Connecting to Student Learners Through Undergraduate and Faculty Teaching Partnerships

Sunderman, Judith A.

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https://hdl.handle.net/2142/9624 Copy

Description

Title

Connecting to Student Learners Through Undergraduate and Faculty Teaching Partnerships

Author(s)

Sunderman, Judith A.

Contributor(s)

Hurley, Walter L.

Issue Date

2008-10

Keyword(s)

Undergraduate Research

Abstract

The traditional presentation of academic content, or knowledge transfer from teacher to student, is a largely passive and uni-directional process that only sporadically leads to durable learning. Meaningful knowledge acquisition can be facilitated by mutually satisfying reflection and dialogue. Seasoned instructors understand intuitively that productive learning relationships thrive on an iterative and dynamic progression connecting students to each other, teachers to students, and learning to knowing. What kinds of environments facilitate these connections? How can we create mutually satisfying relationships that foster higher quality learning? This presentation illustrates models that incorporate collaboration and partnerships engaging learners in ways that promote genuine understanding. Desirable learning outcomes such as greater self-awareness, developing skills of inquiry, connecting experiences, and acquisition of content knowledge are supported through this process (Kegan, 1982, 1992). This poster will summarize the benefits discovered by research on teaching and learning partnerships. The model uses instructor-guidance and reflection to foster student understanding, knowledge-building, and self-directed learning. Students learn, reflect, teach, and discuss in ways that advantage their development, self-knowledge, and personal experience. Students embrace the role of teacher, while the teacher is privileged to share personal insights and gain unique perspectives on student learning. These mutually satisfying relationships forge meaningful understanding and cement learning. The poster will illustrate the dynamics and outcomes of teaching/learning partnerships that rely on reflective dialogue to develop deeper and more durable learning.

Type of Resource

text

Language

en

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http://hdl.handle.net/2142/9624

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