Student-faculty partnership in explorations of pedagogical practice: a threshold concept in academic development

摘要: Student-faculty partnerships position students as informants, participants, and change agents in collaboration with faculty members. Enacting one form of such collaboration, Bryn Mawr College’s SaLT program pairs members undergraduate explorations pedagogical practice. The provides both context case study for this partnership a threshold concept academic development. Like all concepts, the notion is troublesome, transformative, irreversible, integrative. This article draws on reflections to explore what constitutes threshold, insights practices that are possible if cross it, implications developers.