TaLT Disseminated
TaLT often generates numerous presentations and publications about the work we do, and the impact it has on others. This page highlights this scholarly work, so you can not only learn more about our TaLT projects, but the members of our TaLT community that push this pedagogical work along.
 | Teaching and Learning Together at Eastern Michigan University (Vol. 1, Iss. 45)In this issue of Teaching and Learning Together in Higher Education, we had the special opportunity to highlight projects that have taken place under our TaLT initiative. TaLT projects featured include:
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| Click here to read the issue |
Type of Disseminations
The table below features a broad overview of all of our disseminated work by category.
Conference Presentations Expand dropdownAn Interprofessional Education (IPE) Opportunity for SLP and ECE Students: Co-creating Visual Supports for Preschoolers Expand dropdownAuthors: Leslie Blome & Shelby Klick
Presented at the American Speech-Language-Hearing Association (ASHA) Convention
Collaborative Course ReDesign: An Opportunity for Student-Faculty Partnership Expand dropdownAuthors: Jayne Yatczak &Sondos Jaber
Presented at American Occupational Therapy Association (AOTA) Education Summit
Medicinal Chemistry and Drug Design, A Collaborative Course ReDesign (CCRD) Experience at Eastern Michigan University Expand dropdownAuthors: Jennifer Kean & Deborah Heyl-Clegg
Presented at American Society for Biochemistry and Molecular Biology (ASBMB) Annual Meeting
Student-Faculty Partnerships in CSD Higher Education Expand dropdownAuthors: Sarah M. Ginsberg, Shanna Morrison & Jerry Hoepner
Presented at American Speech-Language-Hearing Association (ASHA) Convention
Publications Expand dropdownBreaking Barriers and Building Connections: How Flipping the Script Changed My Life Expand dropdownAuthors: Ricki Alice Kreps
Published in Teaching and Learning Together in Higher Education (Journal)
Flipping the Script was profoundly impactful on my personal and professional development, but the real value of this reflective article is its insight on the before and after. What motivated my participation? How did it feel when my perspective was wanted and sought after? Why does amplifying student voices matter? As I describe my FTS-driven transformation, I celebrate not just the answers to these questions, but the fact that we are asking them at all.
Did 'Flipping the Script' Flip Perceptions? The Impact of a Student-Led Teaching Conference Expand dropdownAuthors: Alivia Overbee &Trinity Perkins
Published in Teaching and Learning Together in Higher Education (Journal)
When students are given a platform to advocate for their own educational experiences, major changes can occur within higher education. These opportunities allow for a new sense of belonging, understanding, and innovation to occur between students and faculty. In response to this, the Faculty Development Center hosted “Flipping the Script: A Student-Led Teaching and Learning Conference.” This conference “flipped the script,” upending the traditional teaching and learning conference, which is run by faculty for faculty. Students were given the power to share their unique experiences and knowledge in conversations concerning teaching and learning in higher education environments. This piece explores the impact a student-led teaching conference can have on student participants and faculty attendees, the benefits for universities that participate in student-faculty partnerships, and how these benefits can be harnessed into tangible, positive outcomes due to increased affinity towards the university.
Faculty Support and Connections to Support a Unique College Experience Expand dropdownAuthors: Autumn Persinger
Published in Teaching and Learning Together in Higher Education (Journal)
At Flipping the Script, I shared my own personal experience with navigating college while having a disability. This conference impacted me and helped me recognize that there are faculty who are willing to stand by you, helping alongside your advocacy journey. In this piece I discuss what I presented as well as my experience presenting at this conference. I share the valuable things I learned from having faculty listen to student voices. I also share how this conference helped me grow and what I learned as a first-time presenter about becoming more skilled in advocacy work.
