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Once a professor sat with me after class and understood all the struggles I was telling her. She wasn’t just listening or active listening, she was understanding. She gave the perfect advice, checked up on me after, but didn’t baby me. I was still held to the standard as my fellow classmates.

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I walked in a class when I was abroad and had the professor ask us all to sit in silence together for a long time. I was taken aback by this, and it helped calm my nerves for that first class.

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In my consulting role last semester, I suggested a class activity and the professor implemented this activity in the very next class. I felt like my perspective was valued throughout this partnership, but this was a very tangible way of seeing its impact which I really appreciated.

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I had a teacher in Highschool who believed very strongly in the power of silence. He always told us that he thought that classes learn just as much from silence as discussion. If no one answered a question of his, he would just let the class sit in silence and think. I became a lot more comfortable with silence and thinking about its meaning since that class and that teacher.

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My class also has a placement and I'm nervous about what navigating that placement and my partnership will look like, since I've never done anything like it before.

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I am thoughtful and reflective on my own experience as a student and I think this serves as a great strength. Being able to bring in my personal experiences, as well as be aware and confident of what works well for me in a classroom is really helpful.

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Think of writing up your observation notes as a translation process

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You can pose questions as much as offer insight

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Think of this work as dialogue

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You are neither a content expert nor a pedagogy expert

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we all care a lot about this work! we are present and committed to each other, our faculty partner, and our work.

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Familiarity with (and compassion for) the challenges faced previously in the department of my faculty member

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I am concerned that because I am new to the program I will lack the confidence in my structure and development of the relationship with my faculty partner.

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I have an education department background, but I also think it's cool to have been involved at education at so many levels, from preschool to college, because I have insights about how our perception of students changes (or does not change) with age. I'm also detail-oriented and organized, so I can keep track of small moving parts.

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attention to detail, acknowledgement of positionality (I definitely know I am not a subject expert in this advanced STEM course lol), my general lived experiences as a student

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I think I'm good at helping people figure out how to implement their ideas into practice and I hope that will apply to my faculty partner's goals for the semester

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I worry a bit that I'm going to encounter a lot of negative student feedback and that I'll feel a lot of responsibility for conveying that properly and advocating for changes

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I have so much experience being a student! Whether or not I have officially recognized my thoughts and responses to different pedagogical strategies, I can trust in this experience to inform my work.

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one concern i have is that I'm partnering with a psychology professor and I'm not sure that the perspective I'll bring as a student with a mostly humanities background will be as useful in that context

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ack I'm new to this program and there's a bit of imposter syndrome present there.

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My partnership is not the traditional faculty partnership, and I'm worried about bringing clarity to our work because there are many things my partners want to work on and I'm not quite sure how to narrow it down.

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I've already met with my professor and they seem to have a very different working style/personality than I do (i.e. they are very laid-back and mellow, I'm more of a Type A/upbeat kind of person) and I feel like I am very much fully driving the conversations here. So it might just need a bit of an adjustment period.

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a professor asked me in office hours what I thought of the readings we had done thus far and I made a suggestion for a reading that I thought would make sense for the class. He then added it into the syllabus and a classmate mentioned that the article really contributed to their experience of the course. It was really rewarding and I was glad I was able to share that and hear my classmates' thoughts.

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Last semester I was frustrated with the final paper I was trying to complete for a class, and decided to change my topic pretty far along in the process. The prof met with me and helped me work through my new ideas to create something I was proud of.

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I took a class recently that involved a lot of multimodal assignments, which is not usually my strength, but I was able to talk with my professor and she helped support me to create more artistic projects that truly represented and aided my learning in the course. I ended up making a collage that I really felt encompassed a lot of the concepts in the class.

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I was taking a studio architecture class sophomore year, and the prof was in the midst of creating a monument to be displayed in a nearby farm. After giving us time to do research, she took us to the farm and gave us time to come up with our own idea to propose.

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When students in one of my classes (including me) wrote in mid-semester feedback that they didn't feel like they were able to handle the length and complexity of the readings, my professor acknowledged that he hadn't thought about that portion of the assignments enough and reduced the time commitment for the readings.

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i took a religion class about sensory experience of ritual and one project was to create something that reflected our sensory experience of an important moment in our life. I loved seeing what my classmates created and going on that journey with them.

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student-centered lessons, always willing to listen to student feedback, genuinely committed to our success, provides incredibly detailed and thoughtful feedback

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I met with a professor and shared that I wished she had included a content warning for the previous night's reading, which included some deeply emotional and intense material that I was not fully prepared for. She was really appreciative of my feedback and implemented content warnings going forward in the course.

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Last semester, I took an indigenous literature course that was quite small (~10 students). For our final project, we designed a collaborative zine that reflected several themes of the course. It was wonderful to see the different directions that everybody went in with this project---everything from making native plant observations to designing the cover art to reviews of notable indigenous-focused films. We all discussed our final projects in a presentation session, and I had never been that engaged in a presentation session before!

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a dynamic discussion leader, responds thoughtfully to students' ideas and makes us feel like equal members of an intellectual community, challenges students without belittling them

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I had an English teacher in high school who was truly responsive, not only to her students' needs, but to the political situation of the time (which, you know, is tough as a public school teacher in a conservative area). She planned activities based on the skills she had noticed needed more development in our previous work and she held space when students wanted to talk about something in the news that was upsetting them.

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confidence, truly believed in my expertise

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When a professor referenced a comment I made in a previous class, I was grateful that they held on to something I said and respected the idea enough to integrate it into a later strand of class conversation

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When a professor referenced a comment I made in a previous class, I was grateful that they held on to something I said and respected the idea enough to integrate it into a later strand of class conversation