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ERIC Number: EJ915436
Record Type: Journal
Publication Date: 2011-Mar
Pages: 17
Abstractor: As Provided
Reference Count: 47
ISSN: ISSN-0965-0792
Layered Learning: Student Consultants Deepening Classroom and Life Lessons
Cook-Sather, Alison
Educational Action Research, v19 n1 p41-57 Mar 2011
The action research project reported on here took as its central problem of practice the absence of students from forums for faculty development in higher education. Findings suggest that, when undergraduate students are positioned as pedagogical consultants to college faculty members, multiple layers of learning unfold. After a brief overview of The Andrew W. Mellon Teaching and Learning Institute that serves as the context for this study, I present student reflections on the ways that student consultants gain a more informed critical perspective within and beyond classrooms and build greater confidence, capacity, and agency as learners and as people. The final portion of the discussion focuses on how the lessons student consultants learn inform my own learning and practice.
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 - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A