This episode shares an article from the open-access journal, Teaching & Learning Inquiry, and explores how role-play scenarios facilitate reflection on the complexities of student-faculty partnership.
View our extended episode notes at https://www.centerforengagedlearning.org/using-scenarios-to-explore-student-faculty-partnership/.
This episode shares an article from the open-access journal, Teaching & Learning Inquiry, and explores how role-play scenarios facilitate reflection on the complexities of student-faculty partnership:
Woolmer, Cherie, Nattalia Godbold, Isabel Treanor, Natalie McCray, Ketevan Kupatadze, Peter Felten, and Catherine Bovill. 2023. “Using Scenarios to Explore the Complexity of Student-Faculty Partnership.” Teaching and Learning Inquiry 11. https://doi.org/10.20343/teachlearninqu.11.26.
This episode was hosted by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.
60-Second SoTL
Episode 46 – Using Scenarios to Explore Student-Faculty Partnership
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Jessie L. Moore:
How might scenarios facilitate reflection on and conversation about the complexities of student-faculty partnership? That’s the focus of this week’s 60-second SoTL from Elon University’s Center for Engaged Learning. I’m Jessie Moore.
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In “Using Scenarios to Explore the Complexity of Student-Faculty Partnership,” published in the open access journal, Teaching and Learning Inquiry, Cherie Woolmer, Nattalia Godbold, Isabel Treanor, Natalie McCray, Ketevan Kupatadze, Peter Felten, and Catherine Bovill share and reflect on scenarios they created for a workshop on partnerships among students and faculty or staff.
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The authors initially created the scenarios for a workshop at the 2019 International Society for the Scholarship of Teaching and Learning conference. Drawing on prior scholarship, they suggest that scenarios allow participants to explore complex situations, practice their interactions, embody alternate perspectives, and actively engage in – rather than passively learn about – partnership practices.
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The authors created five scenarios: One focuses on getting started in partnership, two focus on data collection and analysis, and two focus on going public with partnership projects. They also created reflective questions for each scenario. They’ve generously shared all the scenarios and reflection questions with their reflective narrative about their experience facilitating the scenarios at the conference workshop.
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As they reflect on implications for using or adapting the scenarios, the authors note that this type of role-play offers a low-stakes way to explore the complexities of partnership, including its potential to disrupt traditional hierarchies in higher education. They caution, though, that facilitators need to create safe spaces for participants to engage in the scenarios, and role assignments require careful attention, since some assignments might place participants in vulnerable positions.
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To learn more about the student-faculty partnership scenarios, visit our show notes for a link to the open access article and related resources.
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Join us next week for another snapshot of recent scholarship of teaching and learning on 60-second SoTL from Elon University’s Center for Engaged Learning. Learn more about the Center at www.CenterForEngagedLearning.org.
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