“I Never Realized…”: Shared Outcomes of Different Student-Faculty Partnership Approaches to Assessing Student Learning Experiences and Evaluating Faculty Teaching

Authors

  • Alison Cook-Sather Bryn Mawr College
  • Adriana Signorini University of California, Merced
  • Sandy Dorantes University of California, Merced
  • Phoebe Cribb Bryn Mawr College
  • Andrew Perez University of California, Merced

DOI:

https://doi.org/10.33423/jhetp.v20i7.3160

Keywords:

Higher Education, Theory and Practice, student-faculty partnership, assessing student learning experience, formative evaluation of faculty teaching

Abstract

The two programs featured here support extra-classroom pedagogical partnership between faculty and students and focus on developing approaches both to assessing students’ learning experiences and to formatively evaluating instructors’ teaching. Although different in terms of institutional context and structure, both programs foster shared outcomes for student partners, including greater appreciation for the work of teaching, deeper engagement in their own learning, and pursuit of greater equity. After reviewing student-faculty partnership in assessing enrolled students’ learning and evaluation of teaching, we compare and contrast our two programs. We then draw on student reflections to present the shared outcomes for student partners.

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Published

2020-10-25

How to Cite

Cook-Sather, A., Signorini, A., Dorantes, S., Cribb, P., & Perez, A. (2020). “I Never Realized…”: Shared Outcomes of Different Student-Faculty Partnership Approaches to Assessing Student Learning Experiences and Evaluating Faculty Teaching. Journal of Higher Education Theory and Practice, 20(7). https://doi.org/10.33423/jhetp.v20i7.3160

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Section

Articles