CHAPTER 7: A Follow-Up Guide for Crossover Pedagogy Action: Robert’s Theoretical Take on Implications for Both Teachers and Learners

So far, we have tried to spell out some of the “what” and the “so what” issues in crossover pedagogy. What follows is a list of theory-to-practice principles that will set the stage for the “now what” questions that are bound to follow for our readers. These principles are my personal way to help readers start, sustain, and complete a successful collaborative teaching-learning venture. Obviously some of these principles will work better than others for particular practitioners. It all depends on the coinstructors’ unique tastes, mindsets, temperaments, personalities, and pedagogical philosophies. So, take your pick from what I have learned through trial and error during many years of coteaching with student affairs administrators and campus leaders. Feel free to add and/or subtract your own crossover-pedagogy insights. I will attach a number of my personal impressions to each of the principles listed, and explained, in what follows by drawing on some of my collaborators’ and students’ reflections in the previous chapter. (Much of what follows in this chapter is an updated, condensed, and revised examination of some material that appeared in Chapter 4 in one of my earlier books, Helping College Students Find Purpose coauthored with Michele Murray (Nash & Murray, 2010), and in a journal article “Resist the Pedagogical Far Right” that appeared in Inside Higher Ed, (Nash, 2009).