Student/Faculty Connections in the Development of Teaching

Date
2007-07-01
Authors
Ravenscroft, Sue
Koppenhaver, Gary
Blackburn, Virginia
Palan, Kay
Ravenscroft, Sue
Shrader, Charles
Shrader, Charles
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Abstract

This project directly involved students in two different models of instructional development. The first model was a Student Consultant program in which faculty selected from a menu of instructional services carried out by students. Typical services included attending class as impartial observers, soliciting feedback from other students on their learning experiences, videotaping class sessions, and evaluating course websites. The second model of instructional development was a program of student-assisted teaching seminars for college faculty. Student Associates helped serve as panelists and facilitators. Assessments of attitudes toward teaching indicated that faculty members viewed both professors and students as collaborators in the classroom as a result of the seminar series.

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This is the accepted version of the following article: Decision Sciences Journal of Innovative Education, vol.5 iss. 2, pg 375-381, July 2007, which has been published in final form at http://onlinelibrary.wiley.com/doi/10.1111/j.1540-4609.2007.00146.x/full.

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