase of a student--faculty pedagogical partnership programme in 2007 and remain relevant in 2017. To situate the recommendations, we evoke definitions of Whiteness, racism, and culture and briefly review key ideas from literature centred on inclusive and responsive classroom practices. We describe the genesis of the partnership programme at a college in the Mid-Atlantic United States and the methods used to document conversations with students from underrepresented groups on campus and with the faculty and students who piloted the programme, all of whom participated in a research project approved by the College's ethics board. The majority of the article focuses on the set of eight interrelated recommendations for developing inclusive and responsive classrooms generated by the faculty and student participants in the partnership programme.

A body of literature on students as partners (SaP) in higher education has emerged over the last decade that documents, shares, and evaluates SaP approaches. As is typical in emerging fields of inquiry, scholars differ regarding how they see the relationship between the developments in SaP practices and the theoretical explanations that guide, illuminate, and situate such practices. In this article we explore the relationship between theory and practice in SaP work through an analysis of interpretive framing employed in scholarship of SaP in teaching and learning in higher education. Through a conceptual review of selected publications, we describe three ways of framing partnership that represent distinct but related analytical approaches: building on concepts; drawing on constructs; and imagining through metaphors. We both affirm the expansive and creative theorising in scholarship of SaP in university teaching and learning and encourage further deliberate use and thoughtful development of interpretive framings that take seriously the disruptive ethos and messy human relational processes of partnership. We argue that these developmental processes move us toward formulating theories of partnership praxis.

This chapter describes the transformative potential of positioning students from underrepresented groups as educational developers.

A growing body of literature on students as partners in learning and teaching offers evidence on which academic developers can draw when supporting, advocating for, or engaging in partnerships. We extend a previous systematic review of the partnership literature by presenting an analysis and discussion of the positive and negative outcomes of partnership, and the inhibitors to partnership. Implications include the importance of academic developers supporting: the relational processes of partnership; institutional or structural change to address resistance; and the potential of partnership to make institutions more equitable and empowering spaces.

In this article we present 4 dimensions of transformative facilitation, each conceptualized using the "wisdom of practice" (Weimer, 2006, p. 54) gathered through our experience facilitating educational development and through the experiences posted by participants in a POD Network conference session. Composed of theoretical underpinnings we drew from several bodies of literature and practical applications generated by us and participants during the session, these dimensions include: (a) liminality (context); (b) organization (structures); (c) attitudinal stance (tone); and (d) process. Through their multidirectional interactions with one another, these dimensions aim to transform facilitation as enacted across educational development contexts.

This article describes a multistep intervention developed for an undergraduate course called 'Advocating Diversity in Higher Education.' The goal of the intervention was to affirm diversity and foster a sense of inclusion among students within and beyond the course. We contextualize the intervention in student protests during 2015 and 2016 regarding racial and other forms of discrimination on college and university campuses in the United States, and we describe how it is informed by several theoretical frames and associated practices: intersectionality, belonging, and radical pedagogical partnership. Co-authored by the faculty member who co-designed and co-taught the course, an undergraduate student who co-designed the course, and a recent graduate who co-created the course when she took it, the article embodies the inclusion and radical partnership it analyzes. It is intended to offer individuals working in higher education an intervention that can be adapted across contexts.

Discussions in higher education have proliferated in recent years regarding not only how to recruit a greater diversity of students but also how to support their success. The voices of students themselves, particularly those students traditionally underrepresented in and underserved by higher education, have important contributions to make to these discussions. This article draws on a larger study of the perspectives of undergraduate students who identify as members of equity-seeking groups (e.g., students who are racialized, LGBTQ+ and first generation) and who have collaborated with faculty in a bi-college, classroom-focused, pedagogical partnership program in the United States. Using constant comparison/grounded theory, I analyzed these students' responses to a question about how participating in this program affected their sense of themselves as students. The themes that emerged across students' responses included how participation in pedagogical partnership (1) fosters important affective experiences in relation to all faculty and to fellow students, (2) informs students' academic engagement in their own classes and (3) contributes to students' sense of their evolution as active agents in their own and others' development. Both affirming and expanding established understandings of what contributes to student success presented in the literature on belonging, engagement and persistence, these themes have implications for how we might support the success of a diversity of students both within and beyond formal pedagogical partnership.

