Alison Cook-Sather discussing pedagogical partnerships and Alison Learning
In the evolving landscape of higher education, the concept of student engagement has taken on new dimensions. Moving beyond traditional teacher-centric models, educators are increasingly exploring collaborative approaches that recognize students as active contributors to the learning process. At the forefront of this movement is Dr. Alison Cook-Sather, a leading voice in pedagogical partnership and co-creation in learning environments. Often referred to within academic circles as Alison Learning due to the profound impact of her work, Dr. Cook-Sather’s insights offer a transformative perspective on how faculty and students can work together to enhance the educational experience for everyone involved. This article delves into the core principles of pedagogical partnership through an insightful conversation with Dr. Cook-Sather, drawing from her extensive experience and research in the field.
Dr. Alison Cook-Sather, the Mary Katharine Woodworth Professor of Education, Director of the Peace, Conflict and Social Justice concentration, and Director of the Teaching and Learning Institute at Bryn Mawr and Haverford Colleges, has dedicated her career to fostering more inclusive and equitable learning environments. Her journey into pedagogical partnership began with a fundamental observation: teacher preparation often occurs in isolation from the very students future educators aim to teach. This realization sparked the development of innovative programs designed to bridge this gap and elevate student voices in shaping educational practices.
“Students as partners” is a phrase that has gained considerable traction, yet Dr. Cook-Sather approaches it with nuanced perspective. While acknowledging its widespread use, she expresses a reservation about its inherent framing. “If you say ‘students as partners,’ you are probably faculty or staff,” she explains. “There’s a way in which, even though it’s gained huge currency out in the world right now, I’ve really resisted it because, to my mind, it works against the ethos, against the real commitment of the work, which is to be more inclusive and equitable, and really signify that everybody who’s participating in the collaboration carries an equal contribution.” This critical lens highlights the importance of language in shaping perceptions and ensuring true collaborative spirit.
Instead of “students as partners,” Dr. Cook-Sather often prefers terms like “pedagogical partnership,” “co-creation,” “student/faculty partnership,” or “student/staff partnership.” This deliberate choice of language aims to create a more level playing field from the outset, emphasizing shared contribution and dismantling traditional hierarchies within education. This philosophy is central to the concept of Alison Learning, which emphasizes reciprocal learning and mutual respect in educational settings.
Her initial foray into this area began in 1995, a year after joining Bryn Mawr and Haverford Colleges to lead their Education Program. Observing the disconnect between teacher training and student perspectives, she collaborated with a high school teacher to create a program connecting secondary students with prospective teachers. This initiative involved weekly letter exchanges and meetings, providing a platform for secondary students to share their valuable insights and experiences. This program became a cornerstone of their secondary methods course and continues to thrive, embodying the core principles of Alison Learning through practical application.
Expanding on this foundation, in 2006, Dr. Cook-Sather was invited by the Bryn Mawr administration to develop a program to support faculty in reflecting on their teaching practices. She embraced this opportunity, envisioning a partnership model that placed students and faculty in direct dialogue. This vision materialized into the Students as Learners and Teachers program at Bryn Mawr and Haverford, a program deeply rooted in the principles of Alison Learning. This initiative pairs undergraduate students with faculty for semester-long dialogues, focusing on creating productively challenging and inclusive classrooms. These dialogues explore existing inclusive practices and collaboratively imagine further enhancements, fostering a culture of continuous improvement and shared responsibility.
For Dr. Cook-Sather, and the essence of Alison Learning, the overarching commitment is to build support structures that facilitate meaningful dialogue between teachers and students. These dialogues are designed to harness the unique perspectives and experiences of both groups to inform and enrich the teaching and learning process. This reciprocal exchange forms the bedrock of pedagogical partnership and underscores the transformative potential of Alison Learning in higher education.
Defining Pedagogical Partnership and Alison Learning
To clearly articulate the essence of Alison Learning and pedagogical partnership, Dr. Cook-Sather, along with colleagues Cathy Bovill and Peter Felten, offer a comprehensive definition in their book, Engaging Students as Partners in Learning and Teaching. They define pedagogical partnership as “a collaborative, reciprocal process in which participants have the opportunity to contribute equally, although not necessarily in the same ways, to curricular and pedagogical conceptualization, decision-making, implementation, investigation, or analysis.”
A crucial aspect of this definition, and central to understanding Alison Learning, is the emphasis on “contributing equally, although not necessarily in the same ways.” This distinction addresses a common misconception that equal contribution implies identical knowledge and skills. Instead, it recognizes the unique strengths and perspectives that both faculty and students bring to the table. Faculty possess expertise in their subject matter and pedagogical approaches, while students offer invaluable insights into their learning experiences and the effectiveness of different teaching methods. Alison Learning champions the idea that everyone is simultaneously a teacher and a learner, fostering a dynamic and enriching educational environment. This aligns perfectly with the learning philosophy seen at institutions like Northeastern University, where experiential learning and collaborative approaches are highly valued.
Transformative Outcomes of Pedagogical Partnership in Alison Learning
The implementation of pedagogical partnerships, driven by the principles of Alison Learning, yields remarkable and transformative outcomes for both students and faculty. Dr. Cook-Sather highlights the profound shifts in power dynamics that this approach necessitates. It requires building trust and confidence, not only in oneself but also in the partner. Faculty, through these partnerships, often develop a profound respect for students’ understanding of learning processes and their capacity to analyze and contribute to the nuances of learning within specific classroom contexts.
