NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1084206
Record Type: Journal
Publication Date: 2015
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0729-4360
Greater Engagement in and Responsibility for Learning: What Happens When Students Cross the Threshold of Student-Faculty Partnership
Cook-Sather, Alison; Luz, Alia
Higher Education Research and Development, v34 n6 p1097-1109 2015
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 practice inspire and support engagement and responsibility that carry over from those partnerships into students' classroom participation. However, such partnership constitutes for many students a "threshold concept". Because partnering with faculty in analyses and revisions of teaching and learning both requires and inspires students to redefine their roles, responsibilities and sense of themselves, student-faculty partnership proves troublesome, transformative, discursive, irreversible and integrative. In a case study of one partnership programme at a liberal arts institution in the Northeastern USA, we discuss how crossing the threshold constituted by student-faculty partnership in pedagogical exploration fosters in students greater engagement in, and responsibility for, learning. Implications for higher education include the potential of reconceptualising our classrooms as more democratic spaces and the work of teaching and learning as more of a shared responsibility.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A