Significant conversations at the intersection of co-teaching and student-faculty partnership

ABSTRACT

Co-teaching and student-faculty partnerships are two approaches that independently facilitate significant conversations about teaching and learning. Written reflections from a module involving both approaches suggest that these conversations took place not only backstage (between co-teachers), but also on the front stage (with student partners). The interaction between co-teaching and student-faculty partnerships encourages the sharing of authority, resulting in shared decision-making (between co-teachers and with student partners) being a frequent topic of significant conversations. Our findings suggest significant conversations at the intersection of co-teaching and student-faculty partnership facilitate shared cognition and mutual trust and have important implications for academic development.

KEYWORDS:

• Co-teaching
• student-faculty partnership
• significant conversations
• shared cognition
• trust

Acknowledgments

Our deepest gratitude goes to all of our student partners, as well as to Anh Vu, Hoai Linh, Hoai Minh, Hoai Thuong, Minh Chau, Phuong Thao, and Trung Hieu for their coding efforts.

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Pamela Stacey

Pamela Stacey currently serves as founding faculty and Learning Support Director at Fulbright University Vietnam. Her research focuses on academic writing development.

KinHo Chan

KinHo Chan joined Fulbright University Vietnam as a founding faculty after 16 years at Hartwick College. His research focuses on the neuro-environmental influences on learning and memory.