Uploaded October 2015 | Updated September 2026, 1 week ago
Partnering With Students on Teaching and Learning
with Peter Felten
Research demonstrates the importance of student engagement in learning. Faculty and colleges encourage that in diverse ways, including everything from undergraduate research to writing-intensive and community-based courses. What happens when we go further, inviting students to join us in pedagogical planning and in research into how undergraduates learn? This interactive session will explore practical questions about and approaches to student-faculty partnerships in teaching and learning.
Peter Felten is assistant provost, executive director of the Center for Engaged Learning and the Center for the Advancement of Teaching and Learning, and associate professor of history at Elon University. He has published widely on engaged learning, educational development, and the scholarship of teaching and learning, including most recently Transformative Conversations: A Guide to Mentoring Communities Among Colleagues in Higher Education (Jossey-Bass, 2013). In spring 2014 he will publish two co-authored books: Engaging Students as Partners in Teaching and Learning (Jossey-Bass) and Transforming Students: Fulfilling the Promise of Higher Education (Johns Hopkins University Press).
Partnering With Students on Teaching and Learning
with Peter Felten
Research demonstrates the importance of student engagement in learning. Faculty and colleges encourage that in diverse ways, including everything from undergraduate research to writing-intensive and community-based courses. What happens when we go further, inviting students to join us in pedagogical planning and in research into how undergraduates learn? This interactive session will explore practical questions about and approaches to student-faculty partnerships in teaching and learning.
Peter Felten is assistant provost, executive director of the Center for Engaged Learning and the Center for the Advancement of Teaching and Learning, and associate professor of history at Elon University. He has published widely on engaged learning, educational development, and the scholarship of teaching and learning, including most recently Transformative Conversations: A Guide to Mentoring Communities Among Colleagues in Higher Education (Jossey-Bass, 2013). In spring 2014 he will publish two co-authored books: Engaging Students as Partners in Teaching and Learning (Jossey-Bass) and Transforming Students: Fulfilling the Promise of Higher Education (Johns Hopkins University Press).
