In This Issue:I. Introduction, in which Alison Cook-Sather, Editor, and Coordinator of the The Andrew W. Mellon Teaching and Learning Institute (TLI), describes the theme of this issue — the role of student consultants in the development, teaching, and assessment of Bryn Mawr College’s innovative 360 program. Guest Student Editor, Kaushiki Dunusinghe, Bryn Mawr College 2012, describes her experience of supporting her 360 cluster in all three of these ways.
II. Developing Partnerships: Creating and Growing the 360º Program at Bryn Mawr College, in which Kim Cassidy, Provost of Bryn Mawr College and creator of the 360 program, discusses her vision of the program, how she sees it unfolding, and her perspective on the role of student consultants in working with faculty as they develop, teach, and assess the 360s.
III. “Changing Education”: Helping to Conceptualize the First 360, in which Elliott Shore, Chief Information Officer, Constance A. Jones Director of Libraries and Professor of History at Bryn Mawr College, and co-creator of the first 360, “Changing Education,” describes from a faculty perspective the process of developing this first cluster of courses.
IV. The Sixth Space: Watching Students Build Connections and Thematic Understanding Through Recontextualizing Content Outside of the Classroom, in which Anna Chiles, Bryn Mawr College 2011, the student consultant for “Changing Education,” offers her perspective on the development of that first 360.
V. To Find Fruit: A Contemplative Assessment of a 360 Experience, in which Michelle M. Francl, Professor of Chemistry at Bryn Mawr College, offers some thoughts on working with a student consultant to assess the 360 she taught with two colleagues, “Contemplative Traditions.”
VI. 360 Degrees of Pedagogy, in which Alice Lesnick, Term Professor of Education and Director of the Bryn Mawr/Haverford Education Program at Bryn Mawr College, describes how she led the development of a 360 called “Learning and Narrating Childhoods” with one student consultant and taught it, working with two colleagues, with the support of another student consultant.
VII. A Student Consultant’s Perspective on How the 360 Prompts a Rethinking of Teaching and Learning Together, in which Sarah Brown, Haverford College 2012, one of the student consultants who worked on the “Learning and Narrating Childhoods” 360, offers her perspective on and insights from the experience.
VIII. Multiple Layers of Participation: Working with Student Leaders in our 360°, in which Jody Cohen, Term Professor of Education, Victor Donnay, Professor of Mathematics, and Carola Hein, Professor of Growth and Structure of Cities, describe their work with several student consultants in the development, teaching, and assessment of a 360 called “Perspectives on Sustainability.”
IX. From the Students’ Perspective, a set of recommendations from student consultants who have worked with faculty members on developing, teaching, and assessing 360s.
Introduction: Faculty-Student Collaboration in Developing an Innovative College-wide Program
Alison Cook-Sather and Kaushiki Dunusinghe
To Find Fruit: A Contemplative Assessment of a 360 Experience
Michelle M. Francl
Multiple Layers of Participation: Working with Student Leaders in our 360°
Jody Cohen, Carola Hein, and Victor Donnay