Crossover Pedagogy

A Rationale for a New Teaching Partnership Between Faculty and Student Affairs Leaders on College Campuses

Robert Nash, The University of Vermont
Jennifer J. J. Jang, Champlain College
Patricia C. Nguyen, University of California, Los Angeles

Published 2016

As authors, we are convinced that the time has finally arrived in academe for an extensive, experience‐based, firsthand, seamless examination of what we are calling crossover pedagogy. There is no book‐length examination of facultystudent affairs administrators collaboration in the academic realm anywhere. Nobody has yet to produce a case‐based, hands‐on, book‐length treatment of how (and why) faculty and student affairs administrators can co‐teach, co‐author, and co‐consult with one another as co‐equal educators and campus leaders—with each group complementing the other in terms of their special skills, knowledge, background, and experiences. Without coming to practical terms with the case for collaboration that the above authors make, the why rationale developed in these publications on the topic of faculty‐administrator collaboration (sometimes referred to as “blended” efforts) around the teaching‐learning venture is lost in the logistics of technical policy issues and challenges.

SECTION I: MAKING THE CASE FOR CROSSOVER PEDAGOGY, Robert J. Nash. What Is Crossover Pedagogy? Robert J. Nash. Why Is Crossover Pedagogy Important? Robert J. Nash. Making Meaning: The Common Theme in Crossover Content. Robert J. Nash. The Importance of a Personalized Syllabus in Co‐Teaching a Course on Meaning‐Making, Robert J. Nash. A Case for Enhancing Student Engagement: Crossing the Boundaries As Pedagogical Partners—Not Adversaries, Robert J. Nash. SECTION II: FROM THEORY TO PRACTICE AND BACK AGAIN: ROBERT’S PEDAGOGICAL TAKEAWAYS FROM WORKING WITH CROSSOVER TEACHERS AND STUDENTS. Robert J. Nash. Teachers’ and Students’ Voices from the Classroom: Crossover Pedagogy in Action. Robert J. Nash. A Follow‐Up Guide for Crossover Pedagogy Action: Robert’s Theoretical Take on Implications for Both Teachers and Learners, Robert J. Nash. SECTION III: PERSONAL REFLECTIONS ON THEIR CROSSOVER EXPERIENCES BY TWO TOP‐TIER HIGHER EDUCATION ADMINISTRATORS, Jennifer J. J. Jang and Patricia C. Nguyen. My Personal Contributions to Crossover Pedagogy: Co‐Teaching As an International Cosmopolite, Jennifer J. J. Jang. How Crossover Pedagogy Has Helped Me As a Scholar, Teacher, and Administrator, Jennifer J. J. Jang. I Am a Proud Crossover Educator Representing Both Sides of the House, Patricia Chau Nguyen. Crossover Pedagogy Out of Practical Necessity, Patricia Chau Nguyen. Crossover Pedagogy: Future Challenges for Student Affairs, Patricia Chau Nguyen. SECTION IV: AN ALTERNATIVE CROSSOVER PEDAGOGY APPROACH: ADULT EDUCATION VIA ONLINE TEACHING, Dr. Mika Nash. Crossover Pedagogy and the Online Experience, Dr. Mika Nash. Bibliography.