Enhancing Teaching and Learning Through Collaborative Structures

• improve the educational experiences of all students,
• model professional behaviors that students will soon be expected to embrace, and
• positively impact graduates, peers, campuses, and even communities at large.

Brooke A. Flinders is Associate Professor of Nursing at Miami University. She incorporates service-learning and the scholarship of teaching and learning in her community-based work with young women, in the field of teen pregnancy prevention.

1. Learning in the Company of Others: Students and Teachers Collaborating to Support Wonder, Unease, and Understanding 15
Richard A. Gale

Embracing a shared vision of truly collaborative learning and teaching practice provides students and faculty alike with a richer understanding of the value and potential of working together. Refining roles and expectations allows students to build confidence through disequilibrium and discourse, if we are willing to embrace the risk inherent in these revised collaborative roles.

2. How Students, Collaborating as Peer Mentors, Enabled an Audacious Group-Based Project 25
Jeffrey L. Bernstein, Andrew P. Abad, Benjamin C. Bower, Sara E. Box, Hailey L. Huckestein, Steven M. Mikulic, Brian F. Walsh

The presence of peer mentors enabled a complex project to be implemented in a Campaigns and Elections class, and helped the professor develop a sustainable model that could be used in future iterations of the course.

3. The Development of a High-Impact Structure: Collaboration in a Service-Learning Program 39
Brooke A. Flinders, Matthew Dameron, Katherine Kava

The high-impact educational practices, recommended by the Association of American Colleges and Universities, are embedded in an undergraduate service-learning program and leadership team design.

4. Collaborative Structures in a Graduate Program 51
Robyn Otty, Lauren Milton

Collaboration that extends beyond an individual course creates community, continuity, and leadership opportunities for students in a graduate program.

5. Exploring Academia: Professionalization and Undergraduate Collaboration 65
Ellen G. Galantucci, Erin Marie-Sergison Krcatovich

An undergraduate experience working on a scholarship of teaching and learning project with a professor can have a positive impact on the career development of graduate students (and future faculty).

6. Collaborating in Dialogue for an Optimal Leadership Education 75
Carmen Werder, Joseph Garcia, Jamie Bush, Caroline Dallstream

Leadership education at Western Washington University is examined through four different lenses, each revealing important lessons for how leaders are made or revealed, and the role they play in facilitating dialogue around teaching and learning.

7. Four Positions of Leadership in Planning, Implementing, and Sustaining Faculty Learning Community Programs 85
Milton D. Cox

Faculty Learning Communities (FLCs) provide meaningful opportunities for engagement, collaboration, and development of the scholarship of teaching and learning. This chapter describes new positions of leadership that serve to implement and sustain FLCs.

8. Concluding Comments 97
Jeffrey L. Bernstein, Brooke A. Flinders

Taking stock of the lessons learned in this volume and considering next steps to facilitate future collaboration in the service of teaching and learning incite yet further conversation.

INDEX 103

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