Knowledge does not occur in a vacuum; it cannot exist without interaction – human communication. The degree and quality of interactions are widely acknowledged to determine both acquisition and transference. This is truly a collaborative effort, though “collaboration”, it must be recognized, exists on a continuum.
I’ve come to understand “collaboration” as having many different degrees of involvement between partners…sometimes with limited focus and scope, and other times strongly connected in a broadly focused, wide scope. Dialogue is the connection factor, and dialogue can be verbal as well as textual. The interactions may be highly collaborative, or may involve a higher degree of direction from one of the partners.
I must be as flexible, intuitive and thoughtful as humanly possible, because each appointment is different in myriad ways. In a nutshell, it means being highly flexible and responding in-the-moment. It means doing my best to elicit the highest level of engagement I can from the student with whom I’m meeting, watching body language, looking into eyes, asking careful, open-ended questions, and responding thoughtfully. It is being an encourager, translator of professorial instructions, sometimes commiserator, and sometimes teacher or director – as opposed to peer – in our collaboration. It is using all of my senses, intuition, and knowledge to gage the support and assistance I can best bring to our work.