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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.
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.
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