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Pedagogical partnership is a transformative teaching and learning practice, in which students and faculty work together to think about, refine, and celebrate teaching and learning. The ������Ƶ Pedagogical Partnership Program (EP3) supports a semester-long partnership between a faculty member and an undergraduate ������Ƶ student, centered on teaching and learning. Students are trained to engage in pedagogical observation techniques and key teaching and learning frameworks over winter term. Each ������Ƶ Pedagogical Partnership Program (EP3) student partner is part of a cohort of 7-8 students, facilitated by the Center for the Advancement of Teaching and Learning and the Koenigsberger Learning Center. EP3 students are paired with a faculty member to think together about teaching and learning in a particular course during the semester. As an EP3, students draw on their unique perspective to analyze, affirm, and, as appropriate, recommend and work collaboratively with a faculty member to develop approaches for revising the class.

What is being an EP3 student like?

EP3 students work between 4 – 6 hours per week. Student and faculty meet once a week to discuss observation and class notes and insights that they jointly identify related to how teaching and learning is happening in the course. Students also meet weekly with their student partner cohort and CATL to practice sharing feedback and gain additional perspectives on questions that they and their faculty partner decide to consider together.

Join the 2026-2027 Cohort

Following the launch of EP3 this Winter Term, CATL and the Koenigsberger Learning Center invite applications for the Fall 2026 cohort. This program brings faculty and students together as partners to reflect on and enhance teaching and learning through classroom observation, structured dialogue, and ongoing collaboration.

Through EP3, students serve as pedagogical consultants, offering insight into the learning experience, while faculty engage in reflective, inquiry-driven exploration of their teaching. The program fosters meaningful partnership, mutual learning, and the co-creation of more inclusive and effective educational practices.

Faculty are invited to apply using this .

We encourage you to share this opportunity with students who would be thoughtful, engaged partners in this work. Students can apply through the ������Ƶ Job Network by May 1, 2026 (Job ID: 205478).

Current EP3 Partnerships

Heather Barker Assistant Professor of Mathematics and Statistics	Rio Franzoso (’27) Major Elementary Education, with a TESOL Minor	I decided to join this program because as a future teacher I truly value collaboration and reflection, and I believe this program has the potential to benefit staff and students alike for years to come. Being part of this program will help me gain foundational skills to be a responsive teacher and making meaningful contributions in my career.
Elizabeth von Briesen Assistant Professor of Computer Science	Ellie Neil (’27) Major: Psychology with Minors in Spanish and Neuroscience	One of the most meaningful aspects of this program for me has been the opportunity to engage in the “behind the scenes” of the classroom. Communicating with my professor has allowed me to understand her perspective, and with that, in addition to my observational lens, I have discovered and absorbed an immense amount of knowledge regarding teaching and learning.
Scott Hayward Associate Professor of Management	Libby Neuvirth (’27) Major: Nursing Major with a Leadership Studies Minor	I decided to join the EP3 partnership program to better understand teaching from the faculty perspective and how classroom dynamics influence students’ engagement and learning. As a nursing student, I am especially interested in how intentional communication and relationship building can shape meaningful educational experiences.
Erin Hone Associate Teaching Professor of Education and Director of the Teaching Fellows Program	Petra Uhlig (’27) Major: Human Service Studies with a Early Childhood and Statistics minors	I joined EP3 to learn more about teaching and learning practices at the colligate level and engage in a new form of student-faculty collaboration. This program has changed the way I view my classes as both an observer and a student. My roles as a student partner and as a member of our cohort have given me personal and professional skills that I will carry with me for life.
Smaraki Mohanty Doherty Emerging Professor of Entrepreneurship and Assistant Professor of Marketing	Jane Smith (’27) Major: Elementary Education and minor in Public Policy	Something I have learned already is how much professors do behind the scenes that we don’t get to see as students! It’s really shown me all the work that goes into creating, planning, and evaluating a class, before it even starts.
Jessica Navarro Assistant Professor of Human Service Studies	Amelia Metz (’27) Major: Strategic Communications and Minor in Political Science	I joined EP3 because I believe the most meaningful learning happens when students and professors collaborate to build something neither could achieve alone.
Sabrina Perkins Associate Professor of Psychology	Ella Negley (’28) Major: Statistics B.S. and Data Analytics A.B.	This program has showed me just how much thought goes into teaching  and curriculum design, but what really interested me about studying pedagogy is that switch students have when they go from external motivation (studying for a grade) to intrinsic motivation (studying because you want to learn). With my faculty partner, we are able to be thinking partners and find solutions to real life problems in the classroom together.
Ryne VanKrevelen Associate Teaching Professor of Statistics	Noah Gartenberg (’27) Major: Computer Science and English with a Concentration in Creative Writing and a minor in Game Design.	The reason I decided to join the program is because I wanted to improve my observation skills which will be extremely important in my Honors research and ideally in my career. I also wanted to learn more about teaching and learning in undergraduate education, and in what ways it can be improved to better facilitate student learning.