“I Never Realized…”: Shared Outcomes of Different Student-Faculty Partnership Approaches to Assessing Student Learning Experiences and Evaluating Faculty Teaching
DOI:
https://doi.org/10.33423/jhetp.v20i7.3160Keywords:
Higher Education, Theory and Practice, student-faculty partnership, assessing student learning experience, formative evaluation of faculty teachingAbstract
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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