Abstract
Growing Student-Faculty Partnerships at Ursinus College: A Brief History in Dialogue
Highlights
The TLI Student Consultant Program allows individual faculty an opportunity to engage in pedagogical dialogue over the course of a semester with a trained student observer and dialogue partner
Goldsmith and Throop are joined by two alumni who worked as student consultants: Codey Young (’14) was a leader among the initial cohort of consultants and Megan Hanscom (’16) played a pivotal role in the transition from grant-funded initiative to College office
The co-authors reflect from their various perspectives on the experience of building a student-faculty partnership program at a small liberal arts college
Summary
Growing Student-Faculty Partnerships at Ursinus College: A Brief History in Dialogue. Megan I agree with Codey that working with students and faculty who already support the program helps generate new ideas about how partnership programs can continue to grow. Having a strong sense of empathy allows us to work with people who are in very vulnerable positions, whether it is professors allowing us into their classrooms, students who trust us to defend their anonymity when reporting feedback, or other consultants who seek help in working through difficult situations in partnerships. I think focusing on helping consultants learn to work with diverse faculty partners should be part of the TLI’s long-term program goals; it is good that this is addressed in readings for new consultants but more can be done. That is not to say that students should always work with professors that are “like them,” but the chance to work with someone who has faced similar challenges can be as beneficial as working with someone with whom you share little in common
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