An Invitation to Promote Equity and Justice through Partnership

Bie, Alise de; Marquis, Elizabeth; Cook-­Sather, Alison; Luqueño, Leslie

doi:10.4324/9781003446521-1

Cited by 5 publications

(6 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Establishing and drawing on expertise is always a risk; it assumes the valuing of sources and kinds of knowledge-particularly of equity-denied students (de Bie et al, 2021)-that can easily be questioned, challenged, or (re)dismissed. As one student partner explained: "It's really .…”

Section: Discussionmentioning

confidence: 99%

Three models for embracing student expertise in the development of pedagogical partnership programs

Cook-Sather

2023

IJSaP

View full text Add to dashboard Cite

Nearly a decade ago, two colleagues and I defined student-faculty (student-staff) pedagogical partnership as premised on the notion that students have expertise to contribute to processes of preparing for, reflecting on, and revising teaching and learning practices (Cook-Sather et al., 2014). This expertise is based in part on students' experiences as students. It is also informed by unique intersections of socio-cultural identities and lived experiences that students bring to educational contexts and analyses (Brown et al., 2020;Cook-Sather et al., 2021;Doktor et al., 2019;Matthews, 2017) and by students' engagement in sense-making about their identities and life experiences. As pedagogical partnership work expands around the globe, I am seeing undergraduate students at my own and other institutions develop another form of expertise: in pedagogical partnership work itself.I embarked on developing student-faculty pedagogical partnership work in 2006 at Bryn Mawr and Haverford Colleges, two liberal arts institutions in the mid-Atlantic region of the United States. With student, faculty, and staff collaborators and several generous grants from The Andrew W. Mellon Foundation, I co-created Students as Learners and Teachers (SaLT), the signature program of the Teaching and Learning Institute (TLI) in this bi-college consortium. Through SaLT, undergraduates take up semester-long, paid positions as pedagogical partners to faculty members. As pedagogical partners, these students are neither enrolled in nor necessarily have knowledge of the subject matter of the course on which they and their faculty partners focus. They conduct weekly classroom observations, meet weekly with their faculty partners, and meet weekly with me and other student partners to discuss how best to be in dialogue and collaboration with faculty partners. Hundreds of faculty and students have participated in the SaLT program, and options for participation have expanded beyond this basic model (for a list of other programs, visit the TLI's Programs and Opportunities page).Because of my decades of experience directing SaLT, I have been invited to support a wide range of colleges and universities around the world in developing partnership programs (see partial lists at TLI's Pedagogical Partnerships at Other Institutions page and Developing Pedagogical Partnerships). Since staffing budgets are always limited, I have begun in this consulting work to recommend hiring students-while they are undergraduates or soon after they graduate-into limited-term roles to conceptualize, facilitate, co-create, or otherwise support the development of pedagogical partnership programs. This approach not only acknowledges student expertise, it also builds institutional structures that affirm that

show abstract

Section: Discussionmentioning

confidence: 99%

Three models for embracing student expertise in the development of pedagogical partnership programs

Cook-Sather

2023

IJSaP

View full text Add to dashboard Cite

show abstract

“…Recent academic trends and cultural shifts have left both students and educators increasingly more interested and equipped to address the various manifestations of discrimination in education. ,,− This pattern continues in STEM, as evidenced by the drastic increase of DEI-related publications in Chemistry journals in the past decade. , An increasing number of educators are incorporating student–faculty pedagogical partnerships into their classes as an equity-seeking practice. Such partnership relationships can serve as critical tools for identifying opportunities for more inclusive teaching and learning, because they provide space for cross-hierarchical conversations. , Such partnerships, which are built on principles of reciprocity, respect, and mutual responsibility, invite faculty and students to contribute their unique perspectives to jointly shaping educational practices; these pedagogical partnerships frequently involve a single instructor and student and operate at the level of an individual course. , In this paper, we describe how we expanded upon this pedagogical partnership model in three ways: by increasing the number of individuals involved in the partnership, by including staff as critical and equal partners in the work, and by focusing our work at the level of the department rather than working at the level of individual course design.…”