Academic development that supports the enactment of positive psychology practices through student-faculty pedagogical partnership can increase faculty confidence and capacity in their first year in a new institution. When student partners practice affirmation and encouragement of strengths-based growth, processes of faculty acclimation and self-authoring can be accelerated. This article presents a student-faculty pedagogical partnership program and positive psychology practices that focus on faculty strengths and capacities as the foundation for reinforcing and revising existing pedagogical strategies and for sustaining energy for continued development. It combines collaborative autoethnographic and comparative case study approaches to investigate the pedagogical benefits of these practices.

In this article we attempt to complicate traditional--and, we argue, limited and exclusionary--definitions of interdisciplinarity as the bringing into dialogue of established disciplines without questioning the parameters and practices of those disciplines. We propose that interdisciplinarity instead might mean teaching and learning among, between, and in the midst of those of innate or learned capacities--not only college faculty but also students and staff. To illustrate this more radical iteration of interdisciplinarity, we draw on a range of definitions of the key terms, "discipline" and "faculty," and we offer a case study of a workshop we co-facilitated in which we brought differently positioned individuals together to engage in the educational process and the production of knowledge. We hope that this discussion contributes to expanding the notions and practices of interdisciplinarity.

How faculty choose—or feel compelled—to spend time on preparing for and reflecting on their teaching is influenced both by capitalist notions of efficiency and productivity and by human, relationship-focused conceptions of growth. The educational development opportunities that faculty are offered at the intersection of these influences can foster self-directed, meaningful, and empowering ways to conceptualize and use time. This article reports on a study that aimed to deepen understanding of how faculty think about, experience, and make choices about time during and after participating in a particular form of educational development: one-on-one pedagogical partnership with liminally positioned student consultants. Anonymous survey responses revealed that, while participating in this form of educational development, faculty experienced pedagogical partnership as a useful/practical way to spend time, as a source of insights into the student perspective on and experience of time, as inspiration to use time to center student learning, and as a worthwhile investment of time to grow as reflective practitioners. Survey responses showed that, after participating in this form of educational development, faculty carried forward new understandings of the importance of spending time outside of class reflecting on teaching, of feeling more confident and capable in planning for teaching, of using time differently in class, and of continuing to invest time in revising their sense of self as a teacher in meaningful learning relationships with students. The article concludes with recommendations for educational developers who wish to support faculty in rethinking time through creating or expanding opportunities to participate in student-faculty pedagogical partnerships. [ABSTRACT FROM AUTHOR]

Responding to calls for partnership among students and teachers in feedback and assessment, this study explores the question: What do students and teaching staff talk about when they talk together about feedback and assessment? We used reflexive thematic analysis to interpret 15 hours of conversation involving 14 students and 22 staff members as they collaborated to redesign feedback practices in eight courses by co-creating a plan for change. The results revealed that participants largely focused on the challenges of feedback and assessment, such as university policy, lack of time and student disengagement. However, when they dug deeper into challenges within their sphere of control, conversations opened spaces for students to actively participate and contribute their knowledge. Students displayed intellectual candour and expanded notions of what counts as feedback to them, disentangling feedback from assessment to advance continuous feedback practices in supportive classroom environments. We argue that both student and teacher feedback literacy can be developed when teaching staff are willing to listen to students but that partnership processes that build and enhance feedback literacies are neither automatic nor straightforward. Further research to understand the conditions that enable partnership to build staff and student feedback literacy would advance collective knowledge. [ABSTRACT FROM AUTHOR]

Higher education students, formally adults, are nevertheless subject to adultism. The co-authors of this article-the director of the Students as Teachers and Learners (SaLT) program and three undergraduates who have worked in pedagogical partnership with faculty through SaLT-discuss how this program counters adultism on three levels: conceptually, structurally, and personally/interpersonally. We conclude with implications of this work for others interested in creating structures, practices, and relationships that counter adultism in higher education. [ABSTRACT FROM AUTHOR]