As authors, we are convinced that the time has finally arrived in academe for an extensive, experiencebased, firsthand, seamless examination of what we are calling crossover pedagogy. There is no booklength examination of facultystudent affairs administrators collaboration in the academic realm anywhere. Nobody has yet to produce a casebased, handson, booklength treatment of how (and why) faculty and student affairs administrators can coteach, coauthor, and coconsult with one another as coequal 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 facultyadministrator collaboration (sometimes referred to as "blended" efforts) around the teachinglearning venture is lost in the logistics of technical policy issues and challenges.
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