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Layered Learning: Student Consultants Deepening Classroom And Life Lessons, Alison Cook-Sather
Layered Learning: Student Consultants Deepening Classroom And Life Lessons, Alison Cook-Sather
Education Program Faculty Research and Scholarship
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 …
What Is And What Can Be: How A Liminal Position Can Change Learning And Teaching In Higher Education, Alison Cook-Sather, Zanny Alter
What Is And What Can Be: How A Liminal Position Can Change Learning And Teaching In Higher Education, Alison Cook-Sather, Zanny Alter
Education Program Faculty Research and Scholarship
In this article we analyze what happens when undergraduate students are positioned as pedagogical consultants in a faculty development program. Drawing on their spoken and written perspectives, and using the classical anthropological concept of liminality, we illustrate how these student consultants revise their relationships with their teachers and their responsibilities within their learning. These revisions have the potential to transform deep-seated societal understandings of education based on traditional hierarchies and teacher/student distinctions.