Viewing Teaching and Learning from a New Angle: Student Consultants' Perspectives on Classroom Practice

References

• Abbot, S., A. Cook-Sather, & C. Hein. 2014. “Mapping Classroom Interactions: A Spatial Approach to Analyzing Patterns of student participation.” To Improve the Academy: A Journal of Educational Development 33: 2.
   Google Scholar
• Bell, M. 2012. Peer Observation Partnerships In Higher Education (2nd ed.). Higher Educational Research and Development Society of Australasia, Milperra.
   Google Scholar
• Bovill, C. 2011. “Sharing Responsibility for Learning through Formative Evaluation: Moving to Evaluation as Learning. Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education 6 (2): 96–109.
   Google Scholar
• Bovill, C., A. Cook-Sather, P. Felten, L. Millard, & N. Moore-Cherry. 2015. “Addressing Potential Challenges in Co-creating Learning and Teaching: Overcoming Resistance, Navigating Institutional Norms and Ensuring Inclusivity in Student-staff Partnerships.” Higher Education 71 (2): 195–208.
   Google Scholar
• Boyer, E. 1990. Scholarship Reconsidered: Priorities of the Professoriate. Princeton, NJ: Carnegie Foundation.
   Google Scholar
• Cook-Sather, A. in press. “Undergraduate Students as Partners in New Faculty Orientation and Academic Development.” International Journal for Academic Development.
   Google Scholar
• Cook-Sather, A. 2008. “What You Get Is Looking in a Mirror, Only Better': Inviting Students to Reflect (on) College Teaching.” Reflective Practice 9 (4): 473–483.
   Google Scholar
• Cook-Sather, A. 2009. From Traditional Accountability to Shared Responsibility: The Benefits and Challenges of Student Consultants Gathering Midcourse Feedback in College Classrooms. Assessment & Evaluation in Higher Education 34 (2): 231–241.
   Google Scholar
• Cook-Sather, A. 2011a. “Layered Learning: Student Consultants Deepening Classroom and Life Lessons.“ Educational Action Research 19 (1): 41–57.
   Google Scholar
• Cook-Sather, A. 2011b. “Teaching and Learning Together: College Faculty and Undergraduates Co-create a Professional Development Model.” In To Improve the Academy: Resources for Faculty, Institutional, and Organizational Development, edited by J. E. Miller and J. E. Groccia, Vol. 29, 219–232. San Francisco: Jossey-Bass.
   Google Scholar
• Cook-Sather, A. 2014. “Multiplying Perspectives and Improving Practice: What Can Happen When Undergraduate Students Collaborate with College Faculty to Explore Teaching and Learning.” Instructional Science 42: 31–46.
   Google Scholar
• Cook-Sather, A., C. Bovill, & P. Felten. 2014. Engaging Students as Partners in Learning & Teaching: A Guide for Faculty. San Francisco: Jossey-Bass.
   Google Scholar
• Cox, M. D. & D. L. Sorenson. 2000. “Student Collaboration in Faculty Development.” In To Improve the Academy. Vol. 18. Resources for Faculty, Instructional, and Organizational Development, edited by M. Kaplan, 97–106. Bolton, MA: Anker.
   Google Scholar
• Crawford, K. 2012. “Rethinking the Student-Teacher Nexus: Students as Consultants on Teaching in Higher Education.” In Towards Teaching in Public: Reshaping the Modern University, edited by M. Neary, H. Stevenson, and xL. Bell, 52–67. London: Continuum.
   Google Scholar
• Deeley, S. J. & R. A. Brown. 2014. “Learning through Partnership in Assessment.” Teaching and Learning Together in Higher Education 13. http://teachingandlearningtogether.blogs.brynmawr.edu/thirteenth-issue-fall-2014/learning-through-partnership-in-assessment
   Google Scholar
• Ebert-May, D., T. L. Derting, J. Hodder, J. L. Momsen, T. M. Long, & S. E. Jardeleza. 2011. “What We Say Is Not What We Do: Effective Evaluation of Faculty Professional Development Programs.” BioScience 61: 550–8.
   Web of Science ®Google Scholar
• Fluckiger, J., Y. Tixier y Vigila, R. Pascoa, & A. Danielson. 2010. “Formative Feedback: Involving Students as Partners in Assessment to Enhance Learning.” College Teaching 58: 136–40. doi: 10.1080/87567555.2010.484031
   Google Scholar
• Gärdebo, J. & M. Wiggberg. 2012. “Importance of Student Participation in Future Academia.” In Students, The University's Unspent Resource: Revolutionising Higher Education Using Active Student Participation. Pedagogical Development Report 12. Uppsala: The Division for Development of Teaching and Learning, Uppsala Universitet.
