Wilmington College students, faculty engage in pilot pedagogical partnerships program

Five accomplished Wilmington College students teamed with faculty members during the fall in a pilot project designating them as pedagogical partners. The students observed a class each week — one in which they were not enrolled — and subsequently met with that professor to share observations, reflect and discuss possible improvements to teaching practices.

The semester-long Pedagogical Partnership exercise was designed to benefit both students and faculty members. Dr. Victoria DeSensi, associate professor of psychology, directs WC’s Center for Teaching Excellence, under whose auspices the program was instituted. She noted research shows such partnerships break down traditional hierarchies while amplifying student voices and creating a more dynamic learning environment.

Each week, the students also met with DeSensi for reflection and guidance. The innovative Pedagogical Partnership program is designed to foster a “collaborative environment” where faculty and students work together to enhance teaching and learning experiences.

DeSensi noted that at the heart of the program is a focus on classroom observation and intentional dialogue. “Faculty partners bring their disciplinary expertise and wealth of teaching experience while student partners offer valuable insights from the student perspective, particularly as they engage with students outside the focal class.”

She added that students’ weekly meetings with professors are centered around learning and growth, never formal evaluations. Student feedback is kept confidential and discussed only within the partnership team and in weekly meetings involving the student partners and the program director to support the work.

DeSensi said a key feature of the program is the collection of mid-semester feedback from the students enrolled in the course gathered through written responses and group discussions with the students and faculty working together to craft the questions. “Importantly, any insights shared must lead to actionable changes, ensuring that students feel their voices are heard and valued,” she added.

Jase Edmundson, a junior majoring in exercise science, said the program has given him a different perspective on approaching the classroom experience. “The exchanging of ideas and experiences with my teaching partner has improved not only my learning process but that of my fellow students,” he said, noting it also has fostered his learning of important soft skills like problem-solving and critical thinking.

Dr. Chris Silette, assistant professor of exercise science, said his partnership with Edmundson helped make him a better instructor by stressing the impact of using multiple real-world experiences to support some of his teaching outcomes. “It has been valuable to bounce ideas off my partner as we both observe the dynamic of the classroom through the duration of the course.”

Another student, Curtis Spangler, a senior psychology major, spoke about the “eye-opening” experience. “It has shown me that even though I’m a student learning from my professors, there is also room for professors to learn from the students.”

Dr. Lindsey Mattern, assistant professor of biology, found the interaction with Spangler especially beneficial. “After going over the observations and feedback, I have enjoyed discussing possible changes with my pedagogical partner to see what he thinks from a student perspective,” she said.

Another of the partnerships featured Malise Niyonizigiye, a freshman psychology major, and Dr. Saskia Boggs, assistant professor of psychology. The student noted the program has helped her grow professionally and personally. “I have gained new perspectives, new professional connections and a deeper understanding of what is needed to create a healthy learning environment and what strategies professors and students can use to achieve that goal.”

Boggs cited the benefits of getting student feedback throughout the term rather than exclusively at the end through course evaluations. “I’ve really appreciated hearing how my intentions land with students and getting insights into things I might shift to better achieve my goals.”

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