Lessons Learned From Piloting a Student Observational Partners Program
Cory Davia, University of the Pacific
LEARNER OUTCOMES:
1. Define “Student Observational Partners” programs.
2. Identify the ways these programs serve students and faculty.
3. Apply the core idea behind these programs to their own teaching context.
Keywords:
Students as Partners, Sense of Belonging, Feedback
Key Statement:
Creating opportunities to discuss your pedagogical decision-making with students can help them feel a sense of belonging and can give you insight into students’ experience.
TRANSCRIPT:
Last year, the University of the Pacific’s Center for Teaching and Learning piloted a Student Observational Partnership program.
In an observational partnership, a student partner sits in on a faculty partner’s class to observe their teaching, meeting regularly to debrief about the experience.
Those conversations help students learn more about the decision-making that goes into teaching, as well as giving them a voice in their educational experience. They also give faculty a window into the student experience, helping them to reflect on their pedagogical values and how they communicate those values to students.
Questions
Join the discussion!
Q&A with Presenters / Poster Reception
Thursday, January 9th, 2025
5:30 - 6:30 PM
Brickstone
Hosted bar + light hors d'oeuvres served.
Name badge required
References:
Bovill, C. (2019). A co-creation of learning and teaching typology: What kind of co-creation are you planning or doing?. International Journal for Students as Partners, 3(2), 91–98.
Cook-Sather, A. (2022). Co-creating equitable teaching and learning: structuring student voice into higher education. Harvard Education Press.
Toole, B. (2023). Standpoint epistemology and epistemic peerhood: a defense of epistemic privilege. Journal of the American Philosophical Association, 1-18.