ABSTRACT
Student engagement is necessarily shaped by context and by how that context intersects with a learner’s own intersecting identities, previous educational (and life) experiences, and goals. A relatively new phenomenon variously called “pedagogical partnership” and “students as partners” offers an especially powerful form of engagement built on context-specific collaborations between students and staff. This chapter presents one model of pedagogical partnership—classroom-based, pedagogical consultancy—developed through the Student as Learners and Teachers (SaLT) program created in 2006 at Bryn Mawr and Haverford Colleges in the United States. Drawing on ethics-board approved research on this program and essays published by student and staff partners who have participated in SaLT and programs like it, the chapter presents: (1) outcomes in relation to the engagement partnership promotes (a) in student partners and (b) in the students enrolled in courses upon which student and staff partners focus; (2) preliminary findings on the potential for pedagogical partnerships to foster greater equity and inclusion; and (3) suggestions for where to find advice for developing classroom-focused pedagogical partnerships.