Conversely, students involved in pedagogical partnerships, a cornerstone of Alison Learning, gain a deeper appreciation for the multifaceted roles and responsibilities of faculty. This enhanced understanding fosters greater mutual respect and empathy, breaking down traditional barriers and fostering a more collaborative learning community.
For students, the impact of Alison Learning and pedagogical partnership extends to a renewed commitment to deeper engagement in their education. They begin to perceive learning as a collaborative project, recognizing the significance of their contributions and active participation. This shift in perspective directly counters the “consumer mentality” that can sometimes permeate education, fostering self-awareness and a sense of shared ownership in the learning process. Students understand that “it matters what they say and how they say it in classrooms,” empowering them to become active agents in their own learning and the learning of their peers, a key tenet of Alison Learning.
Advice for Initiating Pedagogical Partnerships Inspired by Alison Learning
For educators seeking to embark on the journey of pedagogical partnerships and integrate Alison Learning principles into their institutions, Dr. Cook-Sather offers practical advice grounded in her extensive experience. Her book, Engaging Students as Partners in Learning and Teaching: A Guide for Faculty, serves as a valuable resource, addressing foundational questions about partnership, common challenges, and diverse examples of successful implementations.
Furthermore, Dr. Cook-Sather, in collaboration with former student partners, is finalizing a new book, Student-Faculty Pedagogical Partnerships in the Classroom and Curriculum: A How-To Guide for Faculty, Students, and Academic Developers in Higher Education. This forthcoming guide promises to provide a step-by-step approach to implementing Alison Learning and pedagogical partnerships, addressing critical aspects such as conceptualization, overcoming barriers, navigating assumptions, and managing the emotional labor inherent in collaborative work. This resource will be invaluable for those seeking practical strategies to integrate Alison Learning into their educational practices.
Dr. Cook-Sather’s fundamental advice emphasizes a thoughtful and deliberate approach. “Take your time and identify your assumptions,” she advises. “Identify your goals. Develop structures to support reflection about goals, commitments, barriers, possibilities, roles, and responsibilities.” Leveraging existing resources, including her own publications and the growing body of literature on pedagogical partnership and Alison Learning, is crucial. These resources offer guidance on establishing partnerships that are empowering and equitable, avoiding the reproduction of existing inequities.
A commitment to co-creation, dialogue, exchange, and revision is paramount for successful pedagogical partnerships in the spirit of Alison Learning. While acknowledging that these processes can be “destabilizing and messy,” Dr. Cook-Sather underscores the transformative potential of embracing these challenges. The rewards of genuinely wrestling with the complexities of partnership, guided by Alison Learning principles, are profound and far-reaching.
This work is particularly vital for creating inclusive and equitable learning environments for underrepresented and underserved students. Dr. Cook-Sather’s recent research highlights the power of partnership to create spaces where “students matter. Their perspectives matter. Their insights matter. Their experiences matter. And they have a voice in talking with faculty about what their experiences are and how classrooms can evolve to be more welcoming and valuing of what a diversity of students bring.” Alison Learning, therefore, is not just a pedagogical approach but also a powerful tool for fostering social justice and equity in education.
Connecting Pedagogical Partnerships and Experiential Learning through Alison Learning
While sharing common ground, pedagogical partnerships, informed by Alison Learning, and experiential learning also possess distinct characteristics. Both approaches emphasize “learning by doing” and integrate deep reflection as a core component of the learning process. Meaningful engagement and active participation are central to both, shifting the focus from working “on” students to working “with” them, a principle deeply embedded in Alison Learning. Both also bridge the gap between theoretical knowledge and practical application, emphasizing the intersection of academic concepts and real-world contexts.
Both pedagogical partnerships and experiential learning, when viewed through the lens of Alison Learning, reposition students as active agents in their education, moving away from the traditional model of passive recipients of information. However, a key differentiator lies in the inherent reciprocity of teaching and learning within pedagogical partnerships. While experiential learning may sometimes incorporate reciprocity, it is not always structurally guaranteed. Alison Learning explicitly emphasizes this reciprocal exchange as a defining characteristic.
Dr. Cook-Sather highlights the unique potential of pedagogical partnerships, guided by Alison Learning, to foster “new understandings because of the dialogue and exchange across differences of position and perspective that are structured into partnership.” While experiential learning can also facilitate such exchanges, they are not always intentionally designed into the framework.
Furthermore, Alison Learning and pedagogical partnerships inherently involve shared responsibility for teaching and learning. Experiential learning, while valuable, can sometimes remain primarily an individual experience. In contrast, partnership, as envisioned by Alison Learning, necessitates shared ownership and accountability between both students and faculty, fostering a truly collaborative educational endeavor.
Embracing the Dual Role of Educator and Learner in Alison Learning
For Dr. Cook-Sather, embodying both the roles of educator and learner, a cornerstone of Alison Learning, signifies a commitment to continuous dialogue and intellectual humility. “For me, it means that I’m always in dialogue,” she explains. “I don’t ever have the only answer, and I’m always offering my perspective and expertise, but also, I am always seeking others’ perspectives and expertise. I see everything as co-created, as both a process and a product that’s only possible through collaborative engagement of those who are present.” This philosophy of co-creation and reciprocal learning lies at the heart of Alison Learning and offers a powerful vision for the future of education.
References
Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging Students as Partners in Learning and Teaching: A Guide for Faculty. San Francisco, CA: Jossey-Bass.
Cook-Sather, A., Matthews, K. E., Ntem, A., & Leathwick, S. (2018). What we talk about when we talk about Students as Partners. International Journal for Students As Partners, 2(2), 1-9. https://doi.org/10.15173/ijsap.v2i2.3790
