In This Issue:I. From the Advisory Board, in which Ben Daley, Chief Academic Officer at High Tech High in San Diego, California, and faculty member at the High Tech High Graduate School of Education, draws on some of the insights students offer in this issue’s contributions to frame his discussion of how he and his colleagues have worked to integrate student perspectives into pedagogical planning at the high school level and into teacher preparation at the college level.
II. Introduction, in which Alison Cook-Sather, Editor, and Coordinator of the The Andrew W. Mellon Teaching and Learning Institute, addresses the ways that the mutual engagement of faculty/student partnerships fosters parallel processes of individual and shared learning. Guest Student Editor, Lena Bahou, graduate student at the University of Cambridge, England, describes her experience of finding a new voice for herself through her role as student ethnographer at a student voice conference.
III. Fostering a Pedagogy of Mutual Engagement Through a Shared Practice of Aikido, in which Greg Selover, BA, Middlebury College, 2010, and Jonathan Miller-Lane, Assistant Professor of Education Studies at Middlebury College, trace the development of their teaching/learning relationship within both the college classroom and the martial arts dojo (training hall).
IV. Learning While Doing, in which Zachary Oberfield, Assistant Professor of Political Science at Haverford College, and Sally Wu, Haverford College 2011, offer parallel narratives of the key insights they developed through working, respectively and in partnership, through The Andrew W. Mellon Teaching and Learning Institute.
V. Embracing Productive Disruptions: Excerpts from an Ongoing Story of Developing More Culturally Responsive Classrooms, in which Jody Cohen, Senior Lecturer in Education at Bryn Mawr College, Alison Cook-Sather, Professor of Education and Coordinator of The Andrew W. Mellon Teaching and Learning Institute, and Tiffany Shumate, Bryn Mawr College, 2008, offer their shared and respective perspectives on a project in which they participated called Toward Culturally Responsive Classrooms.
VI. From the Student Perspective, in which Ivana Evans, Haverford College, 2012, reflects on three related gains she has experienced in partnership with several faculty members through her participation in The Andrew W. Mellon Teaching and Learning Institute: in perspective, in empathy, and in confidence.
VII. Teaching and Learning Insights, in which faculty members and student consultants offer advice regarding how to collaborate with one another — how to learn in parallel and in partnership.
Introduction: Learning in Parallel, Learning in Partnership
Alison Cook-Sather and Lena Bahou
Fostering a Pedagogy of Mutual Engagement Through a Shared Practice of Aikido
Greg Selover and Jonathan Miller-Lane