From Car Conversation to Collaborative Conference: Building Faculty-Student Partnerships at Eastern Michigan University Expand dropdownAuthors: Jeffrey L. Bernstein & Alivia Overbee
Published in Teaching and Learning Together in Higher Education (Journal)
Teaching and Learning Together (TaLT) began from a casual conversation about how Eastern Michigan University students struggled with feelings of invisibility. It has grown to be a multifaceted program, which aims to bring students and faculty together to help make students agents, rather than partners, in their education. In this article, we address the beginnings of TaLT, the various programs to which it has given rise, and four critical lessons we have learned as the program has developed and matured.
From Design to Implementation: Developing a Learning Community to Understand Student-Instructor Partnerships in Clinical Education Expand dropdownAuthors: Courtney Lewis & Alivia English
Published in Teaching and Learning Together in Higher Education (Journal)
Through Eastern Michigan University’s Teaching and Learning Together (TaLT) initiative, a new learning community was developed entitled “Student-Instructor Partnerships in Clinical Education” (SIPCE). In order to approach this issue, Dr. Courtney Lewis and graduate student Alivia English paired together to dig into the research on student experiences within clinical education. This learning community was formed to bring students and educators together to explore opportunities for partnership that improve belonging in clinical education. They focused on themes of (1) receptiveness; (2) inclusion/exclusion; (3) legitimization of the student role; (4) recognition/appreciation; and (5) challenge/support. This article summarizes relevant literature and describes our approach from design to implementation for this learning community.
Leveraging Emotional Contagion with an Attitude of Gratitude Expand dropdownAuthors: Adrienna Bartnicki & Rachel Tindall
Published in Teaching and Learning Together in Higher Education (Journal)
Eastern Michigan University’s Student-Instructor Partnership in Clinical Education (SIPCE) learning community was a wonderful first step in raising awareness regarding the power of intentionally developing mutually beneficial relationships through gratitude and kindness to support optimal student outcomes. When students learn of their clinical instructor’s dedication to mentoring and to the field, they will then begin to express gratitude towards the clinical instructor. This in turn motivates and refreshes the clinical instructor in his/her practice and mentoring, resulting in an emotional contagion loop of appreciation towards the person in the opposite role!
The Long-Term Impacts of Working as Student Leaders in the TaLT Program Expand dropdownAuthors: Lauren Silvia & Jessi Kwek
Published in Teaching and Learning Together in Higher Education (Journal)
Serving as student leaders in the development of an initiative that was both new to our university and rare in higher education had a profound impact on our final year as undergraduate students. We have previously written about our experience being a part of the beginning of the Teaching and Learning Together program at Eastern Michigan University, but we have found in the time since graduation just how profoundly our participation in TaLT has influenced our approach to our work post-graduation. As student leaders, we asked both students and faculty to re-think the traditional roles they hold within academia and to forge connections with each other, even when the act challenged the norms they have learned and been encouraged to uphold. Helping to facilitate a group based on imagining and creating new possibilities together to support all members of our community has cemented ways that we have learned to practice collaboration in every part of our lives, beyond the realm of student-faculty partnerships.
Navigating a Partnership: My Personal Reflections on Flipping the Script Expand dropdownAuthors: Ivana Carrington
Published in Teaching and Learning Together in Higher Education (Journal)
This piece explores the meaningful experiences I gained from presenting at Flipping the Script as well as the lessons I learned from collaborating in a partnership. In this piece I not only dig deeper into the value gained and challenges faced but also the lasting impact that the conference has had on my education.
The Student Becomes the Teacher Expand dropdownAuthors: Kaycee Johnson
Published in Teaching and Learning Together in Higher Education (Journal)
TaLT changed the way I learn and the way I teach. I went from never saying a word in classes to leading workshops with professors and faculty in the audience. I went from muscling through obstacles to openly advocating for my academic needs and the needs of others. TaLT gave me the opportunity to be heard without fear of rejection, and this led to a major change in my confidence and academic priorities. No longer am I interested in simply completing my education; my education must serve as an avenue to educate those around me, especially working side by side with those in positions that hold more power than mine.
Curiosity and Creative Conversations: Meeting Students Where They Are At Expand dropdownAuthors: W. John Koolage
Published in Innovations in Teaching Philosophy: A Toolkit for the 21st-Century Classroom (Book), Edited by Brynn F. Welch
Flipping the Script: The Most Impactful College Decision I’ve Made Expand dropdownAuthors: Elena Parshall
Published in Teaching and Learning Together in Higher Education (Journal)
In this piece, I share my experience transferring to Eastern Michigan University and adjusting to a new, larger campus. Presenting at the Flipping the Script conference was transformative, as it showed me that faculty and peers genuinely support student voices. This experience boosted my confidence and helped me find a true sense of belonging within my new college community. Not only that, it allowed me to network with many new and influential people in my community that gave me many opportunities after presenting at the conference.
Shifting Roles and Proccesses in a Collaborative Course (Re)Design Learning Community Expand dropdownAuthors: Sarah M. Ginsberg & Shanna R. Morrison
Published in Teaching and Learning Together in Higher Education (Journal)
In the Summer of 2023, we began working together to create a learning community for the university’s Faculty Development Center that would be implemented over the course of the coming academic year. The authors are a faculty member and a student from the same academic program but who had never worked together outside of the classroom. We worked to simultaneously form our own partnership and help others develop their partnerships in the learning community. Additionally, as we worked together to lead the learning community, we were aware of the need to purposefully and carefully model what a student-faculty partnership looked like for the learning community participants. This reflection paper focuses on the process and lessons learned from this experience
Reflections on Student-Faculty Partnership in the Redesign of an Upper Level STEM Course Expand dropdownAuthors: Deborah Heyl-Clegg & Jennifer Kean
Published in Teaching and Learning Together in Higher Education (Journal)
Collaborative Course ReDesign (CCRD) is an initiative in which a faculty member collaboratively redesigns a specific course with a student partner. The course that we chose was Medicinal Chemistry and Drug Design, a specialized STEM course that builds upon organic and biochemistry prerequisite knowledge. While students previously enjoyed the content of the course, it was perceived as overwhelming and difficult and lacked the degree of engagement desired by the instructor. We therefore teamed up for the redesign of this course to include more active learning in order to make it less daunting and more interactive from both a faculty and student viewpoint, with student input on practices that enhance the classroom learning environment.
Disseminations by TaLT Projects
If you are interested in reading work from one of our TaLT projects, the table below sorts presentations and publications by project.
General TaLT/Original TaLT Learning Community Expand dropdownFrom Car Conversation to Collaborative Conference: Building Faculty-Student Partnerships at Eastern Michigan University Expand dropdownAuthors: Jeffrey L. Bernstein & Alivia Overbee
Published in Teaching and Learning Together in Higher Education (Journal)
Teaching and Learning Together (TaLT) began from a casual conversation about how Eastern Michigan University students struggled with feelings of invisibility. It has grown to be a multifaceted program, which aims to bring students and faculty together to help make students agents, rather than partners, in their education. In this article, we address the beginnings of TaLT, the various programs to which it has given rise, and four critical lessons we have learned as the program has developed and matured.
The Long-Term Impacts of Working as Student Leaders in the TaLT Program Expand dropdownAuthors: Lauren Silvia & Jessi Kwek
Published in Teaching and Learning Together in Higher Education (Journal)
Serving as student leaders in the development of an initiative that was both new to our university and rare in higher education had a profound impact on our final year as undergraduate students. We have previously written about our experience being a part of the beginning of the Teaching and Learning Together program at Eastern Michigan University, but we have found in the time since graduation just how profoundly our participation in TaLT has influenced our approach to our work post-graduation. As student leaders, we asked both students and faculty to re-think the traditional roles they hold within academia and to forge connections with each other, even when the act challenged the norms they have learned and been encouraged to uphold. Helping to facilitate a group based on imagining and creating new possibilities together to support all members of our community has cemented ways that we have learned to practice collaboration in every part of our lives, beyond the realm of student-faculty partnerships.
The Student Becomes the Teacher Expand dropdownAuthors: Kaycee Johnson
Published in Teaching and Learning Together in Higher Education (Journal)
TaLT changed the way I learn and the way I teach. I went from never saying a word in classes to leading workshops with professors and faculty in the audience. I went from muscling through obstacles to openly advocating for my academic needs and the needs of others. TaLT gave me the opportunity to be heard without fear of rejection, and this led to a major change in my confidence and academic priorities. No longer am I interested in simply completing my education; my education must serve as an avenue to educate those around me, especially working side by side with those in positions that hold more power than mine.
Curiosity and Creative Conversations: Meeting Students Where They Are At Expand dropdownAuthors: W. John Koolage
Published in Innovations in Teaching Philosophy: A Toolkit for the 21st-Century Classroom (Book), Edited by Brynn F. Welch
Collaborative Course (Re)Design Expand dropdownShifting Roles and Proccesses in a Collaborative Course (Re)Design Learning Community Expand dropdownAuthors: Sarah M. Ginsberg & Shanna R. Morrison
Published in Teaching and Learning Together in Higher Education (Journal)
In the Summer of 2023, we began working together to create a learning community for the university’s Faculty Development Center that would be implemented over the course of the coming academic year. The authors are a faculty member and a student from the same academic program but who had never worked together outside of the classroom. We worked to simultaneously form our own partnership and help others develop their partnerships in the learning community. Additionally, as we worked together to lead the learning community, we were aware of the need to purposefully and carefully model what a student-faculty partnership looked like for the learning community participants. This reflection paper focuses on the process and lessons learned from this experience
Click here to read the article.
An Interprofessional Education (IPE) Opportunity for SLP and ECE Students: Co-creating Visual Supports for Preschoolers Expand dropdownAuthors: Leslie Blome & Shelby Klick
Presented at the American Speech-Language-Hearing Association (ASHA) Convention
Collaborative Course ReDesign: An Opportunity for Student-Faculty Partnership Expand dropdownAuthors: Jayne Yatczak &Sondos Jaber
Presented at American Occupational Therapy Association (AOTA) Education Summit
Medicinal Chemistry and Drug Design, A Collaborative Course ReDesign (CCRD) Experience at Eastern Michigan University Expand dropdownAuthors: Jennifer Kean & Deborah Heyl-Clegg
Presented at American Society for Biochemistry and Molecular Biology (ASBMB) Annual Meeting
Student-Faculty Partnerships in CSD Higher Education Expand dropdownAuthors: Sarah M. Ginsberg, Shanna Morrison & Jerry Hoepner
Presented at American Speech-Language-Hearing Association (ASHA) Convention
Reflections on Student-Faculty Partnership in the Redesign of an Upper Level STEM Course Expand dropdownAuthors: Deborah Heyl-Clegg & Jennifer Kean
Published in Teaching and Learning Together in Higher Education (Journal)
Collaborative Course ReDesign (CCRD) is an initiative in which a faculty member collaboratively redesigns a specific course with a student partner. The course that we chose was Medicinal Chemistry and Drug Design, a specialized STEM course that builds upon organic and biochemistry prerequisite knowledge. While students previously enjoyed the content of the course, it was perceived as overwhelming and difficult and lacked the degree of engagement desired by the instructor. We therefore teamed up for the redesign of this course to include more active learning in order to make it less daunting and more interactive from both a faculty and student viewpoint, with student input on practices that enhance the classroom learning environment.
Flipping the Script Expand dropdownBreaking Barriers and Building Connections: How Flipping the Script Changed My Life Expand dropdownAuthors: Ricki Alice Kreps
Published in Teaching and Learning Together in Higher Education (Journal)
Flipping the Script was profoundly impactful on my personal and professional development, but the real value of this reflective article is its insight on the before and after. What motivated my participation? How did it feel when my perspective was wanted and sought after? Why does amplifying student voices matter? As I describe my FTS-driven transformation, I celebrate not just the answers to these questions, but the fact that we are asking them at all.
Did 'Flipping the Script' Flip Perceptions? The Impact of a Student-Led Teaching Conference Expand dropdownAuthors: Alivia Overbee &Trinity Perkins
Published in Teaching and Learning Together in Higher Education (Journal)
When students are given a platform to advocate for their own educational experiences, major changes can occur within higher education. These opportunities allow for a new sense of belonging, understanding, and innovation to occur between students and faculty. In response to this, the Faculty Development Center hosted “Flipping the Script: A Student-Led Teaching and Learning Conference.” This conference “flipped the script,” upending the traditional teaching and learning conference, which is run by faculty for faculty. Students were given the power to share their unique experiences and knowledge in conversations concerning teaching and learning in higher education environments. This piece explores the impact a student-led teaching conference can have on student participants and faculty attendees, the benefits for universities that participate in student-faculty partnerships, and how these benefits can be harnessed into tangible, positive outcomes due to increased affinity towards the university.
Faculty Support and Connections to Support a Unique College Experience Expand dropdownAuthors: Autumn Persinger
Published in Teaching and Learning Together in Higher Education (Journal)
At Flipping the Script, I shared my own personal experience with navigating college while having a disability. This conference impacted me and helped me recognize that there are faculty who are willing to stand by you, helping alongside your advocacy journey. In this piece I discuss what I presented as well as my experience presenting at this conference. I share the valuable things I learned from having faculty listen to student voices. I also share how this conference helped me grow and what I learned as a first-time presenter about becoming more skilled in advocacy work.
Navigating a Partnership: My Personal Reflections on Flipping the Script Expand dropdownAuthors: Ivana Carrington
Published in Teaching and Learning Together in Higher Education (Journal)
This piece explores the meaningful experiences I gained from presenting at Flipping the Script as well as the lessons I learned from collaborating in a partnership. In this piece I not only dig deeper into the value gained and challenges faced but also the lasting impact that the conference has had on my education.
Flipping the Script: The Most Impactful College Decision I’ve Made Expand dropdownAuthors: Elena Parshall
Published in Teaching and Learning Together in Higher Education (Journal)
In this piece, I share my experience transferring to Eastern Michigan University and adjusting to a new, larger campus. Presenting at the Flipping the Script conference was transformative, as it showed me that faculty and peers genuinely support student voices. This experience boosted my confidence and helped me find a true sense of belonging within my new college community. Not only that, it allowed me to network with many new and influential people in my community that gave me many opportunities after presenting at the conference.
Student-Instructor Parterships in Clinical Education Expand dropdownFrom Design to Implementation: Developing a Learning Community to Understand Student-Instructor Partnerships in Clinical Education Expand dropdownAuthors: Courtney Lewis & Alivia English
Published in Teaching and Learning Together in Higher Education (Journal)
Through Eastern Michigan University’s Teaching and Learning Together (TaLT) initiative, a new learning community was developed entitled “Student-Instructor Partnerships in Clinical Education” (SIPCE). In order to approach this issue, Dr. Courtney Lewis and graduate student Alivia English paired together to dig into the research on student experiences within clinical education. This learning community was formed to bring students and educators together to explore opportunities for partnership that improve belonging in clinical education. They focused on themes of (1) receptiveness; (2) inclusion/exclusion; (3) legitimization of the student role; (4) recognition/appreciation; and (5) challenge/support. This article summarizes relevant literature and describes our approach from design to implementation for this learning community.
Leveraging Emotional Contagion with an Attitude of Gratitude Expand dropdownAuthors: Adrienna Bartnicki & Rachel Tindall
Published in Teaching and Learning Together in Higher Education (Journal)
Eastern Michigan University’s Student-Instructor Partnership in Clinical Education (SIPCE) learning community was a wonderful first step in raising awareness regarding the power of intentionally developing mutually beneficial relationships through gratitude and kindness to support optimal student outcomes. When students learn of their clinical instructor’s dedication to mentoring and to the field, they will then begin to express gratitude towards the clinical instructor. This in turn motivates and refreshes the clinical instructor in his/her practice and mentoring, resulting in an emotional contagion loop of appreciation towards the person in the opposite role!