Building Courage, Confidence, and Capacity in Learning and Teaching through Student-Faculty Partnership

Alison Cook-Sather is director of the Teaching and Learning Institute at Bryn Mawr College. Chanelle E. Wilson is lecturer at Bryn Mawr College.

Foreword, Kelly E. Matthews Introduction, Alison Cook-Sather and Chanelle Wilson Chapter 1: The Will to Collaborate across Difference: Mining Difference as a Rich Resource in a Student-Faculty Pedagogical Partnership, Tina Wildhagen and Dionna Jenkins Chapter 2: Feminist Interventions in Engineering: Co-creating through Conversation, across Disciplines and Identities, Amarachi Chukwu and Kim Jones Chapter 3: A Medical Humanities Curriculum in Medical School: Unexpected Partnerships and Unintended Consequences, Julie Chen and John Ho Chapter 4: Peers and Colleagues: Collaborative Class Design through Student-Faculty Partnerships, Angela Gennocro and John Straussberger Chapter 5: Voicing and Reflecting in a Pedagogical Partnership, Doron Narkiss and Iska Naaman Chapter 6: The Student-Faculty Partnership Program's Potential for Revitalizing the One-Shot Library Instruction Session, Amanda Eugair Peach and Ashley Ferrell Chapter 7: Untangling the Power Dynamics in Forging Student-Faculty Collaboration, Amrita Kaur and Toh Yong Bing Chapter 8: Student as Co-designer: Processes of Planning and Teaching with the Student in Mind, Yasira Waqar and Abdul Moeed Asad Chapter 9: Learning through Cooperation: Interdisciplinary Insights into Students' Experiences in a Developing Program, Katie Quy, Ashly Fuller, Ayushi Kar, Miyama Tada Baldwin, and Omar Hallab Chapter 10: "With Your Basket of Knowledge and My Basket of Knowledge, The People Will Prosper": Learning and Leading in a Student-Staff Partnership Program, Ali Leota and Kathryn Sutherland Chapter 11: Concluding Reflections on Building Courage, Confidence, and Capacity, Alison Cook-Sather and Chanelle Wilson

This volume makes a vital contribution to the literature on student-faculty partnership by weaving together rich, reflective narratives that showcase and analyse how partnership is lived and experienced by individuals in a diverse array of institutional, cultural, and national contexts. The student and faculty contributors write with honesty and insight, clearly reflecting the courage, confidence, and capacity highlighted by Cook-Sather and Wilson in their framing chapters, and sharing experiences and advice that will be of interest to new and experienced partnership practitioners alike. -- Elizabeth Marquis, McMaster University