The pedagogical benefits of enacting positive psychology practices through a student–faculty partnership approach to academic development

Cook-­Sather, Alison; Schlosser, Joel Alden; Sweeney, Abigail; Peterson, Laurel M.; Cassidy, Kimberly Wright; García, Ana Colón

doi:10.1080/1360144x.2017.1401539

Cited by 10 publications

(13 citation statements)

References 23 publications

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“…However, they have been repositioned as essential actors and agents in academic development (Healey, Flint, and Harrington 2016;Matthews 2016). Catherine Bovill, Alison Cook-Sather, and Peter Felten (2011) reconsider students' roles in education as producers (Cook-Sather et al 2017;Marquis et al 2016), partners (Coombe et al 2018), co-inquirers (Bell 2016;Werder et al 2016), and co-creators (Felten et al 2019;Samson 2019) of teaching approaches and course design, where student-faculty relationships should be based on respect, reciprocity, and shared responsibilities. Student partnership can be defined as "a process of student engagement, understood as staff and students learning and working together to foster engaged student learning and engaging learning and teaching enhancement .…”

Section: Literature Reviewmentioning

confidence: 99%

“…Common benefits to students include enhanced motivation, stronger sense of belonging, and deepened understanding of pedagogical practices (Barrineau et al 2016;Goff and Knorr 2018;Matthews et al 2018;Peets et al 2009). Faculty members and academic developers benefit from incorporating student perspectives from authentic student sources into pedagogical practices (Cook-Sather et al 2017;Kligyte et al 2019;Marquis et al 2016). Even in non-western contexts, the student-faculty partnership positively contributes to student engagement, development, and academic functioning (Kaur, Awang-Hashim, and Kaur 2019).…”

Section: Benefits Of Students As Partnersmentioning

confidence: 99%

“…illuminated aspects of the learning experience that were not visible to faculty members or even to graduate students" and how "hearing perceptions of the course from students across preparation levels contributed to a more inclusive and engaging environment for all" (2014, 6). However, even in cases where student contributors acted as consultants in student-faculty partnerships to provide an authentic learner's perspective, the experiences of the student learners were often left unexplored (Bunnell and Bernstein 2014;Cook-Sather et al 2017).…”

Section: Gaps In the Literaturementioning

confidence: 99%

“…Students and faculty have expertise in different aspects that both contributed to the process of teaching and learning (Bovill, Cook-Sather, and Felten 2011;Cook-Sather, Bovill, and Felten 2014). The student contributors provided an authentic student perspective.…”

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confidence: 99%

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A Three-Party Case Study: Exploring the Value of Student Work in Co-creation in Teaching and Learning

Cho

Werker

Liu

et al. 2020

TLI

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In the context of a large first-year business course, we explore the value of student contributors, the former students from this course, working with faculty to improve the learning experience of the students enrolled in the course. By describing our study of the roles, impacts, benefits, and challenges of the student contributors’ involvement in creating supplemental resources, such as videos and practice problems, intended to augment the teaching process of the faculty and the learning process of the student learners, we contribute to the understanding of this three-party experience. Our study included interviews, survey questions, and resource-engagement analytics. We found that because student contributors can provide unique perspectives, greater inclusivity, and diverse approaches to teaching, there are benefits to the instructors, the student contributors, and the student learners.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Benefits Of Students As Partnersmentioning

confidence: 99%

Section: Gaps In the Literaturementioning

confidence: 99%

mentioning

confidence: 99%

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A Three-Party Case Study: Exploring the Value of Student Work in Co-creation in Teaching and Learning

Cho

Werker

Liu

et al. 2020

TLI

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“…Trying to reach faculty through pedagogical partnership is both particularly difficult and, I would argue, particularly important in these cases and times. Student and faculty colleagues and I have emphasized the importance of trust and affirmation as we work to transform classrooms and institutions of higher education into more egalitarian learning spaces (Cook-Sather et al, 2017).…”

Section: Reaching and Supporting Rather Than Alienating Faculty Canmentioning

confidence: 99%

Developing “Students as Learners and Teachers”: Lessons from Ten Years of Pedagogical Partnership that Strives to Foster Inclusive and Responsive Practice

Cook-Sather

2018

EIPC

Self Cite

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This case study reviews how the pedagogical partnership program ‘Students as Learners and Teachers’ evolved between 2007 and 2017. It draws on the author’s ten years of experience directing the program to describe the context, steps in development, components and assessment of the program as well as to summarise three lessons learnt: (1) continuing dialogue with, support of, and affirmation of student partners is essential; (2) reaching and supporting, rather than alienating, faculty can be a challenge; and (3) flexibility and evolution of the overall program are critical.

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Attending to the Teacher in the Teaching: Prioritizing Faculty Well-Being

Roos

Borkoski

2021

Perspect ASHA SIGs

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Purpose The purpose of this review article is to examine the well-being of faculty in higher education. Success in academia depends on productivity in research, teaching, and service to the university, and the workload model that excludes attention to the welfare of faculty members themselves contributes to stress and burnout. Importantly, student success and well-being is influenced largely by their faculty members, whose ability to inspire and lead depends on their own well-being. This review article underscores the importance of attending to the well-being of the people behind the productivity in higher education. Method This study is a narrative review of the literature about faculty well-being in higher education. The history of well-being in the workplace and academia, concepts of stress and well-being in higher education faculty, and evidence-based strategies to promote and cultivate faculty well-being were explored in the literature using electronic sources. Conclusions Faculty feel overburdened and pressured to work constantly to meet the demands of academia, and they strive for work–life balance. Faculty report stress and burnout related to excessively high expectations, financial pressures to obtain research funding, limited time to manage their workload, and a belief that individual progress is never sufficient. Faculty well-being is important for the individual and in support of scholarship and student outcomes. This article concludes with strategies to improve faculty well-being that incorporate an intentional focus on faculty members themselves, prioritize a community of well-being, and implement continuous high-quality professional learning.

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The pedagogical benefits of enacting positive psychology practices through a student–faculty partnership approach to academic development

Cited by 10 publications

References 23 publications

A Three-Party Case Study: Exploring the Value of Student Work in Co-creation in Teaching and Learning

A Three-Party Case Study: Exploring the Value of Student Work in Co-creation in Teaching and Learning

Developing “Students as Learners and Teachers”: Lessons from Ten Years of Pedagogical Partnership that Strives to Foster Inclusive and Responsive Practice

Attending to the Teacher in the Teaching: Prioritizing Faculty Well-Being

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