“There is recognition that [learning and growth] happens in relationships and in the meaningful sharing of power and decision making. Everyone has a role to play.” (Trauma Informed Oregon, modified from SAMHSA)
Clear, simple definitions may inadvertently suggest that the concept itself is simple. Collaboration is anything but simplistic (Overseas Schools Advisory Council, 2004). Collaboration has been defined as an interactive process that enables people with diverse expertise to generate creative solutions to mutually defined problems (Idol, Paolucci-Whitcomb & Nevin, 1995).
The operant definition was later expanded to refer to the participants as co-equal partners (Friend & Cook, 1992) and as having a shared vision (Wiig, Freedman & Secord, 1992).
“Collaboration takes place when members of an inclusive learning community work together as equals to assist [each other] to succeed in the classroom" (Overseas Schools Advisory Council, 2004).
"Collaborative learning" (Smith & MacGregor, 1992) is an umbrella term for a variety of educational approaches involving joint intellectual effort by students, or students and teachers together. Usually, students are working in groups of two or more, mutually searching for understanding, solutions, or meanings, or creating a product. Collaborative learning activities vary widely, but most center on students’ exploration or application of the course material, not simply the teacher’s presentation or explication of it.
Teachers cannot depend on one teaching strategy for all students to master learning objectives (Ernest et al., 2011, Morgan, 2014)
Assessment Tools: Questions and options to consider when starting a student-faculty partnership (Elon University Center for Engaged Learning, n.d.)
Modify The Wilder Collaboration Factors Inventory (Amherst H. Wilder Foundation, 2018)
Continuous improvement: PDSA (Plan-Do-Study-Act) cycle (Which strategies worked or did not work -revisit together) (Gillam & Siriwardena, 2014)
End of course survey of defining characteristics of successful collaboration (Example)
Overall, there is little to no existing literature on this type of faculty-student collaboration (Abelson & Nelson, 2015).
Theorized mechanisms by which faculty-student collaboration fosters enhanced levels of student engagement:
The two most commonly cited challenges to collaborative planning, teaching and reflection are
These challenges could lead to scripted programs. which do not allow for students to explore and learn in the ways they desire and they are unable to become engaged in their learning experience (Pitcher et al., 2010).
Supports
Co-Creating Class Ground Rules
With a partner or in small groups, develop guidelines for making the classroom a safe place to learn and to take risks. Take 10 minutes to discuss. Designate one person in your group to add your ground rules to the chalkboard.
Rationale: Agreeing to abide by ground rules can help members to develop group norms and design an ideal environment where everyone feels comfortable.
The group agrees to... (These are just examples. Your collaborative group can make up its own.)
Adapted from Kaye, G., & Wolff, T. (1997). From the ground up! A workbook on coalition building and community development. AHEC/Community Partners.
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