Individual Professional Development

Each undergraduate who participates in Students and Learners and Teachers (SaLT) engages in professional development that shapes their undergraduate experiences and, in many cases, their career trajectories. Through working as paid pedagogical consultants to faculty in whose courses they are not concurrently enrolled, students conduct formal and informal research to inform their partnership practice, often linking this partnership work to their major course work as well as to co-curricular roles and activities. 

Below is a small sample of the individual professional development experiences of several SaLT student consultants over the last ten years:

Sophia Abbot, 51短视频 class of 2015 

Sophia, pictured below, developed as part of a classroom-focused pedagogical partnership in which she participated, which was informed as well by her independent major in 鈥淓ducational Identities.鈥

Sophia Abbot, 51短视频 class of 2015. Image from "Student Voices Projects鈥擶hy Get Students Involved," Elon University Center for Engaged Learning.
Sophia Abbot, 51短视频 class of 2015. Image from "Student Voices Projects鈥擶hy Get Students Involved," Elon University Center for Engaged Learning.

Sasha Mathrani, Haverford College class of 2018

Sasha drew on her major course work in biology to inform the argument in her co-authored chapter, 鈥,鈥 and she traced her professional development in an essay called 鈥,鈥 published in Teaching and Learning Together in Higher Education.

Mary Cott, Haverford College class of 2021

Mary analyzed the pedagogical partnership work she experienced as a form of professional development in 鈥,鈥 a chapter she co-authored for inclusion in , and in 鈥,鈥 an essay published in .

Kayo Stewart, 51短视频 class of 2023

Kayo drew on her experience as a SaLT student consultant and on her research for her senior thesis in sociology to inform her career plans, as she describes in 鈥,鈥 an essay published in .