Developing an Inclusive, Student-Led Approach to Scaling Up the Benefits of Pedagogical Partnership for Social Justice in Higher Education
Bibliographic Data
| ID | 13027786 |
|---|---|
| Authors | Alison Cook‐sather (0000-0002-0116-7158, Bryn Mawr College, corresponding author), Abhirami P Suresh (0000-0003-0571-7919, Bryn Mawr College), Edmund Dante Nguyen (Haverford College) |
| Year | 2025 |
| Volume | 14 |
| Issue | 2 |
| Pages | 79-79 |
| Publication date | 2025-01-31 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2076-0760 • E-ISSN: 2076-0760 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/socsci14020079 |
| OpenAlex | W4407040902 |
| Language | EN |
| Citations received | 1 |
| References cited | 29 |
(1) Background: Uneven access to the experience of extra-classroom, student–faculty pedagogical partnerships, as well as the relatively small number of students who can participate in this work, raise equity concerns. Calls to scale up such partnership opportunities often focus on expanding the number and kind of existing partnership projects in a given context, which requires resources and infrastructure that many institutions do not have. (2) Method: We took a students-as-co-researchers approach to a three-phase action-research project to test our hypothesis that (a) assessing the benefits of pedagogical partnership, (b) conceptualizing a new approach to fostering those benefits, and (c) piloting that approach could inform efforts at our own and other institutions to pursue social-justice goals in higher education. (3) Findings: Both our review of the wider literature and our analysis of our own partnership program’s student and faculty participant perspectives affirmed that participating in extra-classroom, student–faculty pedagogical partnerships fosters in students personal learning-related capacities, deepens understanding of other learners and of teachers, and builds career-ready competencies. The new scaling-up approach to fostering these benefits that we conceptualized and have begun to pilot has the potential to be more inclusive, equitable, and feasible than replicating existing extra-classroom pedagogical partnership models. (4) Conclusions: Creating such opportunities for students to develop educational, interpersonal, and professional capacities and competencies can contribute to equity and social justice in higher education
Context (archaeology · Equity (law · General partnership · Higher education · Pedagogy · Political science · Public relations · Sociology · Collaborative Teaching and Inclusion · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Psychology
Promoting Social Inclusion in Educational Settings
Sense of Belonging and Persistence in White and African American First-Year Students
Humanizing STEM education through student-faculty pedagogical partnerships
Students’ sense of belonging and their socio-economic status in higher education
Exploring course experiences that predict psychological distress and mental wellbeing in Australian undergraduate and graduate coursework students
Focusing resources to promote student well-being
Fitting in to Move Forward
Pedagogic partnership in higher education
College Students’ Sense of Belonging
Equity and diversity in institutional approaches to student-staff partnership schemes in higher education
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |