About SaLT
SaLT was piloted in 2006 by five faculty-student pairs who focused on making the faculty members' classrooms as inclusive and responsive to a diversity of students as they could be. (Read recommendations from that pilot here.)
The one-on-one, semester-long collaborations developed during the pilot phase of the program became the basic model for all partnerships through SaLT, which is now one of the longest-standing pedagogical partnership programs in the world. Most partnerships are between students and faculty, but other members of the community, such as librarians, have also partnered with students to explore and refine approaches to teaching and learning.
Students interested in becoming Student Consultants can find out more by clicking on the Student Consultants link.
If you are interested in learning more about the program and what is happening both on and off campus, click here.
If you are you a faculty member, staff member, administrator, or student interested in starting a pedagogical partnership program on your campus, you can find guidance in the free, online book Pedagogical Partnerships: A How-To Guide for Faculty, Students, and Academic Developers in Higher Education. Be sure to consult the Book Resources, too, for detailed examples and recommendations. You can also read a rich array of stories of pedagogical partnership at institutions situated in Aotearoa/New Zealand, Canada, England, Hong Kong, Israel, Malaysia, Pakistan, and various regions of the United States in Building Courage, Confidence, and Capacity in Learning and Teaching through Student-Faculty Partnership: Stories from across Contexts and Arenas of Practice.
If you are a student partner at an institution with a pedagogical partnership program and would like to connect with student partners at other institutions with pedagogical partnership programs, visit Pairing Student Partners: An Intercollegiate Collaboration.
Stay tuned for the publication of Promoting Equity and Justice through Pedagogical Partnership. In this book, student co-authors, Alise de Bie (of McMaster University, Canada) and Leslie Patricia Luqueño (Haverford College, class of 2020), and faculty co-authors Beth Marquis (of McMaster University, Canada) and Alison Cook-Sather (of Bryn Mawr and Haverford Colleges) explore how pedagogical partnership can redress epistemic, affective, and ontological harms caused by the violences of higher education.