 practice of public life, helping us to develop skills in communicating our ideas, negotiating conflicts, and reaching a consensus. Co-mentoring offers a way of identifying what can happen within collaborative, feminist learning environments that explicitly confronts the criticism of these pedagogies as replacing intellectual rigor with emoting, transforming classes into mushy support groups or forums for ideological indoctrination." Choosing to connect affect and intellect does not entail sacrificing scholarly discipline, and it does not require that everyone in the collaborative classroom become friends or convert to a cause. Instead, co-mentoring allows the focus to be on the shared work of learning together. When we name ourselves as co-mentors, we attend to our obligations to each other as partners in a task that requires our best efforts. Co-mentoring cannot happen if we surrender the labor and concentrate on developing personal relationships. Co-mentoring makes the shared work central and encourages patterns of relationship that facilitate it. Coming out of a class like this one is both exhilarating and dispiriting. The teachers and students were exhilarated by what transpired in the classroom: we were collaborators, being for each other together. We did not necessarily have deep affectional ties, but we knew that we were beautiful because we were learning. What is sometimes dispiriting is knowing that to keep alive such a classroom, an immense fund of energy and 10 May 2017 Page 10 of 14 ProQuest engagement is needed. This would not be dispiriting if we knew that we could count on the resources to sustain this kind of work and rewards for doing it. While we recognize that budgetary constraints are often used as an argument for why teaching like this is undersupported, we believe that these may be more flexible than is usually acknowledged. Compelling accounts of the benefits of curricular and pedagogical innovations may make the difference in helping decision-makers see how vital it is that colleges and universities find ways to encourage faculty and students to build learning communities in which co-mentoring can happen. We hope this account has made such a difference. Notes 1. We received a seed grant from the Washington Center for Improving the Quality of Undergraduate Education that supported the development of the learning community. This center is located at The Evergreen College in Olympia, Washington. It was established in 1985 as an inter-institutional consortium to support educational reform. The grant supported summer planning time for the teachers and the development of materials for a workshop attended by interested faculty members at the end of
practice of public life, helping us to develop skill in convey our ideas, negotiating conflicts, and reach a consensus. Co - mentoring offers a room of identify what can happen within collaborative, feminist eruditeness environment that explicitly confronts the criticism of these education as replacing intellectual severity with emoting, transforming classes into mushy support groups or forum for ideological indoctrination. " Choosing to connect affect and intellect does not fee-tail sacrificing scholarly discipline, and it does not require that everyone in the collaborative classroom become friend or convert to a campaign. Instead, co - mentoring allows the focus to be on the shared work of learn together. When we name ourselves as co - mentors, we attend to our debt instrument to each early as partners in a task that requires our best efforts. Co - mentoring cannot happen if we surrender the undertaking and centralize on developing personal kinship. conscientious objector - mentoring makes the shared work cardinal and encourages traffic pattern of relationship that facilitate it. come out of a class like this one is both exhilarating and dispiriting. The teachers and scholar were exhilarated by what transpired in the classroom: we were collaborators, being for each other in concert. We did not necessarily get cryptic affectional ties, but we knew that we were beautiful because we were learning. What is sometimes depress is knowing that to keep alive such a classroom, an immense fund of energy and 10 May 2017 Page 10 of 14 ProQuest engagement is needed. This would not be dispiriting if we know that we could count on the resources to sustain this kind of work and rewards for act it. While we recognize that budgetary constraint are often use as an argument for why teaching like this is undersupported, we think that these may be more flexible than is usually acknowledged. Compelling accounts of the benefits of curricular and pedagogical innovations may make the difference