Pedagogical Partnerships and its accompanying resources provide step-by-step guidance to support the conceptualization, development, launch, and sustainability of pedagogical partnership programs in the classroom and curriculum. This definitive guide is written for faculty, students, and academic developers who are looking to use pedagogical partnerships to increase engaged learning, create more equitable and inclusive educational experiences, and reframe the traditionally hierarchical structure of teacher-student relationships. Filled with practical advice, Pedagogical Partnerships provides extensive materials so that readers don't have to reinvent the wheel, but rather can adapt time-tested and research-informed strategies and techniques to their own unique contexts and goals.

Pedagogical Partnerships: A How-To Guide for Faculty, Students, and Academic Developers in Higher Education

Education & Teaching

Cook-Sather, Alison

Bahti, Melanie

Ntem, Anita

Higher & Continuing Education

Elon University Center for Engaged Learning

The Power of Partnership celebrates the nuance and depth of student-faculty partnerships in higher education and illustrates the many ways that partnership—the equitable collaboration among students, staff, and faculty in support of teaching and learning—has the potential to transform lives and institutions. The book aims to break the mold of traditional and power-laden academic writing by showcasing creative genres such as reflection, poetry, dialogue, illustration, and essay. The collection has invited chapters from renowned scholars in the field alongside new student and staff voices, and it reflects and embodies a wide range of student-staff partnership perspectives from different roles, identities, cultures, countries, and institutions.

The Power of Partnership: Students, Staff, and Faculty Revolutionizing Higher Education

Mercer-Mapstone, Lucy

Abbot, Sophia

Writing about Learning and Teaching in Higher Education offers detailed guidance to scholars at all stages-experienced and new academics, graduate students, and undergraduates-regarding how to write about learning and teaching in higher education. It evokes established practices, recommends new ones, and challenges readers to expand notions of scholarship by describing reasons for publishing across a range of genres, from the traditional empirical research article to modes such as stories and social media that are newly recognized in scholarly arenas. The book provides practical guidance for scholars in writing each genre-and in getting them published. To illustrate how choices about writing play out in practice, we share throughout the book our own experiences as well as reflections from a range of scholars, including both highly experienced, widely published experts and newcomers to writing about learning and teaching in higher education. The diversity of voices we include is intended to complement the variety of genres we discuss, enacting as well as arguing for an embrace of multiplicity in writing about learning and teaching in higher education.

Writing about Learning and Teaching in Higher Education: Creating and Contributing to Scholarly Conversations across a Range of Genres

Healey, Mick

Matthews, Kelly E.

What Teaching Looks Like delves into higher education—the challenges faced by students, faculty, staff, and administrators alike from all variety of institution types and across campus sectors—in a way that has not been done before. By weaving together a unique collection of documentary photographs of modern teaching and learning at US colleges and universities with research-based discussion of the state of engaged learning, the book teaches readers to think through and with photographs in new ways, offering insights and perspectives with the potential to change teaching, administrative, and support practices for the better. The project not only reflects the state of how US institutions educate the next generation of thinkers and innovators, it informs what we could aspire to do as educators and reveals experiences and perspectives of today’s students in ways that are only accessible through photographs. 
The ultimate intent of this book is to make both faculty and administrative work visible, both to audiences internal to our colleges and universities as well as to external stakeholders and decision makers of today and tomorrow, and in doing so, understand and value this work more effectively. It is vital for those whose work is concentrated within one area to see, understand, and empathize with their colleagues from other campus sectors. It also remains necessary for those outside of higher education to visualize and understand the work that faculty, administrators, and students are engaged in day-to-day. Some decision makers continue to hold on to antiquated images and stereotypes of those who work in the education system. The images and discussion in the book challenge these outdated stereotypes.

What Teaching Looks Like: Higher Education through Photographs

Arts & Photography

Springborg, Martin

Horii, Cassandra Volpe

Photography & Video

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Books by Elon University Center for Engaged Learning