This presentation was given for the defense of my doctoral dissertation in Higher Education Administration at Bowling Green State University in Bowling Green, OH.

2.  Examine the collaborative relationships of
faculty and student affairs professionals co-
teaching to help students learn.
 Specific focus on
› individuals in collaboration
› how these relationships develop and function
 Those designing collaborative partnerships
or in collaborative partnerships may use the
results of the study to better their
interactions to make the most of their
experiences.

3. For partnerships promoting student learning between faculty
and student affairs professionals:
 How did their relationships develop and function?
 How did their collaboration develop and function?
 What was the interplay between collaboration and
relationship?
 What did they experience by being in this partnership?
 How did their collaboration affect student learning?

4.  Relationships
› Research suggests that those in higher education are likely
to base collaboration on relationships over other reasons.
 Vygotskian
› The Vygotskian framework considers the individual by
herself or himself, in interaction with another person, and in
interaction with history and culture and how all these
factors work together.
› The process of relationships is important in the Vygotskian
framework, not just the effects of collaboration.
› A Vygotskian framework demonstrates that individuals in
collaboration behave differently than individuals working
alone. Their interaction in and of itself—the relationship—is
of vital importance.

5.  Constructivist Collective Case Study
 Two Levels: Site & Participant Pairs
 Criteria:
› Both Site (S) & Participant Pairs (PP) Focused on
Student Learning
› Both S & PP Collaborative
› PP = Student Affairs Prof. & Faculty Member
 Three Semi-Structured Interviews: 1 Individual, 1
pair, 1 individual

6.  Constructivist Collective Case Study
 Two Levels: Site & Participant Pairs
 Criteria:
› Both Site (S) & Participant Pairs (PP) Focused on
Student Learning
› Both S & PP Collaborative
› PP = Student Affairs Prof. & Faculty Member
 Three Semi-Structured Interviews: 1 Individual, 1
pair, 1 individual

7. Demographic Participant Information
Category Number
Age 30 years old – 39 years old 3
40 years old – 49 years old 2
50 years old – 59 years old 2
60 years old – 69 years old 1
Gender Male 3
Female 5
Race/Ethnicity White/Caucasian 4
European American 1
African American 3
Prior Experience Teaching BGSU 1000 Yes 3
No 5
Years teaching/working at BGSU 1 year – 9 years 4
10 years – 19 years 3
20 years – 29 years 1
Years teaching/working in higher 1 year – 9 years 3
education 10 years – 19 years 1
20 years – 29 years 2
30 years – 39 years 2

8. Prior Relationships
Commonalities
Values Goals Background
•Collaboration •Making Intentional connections Experiences and
•Relationships •Course Content Personality Styles
•Their Partner •Working With Students
•Student Affairs •Student learning
•Intentionality
Comfort & Trust

9. • Colleagues
Kinds of • Mentor-Mentee
Relationships • Family
• Friends
• Indistinct Roles
Roles • Situational Roles
• Equality in Roles
• Assumptions and Discussions
Communication • Overlap and Compartmentalization

10. Relationships impact
collaboration and
Time collaboration
impacts
relationships
Do more together

11. The Exception

12.  Intentionality in building relationships and
collaboration
 Foster discussion in collaborations
 Make common goals clear
 Roles may or may not be important
 Adds to documentation about
collaboration

13.  Other kinds of collaborative
relationships between faculty and
student affairs professionals
 More clearly defined instructor roles
 A follow-up examination
 Vygotskian theory, co-teaching
literature, and other relevant
educational research

14.  Prior relationships, commonalities (in
values, goals, background experiences,
and personality styles), developing
comfort and trust, were important to
good collaboration
 Roles are influential, though not
necessarily in expected ways
 Effective collaboration needs
intentionality and support
 Relationships impact collaboration and
collaboration impacts relationships