Even the best intentions in planning collaborative learning situations can result in feelings of inequity among learners. Some students become more vocal during interactive situations or take on increased responsibility while others fail to appreciate or integrate the views of their peers. Megan Sullivan, an Assistant Professor from Boston University explores this dilemma within the context of her own pedagogy in the current issue of the National Teaching and Learning Forum (NTLF).
My students sat around seminar tables, and I relied on student-centered teaching, but while I had some of the form, I wasn't putting collaboration up front throughout the term researchers note that teachers who espouse collaborative practice might nevertheless unintentionally undermine the source of learning, that is, the interaction of students. Teachers do this by refusing to be honest with themselves about their need to be needed.
Sullivan's observations are just one example of the right mixture of theory and practical advice found in the NTLF. James Rhem, Executive Editor, explains that creating the NTLF filled a void in professional newsletters where "quick fixes" on teaching were often cited, minimizing the seriousness that dedicated faculty bring to teaching and learning. NTLF reflects a conversation among faculty: offering advice, encouraging debate, and contributing tidbits of wisdom gained from experience.
Due to the recent acquisition of a site license, the online version of the NTLF is now available to the Pitt teaching community by accessing www.pitt.edu/~ntlforum.
Other features in the September issue include descriptions of TechnoCATs-using technology to assess student learning, and a thoughtful essay examining the relationship between social class and student learning.