Co-Created Accountability: Supporting Faculty at All Stages through Student-Faculty-Staff Departmental Partnerships
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| Title: | Co-Created Accountability: Supporting Faculty at All Stages through Student-Faculty-Staff Departmental Partnerships |
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| Language: | English |
| Authors: | Anastasia Williams, Alison Cook-Sather, Tracie Addy |
| Source: | Journal of Faculty Development. 2025 39(2):58-60. |
| Availability: | Magna Publications. 2718 Dryden Drive, Madison, WI 53704. Tel: 800-433-0499; e-mail: support@magnapubs.com; Web site: www.magnapublications.com |
| Peer Reviewed: | Y |
| Page Count: | 3 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Equal Education, Partnerships in Education, Interpersonal Relationship, College Faculty, College Students, School Personnel, Departments, Accountability, Participative Decision Making, Teacher Role, Student Role, Inclusion |
| ISSN: | 2153-1900 2153-1919 |
| Abstract: | In this article, we introduce a new approach to advancing equity in student learning experiences through student-staff-faculty partnerships within academic departments. Drawing on a re-imagined conception of accountability, informed by abolition, community organizing, disability justice, and transformative justice, we propose a conceptual framework for cross-role academic development work. We present examples of how this work has been enacted across different institutional contexts. Looking across these examples, we analyze the potential of this partnership approach to promote equity while also considering the risk of unintentionally reproducing inequities. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Access URL: | https://www.ingentaconnect.com/contentone/magna/jfd/2025/00000039/00000002/art00009 |
| Accession Number: | EJ1480867 |
| Database: | ERIC |
| Abstract: | In this article, we introduce a new approach to advancing equity in student learning experiences through student-staff-faculty partnerships within academic departments. Drawing on a re-imagined conception of accountability, informed by abolition, community organizing, disability justice, and transformative justice, we propose a conceptual framework for cross-role academic development work. We present examples of how this work has been enacted across different institutional contexts. Looking across these examples, we analyze the potential of this partnership approach to promote equity while also considering the risk of unintentionally reproducing inequities. |
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| ISSN: | 2153-1900 2153-1919 |
