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ERIC Number: EJ832786
Record Type: Journal
Publication Date: 2009-Apr
Pages: 11
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-0260-2938
From Traditional Accountability to Shared Responsibility: The Benefits and Challenges of Student Consultants Gathering Midcourse Feedback in College Classrooms
Cook-Sather, Alison
Assessment & Evaluation in Higher Education, v34 n2 p231-241 Apr 2009
The explicit purpose of gathering feedback in college classes is to improve those courses, usually along the lines of structure, organisation, pace, or some other aspect of the course over which the professor typically has control. A potential outcome that is less immediately obvious is the shift that can take place regarding who is responsible and in what ways for the analysis and revision of pedagogical practices at the college level. In this article, I take as a foundation for my discussion the premises of new wave student voice work, and I describe a project through which students were positioned as consultants who gathered midcourse feedback for faculty members. I analyse how those student consultants supported faculty members in revising not only their courses but also their relationships with students--both student consultants and students enrolled in the courses.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A