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…

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…

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…

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…

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…

"Co-Creating Equitable Teaching and Learning" invites readers to help forge a more inclusive and accessible college education by incorporating student voices via pedagogical partnerships. Alison Cook-Sather, a pioneer of this co-creative approach, draws on more than twenty years of experience developing student-teacher partnerships in…

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,…

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…

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…

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…

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…

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,…

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 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…

The importance of student engagement in higher education is increasingly recognised. As a result, questions have arisen regarding how best to inspire and support students in taking greater interest in and more active responsibility for their learning. Student-faculty partnerships that position students as consultants in explorations of pedagogical…