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JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE
“I Never Realized…”: Shared Outcomes of Different Student-Faculty Partnership Approaches to Assessing Student Learning Experiences and Evaluating Faculty Teaching
Author(s): Alison Cook-Sather, Adriana Signorini, Sandy Dorantes, Phoebe Cribb, Andrew Perez
Citation: Alison Cook-Sather, Adriana Signorini, Sandy Dorantes, Phoebe Cribb, Andrew Perez, (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, Vol. 20, ss. 7, pp. 168-179
Article Type: Research paper
Publisher: North American Business Press
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.
