Professional and Organizational Development Network in Higher Education
Date of this Version
Fall 2023
Document Type
Article
Citation
To Improve the Academy: A Journal of Educational Development (2023) 42(2): 7
doi: 10.3998/tia.2903
Abstract
Guided by a strength-based framework and counter-storying lens, we use a qualitative case study approach (Cook-Sather, 2020; Cook-Sather and Motz-Storey, 2016; Lechuga-Peña and Lechuga, 2018) to explore students’ and instructors’ experiences with a students as learners and teachers (SaLT) partnership program at a Hispanic Serving Institution (HSI). This study includes five students and five faculty members who participated in the student-faculty partnership program. Data collection involved student partners’ self-assessment reflections and faculty members’ pre- and post-program reflections on their experiences. Several themes were identified following a phenomenological analysis of students’ and faculty partners’ self-reflections. Themes emerging from student participants included empathy, personal growth, solidarity, and feedback awareness. Faculty partners’ themes included receptivity, resistance, and collaboration. Implications for institutions of higher education and HSIs are provided.
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Curriculum and Instruction Commons, Higher Education Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, Other Education Commons
Comments
License: CC BY-NC-ND