As the 2017-2019 Center for Engaged Learning Scholar, Ketevan Kupatadze contributed to the Center’s resources on student-faculty partnerships and completed presentations and publications that position her among national and international partnership scholars.
Senior Lecturer for Spanish, Ketevan Kupatadze, recently concluded her scholarship project with the Center for Engaged Learning’s (CEL) Scholar program. As the 2017-2019 CEL Scholar, Kupatadze contributed to the Center’s resources on student-faculty partnerships and completed presentations and publications that position her among national and international partnership scholars.
“Throughout these two years,” Kupatadze notes, “I developed web resources for CEL, which included the definition of the practice, key programs, embedded and emerging questions, and other resources. In my blog posts, I explored questions that seemed most relevant to me and to Elon, highlighted the most recent scholarship about partnerships, and conducted several interviews/conversations with faculty members and students around the world, talking with them about their experiences with student-faculty partnerships, some of the challenges related to it and the advice that they had for anybody willing to experiment with this pedagogy.”
All of Kupatadze’s blog posts can be accessed on CEL’s website.
Kupatadze also wrote, “During the second year, in collaboration with Sophia Abbot (CEL Graduate Apprentice and MHE student), I prepared and co-led two reading groups on student-faculty partnerships for faculty. In terms of research and scholarship, this position allowed me to publish two articles and collaborate on the publication of a third one (currently under review) with my colleague, Dr. Carmen Monico.”
Kupatadze published:
- Kupatadze, Ketevan. 2019. “Opportunities presented by the forced occupation of liminal space.” International Journal for Students As Partners 3, no. 1: 22-33. https://doi.org/10.15173/ijsap.v3i1.3744
- Kupatadze, Ketevan. 2018. “Course Redesign with Student-Faculty Partnership: A Reflection on Opportunities and Vulnerabilities.” Teaching and Learning Together in Higher Education, 24. https://repository.brynmawr.edu/tlthe/vol1/iss24/2
In April 2018, Kupatadze delivered a Keynote address, “Student-faculty Partnerships: Democratizing Higher Education,” and facilitated a workshop on student-faculty partnerships at Tarleton State University (Texas) during their campus-wide Service Learning Week.
“Also as a result of my work for CEL, at this year’s ISSoTL I am co-organizing two panels on the issues related to student-faculty partnerships, as well as working on co-organizing a pre-conference workshop,” she said. “I hope to continue these collaborations to a) develop student-faculty partnership pedagogy as a university culture at Elon and b) to further advance my research and scholarship agenda.”
Kupatadze’s efforts to develop a partnership culture at Elon have continued even after her term as CEL scholar ended. “Based on the interest that faculty showed in partnerships during the 2018-2019 reading groups, Sophia and I co-wrote a grant proposal for CATL to pilot student-faculty initiative for a small group of faculty and students this fall at Elon. As a result, we are now working together with three faculty members and four students who have partnered to (re)design their courses.”
To learn more about the CEL Scholar Program, or to apply for the 2020-2022 CEL Scholarship, visit our website, or email centerforengagedlearning@elon.edu.