   Google Scholar
• Gibson, L. 2011. “Student-Directed Learning: An Exercise in Student Engagement.” College Teaching 59: 95–101. doi:10.1080/87567555.2010.550957
   Google Scholar
• Hagstrom, F., J. Olson, & C. Cross. 2014. “The Student Observer Program at Carleton College: Three Perspectives on Supporting Good Teaching.” Teaching and Learning Together in Higher Education 13. http://teachingandlearningtogether.blogs.brynmawr.edu/thirteenth-issue-fall-2014/the-student-observer-program-at-carleton-college-three-perspectives-on-supporting-good-teaching
   Google Scholar
• Healey, M., A. Flint, & K. Harrington. 2014. Students as Partners in Learning and Teaching in Higher Education. York: Higher Education Academy.
   Google Scholar
• Hudd, S. & A. Wile. 2014. “Constructing Community in the Freshman Seminar: Fostering Autonomy in an Era of Accountability.” Teaching and Learning Together in Higher Education 13. http://teachingandlearningtogether.blogs.brynmawr.edu/thirteenth-issue-fall-2014/constructing-community-in-the-freshman-seminar-fostering-autonomy-in-an-era-of-accountability
   Google Scholar
• Hutchings, P., M. T. Huber, & A. Ciccone. 2011. The Scholarship of Teaching and Learning Reconsidered: Institutional Integration and Impact. Jossey-Bass/ Carnegie Foundation for the Advancement of Teaching. San Francisco: Jossey-Bass.
   Google Scholar
• Quintana, A. & M. Zajkowski. 2014. “Students as Teachers Transforming a History Course.” Teaching and Learning Together in Higher Education 13. http://teachingandlearningtogether.blogs.brynmawr.edu/thirteenth-issue-fall-2014/students-as-teachers-transforming-a-history-course
   Google Scholar
• Mann, S. J. 2008. Study, Power and the University. Maidenhead: Open University Press.
   Google Scholar
• McHenry, N., D. Ziegenfuss, A. Martin, & A. Castaldo. 2009. “Learning Assistants Program: Faculty Development for Conceptual Change.” The International Journal of Teaching and Learning in Higher Education 22 (3): 258–68.
   Google Scholar
• McMullen, V. B. 2014. “Using Student-Led Seminars and Conceptual Workshops to Increase Student Participation.” College Teaching 62: 62–7. doi:10.1080/87567555.2014.885876
   Google Scholar
• Mihans, R. J., D. T. Long, & P. Felten. 2008. “Power and Expertise: Student-Faculty Collaboration in Course Design and the Scholarship of Teaching and Learning.” International Journal for the Scholarship of Teaching and Learning 2 (2). http://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1110&context=ij-sotl
   Google Scholar
• Nath, S. B. 2012. “Finding Voices in Reflection: How My Work through the TLI Changed My Classroom Dynamics.” Teaching and Learning Together in Higher Education 6. http://teachingandlearningtogether.blogs.brynmawr.edu/archived-issues/sixth-issue-spring-2012/finding-voices-in-reflection-how-my-work-through-the-tli-changed-my-classroom-dynamics
   Google Scholar
• Peel, D. 2005. “Peer Observation as a Transformatory Tool?” Teaching in Higher Education 10: 489–504.
   Web of Science ®Google Scholar
• Reckson, L. V. (2014). “The Weather in Hemingway.” Teaching and Learning Together in Higher Education, 11. Retrieved from http://teachingandlearningtogether.blogs.brynmawr.edu/archived-issues/eleventh-issue-winter-2014/the-weather-in-hemingway
   Google Scholar
• Schön, D. A. 1987. Educating the Reflective Practitioner. San Francisco: Jossey-Bass.
   Google Scholar
• Sorenson, D. L. 2001. “College Teachers and Student Consultants: Collaborating about Teaching and Learning.” In Student-Assisted Teaching: A Guide to Faculty-Student Teamwork, edited by J. E. Miller, J. E Groccia, & M. S. Miller, 179–183. Bolton, MA: Anker.
   Google Scholar
• Teaching and Learning Together in Higher Education. http://teachingandlearningtogether.blogs.brynmawr.edu/
   Google Scholar
• Werder, C. & M. M. Otis, eds. 2010. Engaging Student Voices in the Study of Teaching and Learning. Sterling, VA: Stylus.
   Google Scholar
• Wlodarsky, R. 2005. “The Professoriate: Transforming Teaching Practices through Critical Reflection and Dialogue.” Teaching and Learning: The Journal of Natural Inquiry and Reflective Practice 19 (3): 156–172.
   Google Scholar