in helping decision - makers see how critical it is that colleges and universities detect ways to encourage faculty and students to build learning community in which co - mentoring can happen. We hope this account has made such a difference. Notes 1. We received a semen concession from the Washington Center for better the Quality of Undergraduate Education that supported the development of the learning community. This center is locate at The Evergreen College in Olympia, Washington. It was established in 1985 as an inter - institutional consortium to support educational reform. The grant support summer planning meter for the teachers and the development of materials for a workshop attend by interested faculty members at the end of
 prwctice of public life, heuping us to devglip skinls in communizating our ideas, negotiating cinflixts, and reaching a conrensus. Co-lentorint ofhers a way of idxhtifyinn whaf can iappen within cpllaboratiee, feminist ledrviug environments that explicitly confwonts tne criticism of jhese [edafogies as replacing intellectual rjgor wiuh emoting, transfotming classes into mushy skppogt groups or forumd for ideoligicwo indoctrinagion." Choospug to connedt affect and intellect does nog entcil sacrifixibg dwholarly diwciplpne, and it docx not sequire that everyone in thw collaborative classcoom become friends jr converd co a cause. Instead, co-nebtoritg anlowr thd fkcns fo be ln vhe shared sork of leaening together. When wq name ourselvss as so-ientors, we attend to our obligations to eadh other as partners in a task that requires our best efforts. Co-mentoring cannot happen if we surrendes the uabir xbd concentrate on developing personal relationsrjpx. Bo-mentoring makes the shared wlrl central and gncourayss patterns of relatlonship that facilitaue it. Coming out of a class like this one is voth exhilarating cnd dispiritnng. Thg teacners and students were zxhiladated by whwt transpjfed in the classfook: fe were collaborators, beind for eaci othzr togetfer. Ee did not necesdariln have deep affectilnal jies, bgt we knew that we were beautiful because we were learnonc. Wvat is sjmetikes dispiritigg is knowing jhat to kzep alkve such a classrmom, an immegse fund of etgrgy and 10 May 2017 Page 10 jf 14 ProQyest enexgement is neeced. This cjuld not be dispiritinn if ds knew that we euood count on thr rdsotrbes tj sustain thiv kivd ug wory and rtcarbs for doing it. While we racoghize that budgetaru gonstrainjs are ofeen used as am argument for why teaciing lmke thos ys undersupported, we believe tgat these man be more fleviblc thwn is usuakly acknowledged. Compelling accounts of the benefits of cyrricular and pedagpnical innovavions iay make dhe difference in heoping decision-maktrs see how vital it is that wollehes and universities find ways to encourage faculty and students to build learnmnd communitiss im whibh eo-mzntorind cai iappen. We hope thps account has made such a diffecence. Notev 1. We received a seed grant frpm the Washingtun Center for Improving fhe Qualoty of Undergraduate Education yhat supported the develppment od the learnphg community. This cemter iv locqted at The Evergreen Coulebe in Olympla, Weshnngton. It was established in 1985 as qn intwr-lnstitutional coisortium to dmpport educajional reform. The grahh supkorted summer llanning time gor the teachers and tre development kf materials for a forkshop attxnded by intarested faculty members at the end of
practice of public life, helping us to in our ideas, conflicts, and reaching way identifying what can within collaborative, feminist environments that explicitly confronts the criticism these pedagogies as replacing intellectual rigor with emoting, transforming classes into mushy support or forums for ideological indoctrination." Choosing to connect affect and intellect does not sacrificing discipline, it not require that everyone in the collaborative classroom become friends or convert to a cause. Instead, allows the focus to be on the shared of learning together. When name ourselves as co-mentors, we to obligations to other partners a task that our best efforts. Co-mentoring cannot happen if we surrender the labor and concentrate on developing personal relationships. makes the central and patterns relationship facilitate it. Coming a class like this one is dispiriting. The teachers and students were exhilarated by transpired in classroom: we were collaborators, being for other together. We did not necessarily have deep ties, but we knew that we were beautiful because we were learning. What is sometimes knowing that to keep such a classroom, immense of and May 2017 10 of 14 ProQuest engagement is needed. This would not be if we knew that we could count on the resources this of work and for doing it. While recognize budgetary constraints are often an for this undersupported, believe that these may more flexible than is usually Compelling accounts of the innovations may make the difference in helping decision-makers how vital it is that colleges and find ways to encourage faculty and students to build learning communities in co-mentoring can hope this account has made such a difference. 1. We received a grant from the Washington Center for Improving the Quality Undergraduate that supported development of the community. This center located at The in Olympia, It established an inter-institutional consortium to support educational The supported summer planning time for teachers development of materials for a workshop attended by interested faculty members at the end of
 practice of public life, helpiNg us to deveLop skIllS in CoMmunIcatIng our ideas, negOTiatIng conflicts, and reachinG a conSeNSus. CO-MeNtoriNg offerS A wAY Of iDeNtIfyInG WhAt can HapPen withIn collaborAtiVe, Feminist learNInG environmeNts That explicitLy cOnfronTs The CRiticIsm Of theSe pedaGOgies aS replacinG iNTellecTUal rigoR WItH emoTing, transforming cLAsSEs into mushy supPort grOuPS oR FOruMs fOr ideologiCaL indoCTrinatiON." CHOOSinG To connect affeCt and intellECt dOes not EnTaiL SacrifIcing ScHOlaRly discipliNe, anD it does noT requiRE that evERyone in The colLabOraTive CLaSsRooM bEComE FrIenDS or Convert tO a CaUse. InSteaD, CO-MEntoRinG allOws thE focus to be on tHe sHareD WorK of leArninG togEtHer. WhEn we naMe ourSeLves as co-mentors, We atTend to our OblIgAtiOnS to eaCH other As pArtNers in a Task thaT ReqUiRES OuR best efforts. Co-mentOrING cAnnot hapPen if wE SuRrENder the lAbOr aNd coNCEntraTe on DEvEloping pErsonaL ReLaTionshiPs. co-mentOrIng MakEs the SHareD work cEntral anD encoURages patterns oF Relationship tHAt FACiLItatE it. coming out of A claSS likE thiS OnE is BOth exHilarAtINg ANd dispiriting. The teaChErs and StudeNts were exhilaRated by whaT TRAnspired In thE ClASsroom: we were coLlaboRators, beinG For each oTher tOgether. WE did not neCESsarily hAve DeeP afFecTIOnAl ties, but we knEW That We Were beaUtiFul becaUse We wEre LeaRnIng. What is SometimeS dIsPiRiTinG is knOWing that To KeeP aLivE such A ClassrOom, an ImmeNsE fUNd oF energy ANd 10 mAY 2017 PagE 10 oF 14 PRoQuEst EnGagemEnt iS NeeDed. This Would not bE diSPiriTiNg If we kneW that we could cOuNt on the resOuRceS to susTAIn this kiNd of work and rewards for doINg it. WhiLe wE recoGnizE that budgEtaRy consTraINts are Often uSed as An ArgUMEnt foR WHy TeaChIng like thiS IS unDersuPpOrteD, we beliEve that these may be mORe fLexible than is UsuAlly ACKnOwlEDgED. CoMpELliNG Accounts of the beNefits of cuRrICuLar and pedaGOgiCaL innovaTions maY make THe diffeRence in heLping deciSiOn-maKERs sEe how vital It is that Colleges aND univERsIties FinD ways tO eNcoUrage FacultY And StudeNts to bUiLd learNing cOmMunities In which co-mentoring can haPpen. We Hope tHis Account haS maDE suCh a differEnce. notes 1. We recEivEd a Seed gRanT From tHe WaSHiNgtON CentEr foR improving THe quaLITy Of UndergradUATE EdUcatiOn tHAt suppOrteD the development of THe learning commUnitY. tHis CenTEr is LoCated at The EverGreEn cOLlege in OLyMpia, WashingTon. It was EsTAblisHed in 1985 aS an intEr-instiTUTiONal conSortIum To support EduCaTIonal reFoRm. tHe granT supPoRted suMmer plANninG TIme for the teacherS and tHE DevelOPmeNt of mAtErials fOR a woRkshop atteNded by interEsted fAculTy memBers at tHe End of
 practice of public life,helping us  to d eve lop  s kill s in  communicating ourideas, negotiating con flict s, andr ea ching  a cons e ns u s . C o- me nto ri n goffer s a  way of  identifyi ngwh at can happe n  w ithin coll abo rative, femi nis t lear ni nge nviro nme nts t hat ex p licitl y confron ts the cr i ticismo f  t hese  pedagogies as re p la c ing intellectu al rig or wi t h  em oti ng, transf or mingc lassesi nt o m ush y  support grou ps or forum s  fo r ideo lo gic a l indo ctrin at i on. " Choosingto c onnect af fect a n d intel l ect doe s notent ail  sac r if ic ing  s c hol a rl y d i sci pline, a nd  i t doe s no t r e quir e t hatevery one in the co lla bora t ive  clas sroom  bec om e fri ends o r con ve rt to a cause.Inst ead, co-m ent or ing  a llows the fo cus  to  be onthe sha r edwo r k of  learning together .W h en  we name  ourse l ve sa s co-men to rs,  wea t tendto o u robligati ons to ea ch  otheras  partn er s i n a  task that  requi res ourbeste fforts. Co-men t oring cannoth ap p e ni f we  su rrender the  lab o r an d co n ce ntr a te on  deve lo p in g  personal relations hi ps. Co -ment oring makes t he sharedw o r k centra l an d  e n courages patte rns o f relation s hip that  faci litate i t. Coming o ut of acla sslik e t h i sone is both e x h ilar at ing and  di spiriti ng.  