Where Student Engagement Meets Faculty Development: How Student-Faculty Pedagogical Partnership Fosters a Sense of Belonging
‘Belonging’ is widely understood to be important in both student engagement and faculty development. Only recently, however, have these two arenas begun to overlap. In this opinion piece we contend that student-faculty (student-staff) pedagogical partnerships, situated at the intersection of student engagement and academic development, are uniquely positioned to foster belonging for students and academic staff, particularly for those who have traditionally been marginalized in higher education. This enhanced sense of belonging emerges as partners engage iteratively in three dynamic processes: doing meaningful work together, creating spaces and opportunities for exploration and growth, and engaging in regular and ongoing affirmation of all involved. Through these mutually informing processes, partnerships nurture belonging for both students and faculty, fostering a reinforcing cycle of deepening engagement and meaningful development.
Asher, S. R., & Weeks, M. S. (2014). Loneliness and belongingness in the college years. In R. J. Coplan & J. C. Bowker (Eds.), The handbook of solitude: Psychological perspectives on social isolation, social withdrawal, and being alone. First Edition (pp. 283-301). Hoboken, NJ: John Wiley & Sons.
Astin, A. W. (1993). What matters in college? Four critical years revisited. San Francisco, CA: Jossey-Bass.
Austin, A. E., & Sorcinelli, M. D. (2013). The future of faculty development: Where are we going? New Directions for Teaching and Learning, 133, 85–97. DOI: 10.1002/tl.20048
Barnett, B., & Felten, P. (2016). Intersectionality in action: A guide for faculty and campus leaders for creating inclusive classrooms and institutions. Sterling, VA: Stylus Publishing.
Binder, C. (2016). Practicing virtue in teaching and learning. Teaching and Learning Together in Higher Education, 18. http://repository.brynmawr.edu/tlthe/vol1/iss18/5
Bovill, C., & Felten, P. (2016). Cultivating student-staff partnerships through research and practice. International Journal for Academic Development, 21, 1, 1–3. http://dx.doi.org/10/1080/1360144X.2016.1124965
Bryson, C. (Ed.) (2014). Understanding and developing student engagement. Oxon: Routledge.
Cohen, G. L., & Garcia, J. (2008). Identity, belonging, and achievement: A model, interventions, implications. Current directions in psychological science, 17, 6, 365–369. http://journals.sagepub.com/doi/10.1111/j.1467-8721.2008.00607.x
Cook-Sather, A. (2015). Dialogue across differences of position, perspective, and identity: Reflective practice in/on a student-faculty pedagogical partnership program. Teachers College Record, 117, 2. http://repository.brynmawr.edu/edu_pubs/32/
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, & Felten, P. (2017). Ethics of academic leadership: Guiding learning and teaching. In F. Su & M. Wood (Eds.), Cosmopolitan perspectives on academic leadership in higher education (pp. 175-191). London: Bloomsbury Academic.
Cook-Sather, A., & Porte, O. (in press). Reviving humanity: Grasping within and beyond our reach. Journal of Educational Innovation, Partnership and Change.
Curran, R., & Millard, L. (2016). A partnership approach to developing student capacity to engage and staff capacity to be engaging: Opportunities for academic developers. International Journal for Academic Development, 21, 1, 67-78. http://dx.doi.org/10.1080/1360144X.2015.1120212
Felten, P., Gardner, J. N., Schroeder, C. C., Lambert, L. M., & Barefoot, B. O. (2016). The undergraduate experience: Focusing institutions on what matters most. San Francisco, CA: Jossey-Bass.
Gibbs, G. (2013). Reflections on the changing nature of educational development. International Journal for Academic Development, 18, 1, 4–14. http://dx.doi.org/10.1080/1360144X.2013.751691
Gunersel, A. B., Barnett, P., & Etienne, M. (2013). Promoting self-authorship of college educators: Exploring the impact of a faculty development program. Journal of Faculty Development, 27, 1, 35–44.
Hagerty, B. M., Lynch-Sauer, J., Patusky, K.L., Bouwsema, M., Collier, P. (1992). Sense of belonging: a vital mental health concept. Archives of Psychiatric Nursing, 6, 3, 172-–177. https://www.ncbi.nlm.nih.gov/pubmed/1622293
Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. York: Higher Education Academy.
Hurtado, S., Carter, D. F., & Kardia, D. (1998). The climate for diversity: Key issues for
institutional self-study. New Directions for Institutional Research, 98, 53–63. DOI: 10.1002/ir.9804
Kuh, G., Kinzie, J., Schuh, J. H., & Whitt, E. J. (2010). Student success in college: Creating conditions that matter. San Francisco, CA: Jossey-Bass.
Matthews, K. E. (2016). Students as partners as the future of student engagement. Student Engagement in Higher Education Journal 1, 1. https://journals.gre.ac.uk/index.php/raise/article/view/380/338
Mayo, J. B. Jr., & Chhuon, V. (2014). Pathways to the tenure track: Reflections from faculty of color on their recruitment to a research university. International Journal of Educational Reform, 23, 3, 223–239.
McCabe, J. (2016). Connecting in college: How friendship networks matter for academic and social success. Chicago, IL: University of Chicago Press.
McAlpine, L., & Åkerlind, G. (2010). Becoming an academic: International perspectives. London: Palgrave MacMillan.
Mercer-Mapstone, L., Dvorakova, S. L., Matthews, K. E., Abbot, S., Cheng, B., Felten, P., Knorr, K., Marquis, E., Shammas, R., & Swaim, K. (2017). A systematic literature review of students as partners in higher education. International Journal for Students as Partners, 1. https://mulpress.mcmaster.ca/ijsap/article/view/3119
Montero-Sieburth, M. (2000). The use of cultural resilience in overcoming contradictory encounters in academia: A personal narrative. In E. T. Trueba and L. I. Bartolome (Eds.), Immigrant voices: In search of educational equity (pp. 219-246). New York, NY: Rowman & Littlefield.
Neary, M. (2016). Raised voices: from student engagement to political engagement. Student Engagement in Higher Education Journal, 1, 1. https://journals.gre.ac.uk/index.php/raise/article/view/381/339
O’Meara, K., Terosky, A. L., & Neumann, A. (2008). Faculty career and work lives: A professional growth perspective. ASHE Higher Education Report, 34, 3, 1-221.
Paris, D. (2013). The last artisans? Traditional and future faculty roles. Peer Review, 15, 3, 17–20.
Perez-Putnam, M. (2016). Belonging and Brave Space As Hope For Personal and Institutional Inclusion. Teaching and Learning Together in Higher Education, 18. http://repository.brynmawr.edu/tlthe/vol1/iss18/2
Reckson, L. V. (2014). The weather in Hemingway. Teaching and Learning Together in Higher Education, 11. http://repository.brynmawr.edu/tlthe/vol1/iss11/6/
Solórzano, D., Ceja, M., Yosso, T. (2000). Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American college students. The Journal of Negro Education, 69, 1/2, 60–73. Article Stable URL: http://www.jstor.org/stable/2696265
Strayhorn, T. L. (2012). College students’ sense of belonging: A key to educational success for all students. New York, NY: Routledge.
Sutherland, K., & Taylor, L. (2011). The development of identity, agency and community in the early stages of the academic career. International Journal for Academic Development, 16, 3, 183-186. http://dx.doi.org/10.1080/1360144X.2011.596698
Walton, G. M., Cohen, G. L. (2007). A question of belonging: Race, social fit, and achievement. Journal of Personality and Social Psychology, 92, 1, 82–96. DOI: 10.1037/0022-3518.104.22.168
How to Cite
LicenseAuthors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).