Diversifying students-as-partners participants and practices

Cook-­Sather, Alison; Slates, Sarah; Acai, Anita; Baxter, Jessica; Bond, R; Lowe, Tom; Zurcher, Hannah; O’Brien, Jennifer; Tavares, Vander; Lewe, Marie-Theres; Khan, Ayesha; Poole, H. H.; Smith, Alyssa C.; Iqbal, Muhammad Zafar; Arm, Karen; Lema, Jose Ernesto Escobar; Groening, Julia; Garg, Kriti; Rinaudo, Nadia Lujan Bello; Crisp, Naima; Mukherji, Mallika; Addy, Tracie Marcella; Lewis, Lena A.; Vayada, Preeti; Meng, Zhang; Liang, Yifei; Rodgers, Holly Beth; Judd, Madelaine-Marie; Szucs, Brooke; Thompson, Donna; Schmidt, Susanne; Semos, Irene; Smith, Nicola; Pfeifer-Luckett, Renee; Bala, Nandeeta; Chia, M.T.X.Y.; Kochhar‐Lindgren, Gray; Leung, L. Ruby; Lys, Isabelle; Matthews, Kelly E.; Zou, Tracy X. P.; Lewis, Rose

doi:10.15173/ijsap.v5i1.4627

Cited by 4 publications

(2 citation statements)

References 10 publications

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“…It occurs outside the semester rhythm. It is difficult to identify, never mind recruit, a representative range of students to be involved (Cook-Sather et al, 2021). It requires experienced educators to mentor students through the process so that they can contribute meaningfully despite not having a pedagogical background, to value their input, to ensure their input is acted upon, and to involve them in the feedback cycle.…”

Section: Resultsmentioning

confidence: 99%

The power of naming students-as-partners practices

Casey

2024

IJSaP

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Involving students in the design of their educational experience is increasingly being understood by higher education institutions to enhance learning, to build a better culture, and to foster inclusivity amongst a host of other benefits. Accordingly, institutions are trialling a wide range of Students as Partners practices. There is currently huge variation in the nature and scale of these practices. This paper proposes a taxonomy that will allow Students as Partners practices to be consistently described, and therefore compared and mapped. This is a vital next step in the development and widespread adoption of this transformational set of practices.

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Section: Resultsmentioning

confidence: 99%

The power of naming students-as-partners practices

Casey

2024

IJSaP

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“…However, subverting long-standing power structures entrenched within higher education is not without its challenges. Whether it be in the form of resistance to the very ethos or, on a practical level, the significant amount of time required to form the necessary collegial relationships, SSP is a practice and approach that requires effort, understanding, and an open outlook to be fully realised (Cook-Sather et al, 2021;Marquis et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Learning From the Pandemic: The Impacts of Moving Student-Staff Partnerships Online

Judd

Spinelli

Szucs

et al. 2021

SUCCESS

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While numerous studies on the impacts of COVID-19 on university learning and teaching are now emerging, there has been less critical attention focused on the impact of the shift to online engagement on student-staff partnership (SSP) practices. This article analyses the experiences and perceptions of students and staff from an Australian university as they shifted their partnership practices online during the pandemic. It provides valuable insights into the specific positive and negative impacts of online SSP for students and staff, foregrounding both groups’ perceptions of the accessibility and communication aspects of online SSP. The study’s findings lead to the recommendation of a blended approach and will be of use as SSP programs recalibrate for a post-COVID context.

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Deterritorialising student voice and partnership in higher education

Cornelius-Bell

Bell

2022

High Educ

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Diversifying students-as-partners participants and practices

Cited by 4 publications

References 10 publications

The power of naming students-as-partners practices

The power of naming students-as-partners practices

Learning From the Pandemic: The Impacts of Moving Student-Staff Partnerships Online

Deterritorialising student voice and partnership in higher education

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