Th e t eac he rs and st udents w er eex hi lar atedb y what t ra nsp ir edin th e  class room:  wewe re col laborat o rs , bein gfo r ea chot her t oget h er.  We did  not nece ssa r ilyha ve  deep a ffectional ti es , but we k ne w t hat we w ere beau tiful because we were l e arning.  Wh at is  som etimes di spi riting  is knowin g that  to k ee p a l i ve su c h  a  cl as sroom, ani m men se fu nd  ofenergyand 10 May 2017 Pa g e 1 0 of 14 ProQu est  eng a g em ent is nee de d . T h i s would not bedispiritin gi fwe knew th a t w ecould c ount on  ther esource s to sust ain thiski nd o f wor k and rewa rds fordoing it. While we  reco gni ze tha tbud getar y cons t rai nts a re oft en  usedas an  a rgumentfor why teaching like t his is  unde rsu pported,web eli eve thatthes e may be m ore  fl exibl e t h an is  usu a ll y a c knowl edge d . Compell i ng  ac c o un ts of the b e n e fit s ofcur r icular  and  pedagogical inno v ations may mak e th e dif fer e ncein  helping decis ion -m a k ers seeho w vital itis thatco l leges  and u nivers ities f i n dw ays to  enc our age facul tyan d  studen ts  t o  build  lea rn ing co mmunit i es i n which co-mentori ng ca n happe n . W e hop ethis ac c ount  has madesuch a diff erence . No tes 1 . We re ce ived a  se ed  grant fro m  the Wash ingto n Cente rforImp roving  the Q ualit y of  U nde rgraduate E du c at io n  th at s uppor te d th e develop m ent of t hel earning  c omm u n ity. T h is c enter is l oca ted a t The Evergr e en C o ll e ge in  Olymp ia, Wa shingto n . I twas est abl i s hed in 19 85 as ani nte r- inst itutiona lcons or tiu mto support educ ationalreform.T h e gran t s u ppor t ed sum me r planning t ime f or the tea c h ers  and th e  de vel opm entofmate r ials for a workshop atte nded  by i n ter ested  facu lt y member s  atthe endo f
 practice_of public_life, helping us to_develop skills_in_communicating our_ideas,_negotiating conflicts, and_reaching a consensus._Co-mentoring offers a way_of identifying what_can_happen within collaborative, feminist learning environments that explicitly confronts the criticism of these pedagogies_as_replacing intellectual_rigor_with_emoting, transforming classes into mushy_support groups or forums for_ideological indoctrination."_Choosing to connect affect and intellect does not_entail_sacrificing scholarly discipline,_and it does not require that everyone in the_collaborative classroom become friends or convert_to a cause._Instead,_co-mentoring_allows the focus to_be on the shared work of_learning together. When we name ourselves_as co-mentors, we attend to our obligations_to each other as partners in_a task that requires our_best efforts._Co-mentoring cannot happen if we_surrender the labor_and concentrate_on developing personal_relationships. Co-mentoring makes the shared work_central and encourages_patterns of relationship that facilitate it._Coming_out of a_class_like_this one_is both exhilarating_and_dispiriting. The_teachers_and students were exhilarated by what_transpired_in the classroom: we were collaborators, being_for each other together._We_did not necessarily have_deep affectional ties, but we_knew that we were beautiful because_we were_learning. What_is sometimes dispiriting is knowing that to keep alive such a_classroom, an immense fund of energy_and 10 May 2017_Page 10_of_14 ProQuest engagement_is_needed. This_would not be dispiriting if we knew_that we_could count on the resources to_sustain this kind of_work_and rewards for doing it. While_we recognize that budgetary constraints are_often used as an argument_for_why_teaching like this is undersupported,_we believe that these may be_more flexible than_is usually acknowledged. Compelling accounts of the_benefits_of curricular and pedagogical innovations may_make_the difference in helping decision-makers see_how_vital_it is that colleges and_universities find ways to encourage faculty_and students to build learning communities in which co-mentoring_can happen. We_hope this account has made_such_a_difference. Notes 1. We received a seed grant from the_Washington Center_for Improving the_Quality of Undergraduate Education that supported the development of the_learning community. This center is located at_The Evergreen College in Olympia, Washington. It was established in 1985_as an inter-institutional consortium to support educational reform._The grant supported summer planning time for_the teachers and the_development_of materials for a workshop attended by_interested_faculty_members_at the end_of