Section: Intersection Of Education and Social Justicementioning

confidence: 99%

“…Such partnership relationships can serve as critical tools for identifying opportunities for more inclusive teaching and learning, because they provide space for cross-hierarchical conversations. 69,70 Such partnerships, which are built on principles of reciprocity, respect, and mutual responsibility, invite faculty and students to contribute their unique perspectives to jointly shaping educational practices; these pedagogical partnerships frequently involve a single instructor and student and operate at the level of an individual course. 71,72 In this paper, we describe how we expanded upon this pedagogical partnership model in three ways: by increasing the number of individuals involved in the partnership, by including staff as critical and equal partners in the work, and by focusing our work at the level of the department rather than working at the level of individual course design.…”

Section: Justicementioning

confidence: 99%

Leveraging Student–Faculty–Staff Partnerships to Implement Inclusive Curricular Reform in Chemistry Education

et al. 2023

View full text Add to dashboard Cite

This paper describes the formation and ongoing efforts of a collaborative partnership between students, faculty, and staff within the Chemistry department at Amherst College. Formation of the group was inspired by calls for structural, inclusive, change from students, faculty, and alumni. There are many benefits to collaborating across traditional academic hierarchies, and this report aims to show that these partnerships can help identify avenues for the implementation of inclusive change in STEM departments. The Amherst College Chemistry community agrees that graduates of the Chemistry department should leave the College with a critical understanding of the implications of systemic discrimination as they pertain to chemical research and education; this paper shares organizational methods and strengths, as well as limitations and holistic reflections, of creating spaces for student, staff, and faculty partnership to shape a STEM educational community. A specific outcome of this committee was the creation of a diversity-equity-inclusion (DEI) requirement in the major. We share how CARAC helped the department arrive at this decision and discuss the departmental course, Chemistry in Society, that was developed in response.

show abstract

“…Established pedagogy circles: 50,51 Six student-led discussion groups of 6-8 students, faculty, and staff were established to provide a safe/brave space for DEI-B conversations.…”

Section: Examplementioning

confidence: 99%

A Continuous Quality Improvement Framework for Sustainable Action and Advancement of Diversity, Equity, Inclusion, and Belonging in Physical Therapy

Kiami,

Hayward,

Goodgold

2023

JOPTE

View full text Add to dashboard Cite

Background and Purpose. To address racial and ethnic disparities, physical therapy organizations, educational institutions, and clinical practices seek to advance diversity, equity, inclusion (DEI), and social justice in health care. Although our professional organizations have crafted proclamations, resource lists, developed new accreditation standards, and strategic plans, we lack a unifying framework and action tools for substantial and sustained progress. In addition, the DEI acronym is missing the essential element of belonging (B), that is, sharing a sense of purpose and feeling safe to contribute opinions as a valued member of an organization. Therefore, the purpose of this position paper is to propose the utilization of a continuous quality-improvement (CQI) framework using Plan-Do-Study-Act (PDSA) cycles to advance DEI-B in physical therapy education and practice. Position and Rationale. The CQI framework and PDSA cycles are data-driven, iterative approaches for identifying areas for improvement, implementing interventions, collecting data, analyzing outcomes, and taking evidence-based next action steps. Application of this framework can enhance sustainability of DEI-B goals and foster progress toward the proposed accreditation criteria of the Commission on Accreditation in Physical Therapy Education in this critical area. Tenants for PDSA team success are presented, and PDSA cycles are described. Discussion and Conclusion. Addressing racism and advancing DEI-B efforts in the physical therapy profession requires bold, sustained, and intentional action that incorporates standards, strategies, and methods for measuring change. Examples of PDSA DEI-B initiatives, interventions, and outcomes are provided to illustrate how this approach can be implemented within a physical therapy education program. Using this CQI framework provides our profession with a DEI-B roadmap for advancing incremental and sustained progress.

show abstract

An Invitation to Promote Equity and Justice through Partnership

Cited by 5 publications

References 0 publications

Three models for embracing student expertise in the development of pedagogical partnership programs

Three models for embracing student expertise in the development of pedagogical partnership programs

Leveraging Student–Faculty–Staff Partnerships to Implement Inclusive Curricular Reform in Chemistry Education

A Continuous Quality Improvement Framework for Sustainable Action and Advancement of Diversity, Equity, Inclusion, and Belonging in Physical Therapy

Contact Info

Product

Resources

About