Partnerships in academe are becoming more common, for a variety of reasons. Policymakers view partnership as a strategic way of meeting the state' s education and economic goals. Institutions benefit from facilities and resource sharing (McCord, 2002;Sink, Jackson, Boham, and Shockley, 2004), and students gain access to additional instruction and a smoother transition to postsecondary education (Bragg, 2000). In addition, state governments are formulating policy to reward academic partnership, particularly those between K-12 schools and colleges. Sadly, although these partnerships are growing in popularity, relatively little is known about them. Of the research that exists, most is descriptive, focusing on a single institution or partnership. Of equal concern, most of the research highlights the K-12 institution and fails to discuss the perspective of the community college or four-year institution. To fill this gap in the literature and ultimately strengthen these partnerships, it is critical for policy makers and scholars to consider the process involved in establishing these arrangements, how they function, and the factors that help sustain them over time.In this chapter, we discuss the elements and interactions involved in our partnership model. We begin by presenting the themes behind formation of a partnership, such as the reason for joining, the context of collaboration, process issues, and enhancing student learning. We then discuss the features of partnership, particularly the elements critical to initial development and 5 1

In this article, we describe a qualitative study of identities of 18 college students leading identity-based campus organizations at 1 large public institution. Identity-based organizations are those registered student groups whose mission includes serving the educational, cultural, social, or other needs and interests of students from a given psychosocial identity (e.g., race, ethnicity, gender, sexual orientation). We observed 2 paths that students followed through their leadership experience: (1) A "parallel" path in which students experienced their psychosocial identity and their leadership identity separately, and (2) a "merged" path in which students merged these identities into a sense of being, for example, a "gay leader" or a "Latina activist." Based on our findings that student leaders in identity-based organizations experience both psychosocial identities and leadership identities as salient-whether parallel or merged-we make recommendations for higher education practice, policy, and research.

This qualitative study investigates how the Learning Partnerships Model (LPM; Baxter Magolda, 2001, 2004a) could be operationalized in the context of an academic advising retention program. The findings focus on what epistemological outcomes emerge for students who entered the program as formula followers. Findings suggest that although students likely will not self-author in one semester, there are specific changes (e.g., beliefs, cognitive interdependence, and affect regulation) that emerge as precursors to subsequent self-authorship development.

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This chapter reviews relevant literature on multiracial student organizations, highlights challenges faced by such groups, and provides suggestions for advisers who work with members and leaders of multiracial campus groups.