Fostering Agentic Engagement: Working toward Empowerment and Equity through Pedagogical Partnership

An established body of research details the faculty role in promoting student engagement. Newer scholarship on agentic engagement foregrounds student-initiated engagement in classroom learning. Our SoTL project explored how participating in student-faculty pedagogical partnerships supported two unde...

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Autores principales:	Alison Cook-Sather, Samantha Allard, Elena Marcovici, Bill Reynolds
Formato:	article
Lenguaje:	EN
Publicado:	Georgia Southern University 2021
Materias:	agentic engagement pedagogical partnership empowerment equity Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/b0f0e36e520a40d185f19a781f9b9b04
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spelling	oai:doaj.org-article:b0f0e36e520a40d185f19a781f9b9b042021-12-02T18:48:35ZFostering Agentic Engagement: Working toward Empowerment and Equity through Pedagogical Partnership1931-474410.20429/ijsotl.2021.150203https://doaj.org/article/b0f0e36e520a40d185f19a781f9b9b042021-11-01T00:00:00Zhttps://digitalcommons.georgiasouthern.edu/ij-sotl/vol15/iss2/3https://doaj.org/toc/1931-4744An established body of research details the faculty role in promoting student engagement. Newer scholarship on agentic engagement foregrounds student-initiated engagement in classroom learning. Our SoTL project explored how participating in student-faculty pedagogical partnerships supported two undergraduate students in expanding agentic engagement to encompass student empowerment and equity both within and beyond the classroom. We draw on the students’ autoethnographic accounts of three interrelated experiences: (1) joining a pedagogical partnership program as pedagogical consultants and developing confidence in, capacity for, and commitment to supporting student and faculty learning; (2) carrying that confidence, capacity, and commitment into the courses in which those students were enrolled to enact agentic engagement in their own and in support of others’ learning; and (3) expanding the agentic engagement they developed in the first two instances beyond classroom learning. This study has implications for classroom instruction, faculty professional development, and student advising and retention.Alison Cook-SatherSamantha AllardElena MarcoviciBill ReynoldsGeorgia Southern Universityarticleagentic engagementpedagogical partnershipempowermentequityTheory and practice of educationLB5-3640ENInternational Journal for the Scholarship of Teaching and Learning, Vol 15, Iss 2 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	agentic engagement pedagogical partnership empowerment equity Theory and practice of education LB5-3640
spellingShingle	agentic engagement pedagogical partnership empowerment equity Theory and practice of education LB5-3640 Alison Cook-Sather Samantha Allard Elena Marcovici Bill Reynolds Fostering Agentic Engagement: Working toward Empowerment and Equity through Pedagogical Partnership
description	An established body of research details the faculty role in promoting student engagement. Newer scholarship on agentic engagement foregrounds student-initiated engagement in classroom learning. Our SoTL project explored how participating in student-faculty pedagogical partnerships supported two undergraduate students in expanding agentic engagement to encompass student empowerment and equity both within and beyond the classroom. We draw on the students’ autoethnographic accounts of three interrelated experiences: (1) joining a pedagogical partnership program as pedagogical consultants and developing confidence in, capacity for, and commitment to supporting student and faculty learning; (2) carrying that confidence, capacity, and commitment into the courses in which those students were enrolled to enact agentic engagement in their own and in support of others’ learning; and (3) expanding the agentic engagement they developed in the first two instances beyond classroom learning. This study has implications for classroom instruction, faculty professional development, and student advising and retention.
format	article
author	Alison Cook-Sather Samantha Allard Elena Marcovici Bill Reynolds
author_facet	Alison Cook-Sather Samantha Allard Elena Marcovici Bill Reynolds
author_sort	Alison Cook-Sather
title	Fostering Agentic Engagement: Working toward Empowerment and Equity through Pedagogical Partnership
title_short	Fostering Agentic Engagement: Working toward Empowerment and Equity through Pedagogical Partnership
title_full	Fostering Agentic Engagement: Working toward Empowerment and Equity through Pedagogical Partnership
title_fullStr	Fostering Agentic Engagement: Working toward Empowerment and Equity through Pedagogical Partnership
title_full_unstemmed	Fostering Agentic Engagement: Working toward Empowerment and Equity through Pedagogical Partnership
title_sort	fostering agentic engagement: working toward empowerment and equity through pedagogical partnership
publisher	Georgia Southern University
publishDate	2021
url	https://doaj.org/article/b0f0e36e520a40d185f19a781f9b9b04
work_keys_str_mv	AT alisoncooksather fosteringagenticengagementworkingtowardempowermentandequitythroughpedagogicalpartnership AT samanthaallard fosteringagenticengagementworkingtowardempowermentandequitythroughpedagogicalpartnership AT elenamarcovici fosteringagenticengagementworkingtowardempowermentandequitythroughpedagogicalpartnership AT billreynolds fosteringagenticengagementworkingtowardempowermentandequitythroughpedagogicalpartnership
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Fostering Agentic Engagement: Working toward Empowerment and Equity through Pedagogical Partnership

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