Launching a Journal About and Through Students as Partners

Cliffe, Anthony D.; Cook-­Sather, Alison; Healey, Mick; Healey, Ruth L.; Marquis, Elizabeth; Matthews, Kelly E.; Mercer-Mapstone, Lucy; Ntem, Anita; Woolmer, Cherie

doi:10.15173/ijsap.v1i1.3194

Cited by 26 publications

(16 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…6-7). Another term used to name this work, 'students as partners' (SaP), is both recognised and contested in higher education (Cliffe et al, 2017). We use both 'partnership' and 'SaP' throughout our discussion to honour this variation, but regardless of what the work is called, its proliferation presents inescapable challenges and opportunities to academic developers.…”

Section: Introductionmentioning

confidence: 99%

Enhancing outcomes and reducing inhibitors to the engagement of students and staff in learning and teaching partnerships: implications for academic development

Matthews

Mercer-Mapstone

Dvorakova

et al. 2018

International Journal for Academic Development

Self Cite

View full text Add to dashboard Cite

show abstract

Section: Introductionmentioning

confidence: 99%

Enhancing outcomes and reducing inhibitors to the engagement of students and staff in learning and teaching partnerships: implications for academic development

Matthews

Mercer-Mapstone

Dvorakova

et al. 2018

International Journal for Academic Development

Self Cite

View full text Add to dashboard Cite

show abstract

“…This is an opportunity for faculty for engage with students as partners (Healey, Flint, & Harrington, 2014) to increase the potential impact of the experience. For faculty new to student-as-partner initiatives, there is an emerging collection of research on the topic (Acai et al, 2017;Cliffe et al, 2017;Cook-Sather, Bovill, & Felten, 2014;McCollum, Morsch, Wentzel, Ripley, Pinder, & Skagen, 2019).…”

Section: Resultsmentioning

confidence: 99%

Emergence of Different Perspectives of Success in Collaborative Learning

et al. 2019

View full text Add to dashboard Cite

Collaborative learning involves an interdependence between success of the individual and success of the group, requiring both personal preparation and teamwork. Asynchronous work, in combination with group interaction and problem solving, differentiates collaborative learning from other interactive teaching methods. In this study, three professors and five student participants individually reflected on a past collaborative learning experience that they considered successful. Reflections were coded using thematic analysis. Themes that emerged from participant’s descriptions of successful collaborative learning were: (a) familiarity with collaborative learning, (b) relationships, (c) benefits, (d) motivations, and (e) design and process. Furthermore, a phenomenographic theoretical framework revealed that a participant’s prior experiences generated significant variation in what characteristics they described as promoting success in collaborative learning. Past experiences that can generate this variation include training in educational theory, participation in and familiarity with related research, the individual’s role, prior experience with collaborative learning as a student, and advocacy by one’s professor before participation in collaborative learning. Our findings can inform educational practice, improving the implementation of collaborative learning pedagogies.

show abstract

“…Drawing on bell hooks ' (1989, 43) work, even with the best intentions to champion the student's perspective (e.g., Kenny et al 2014), "as long as their authority is constituted by the absence of the voices of the individuals whose experience they seek to address… the subject-object dichotomy remains and domination is reinforced". Therefore, we argue that aspects of standpoint theory, such as the notion of epistemic privilege, have relevance in HE, and in particular, student partnership work (Mapstone-Mercer and Mercer, 2017).…”

Section: Background: Peer Review and Students As Partners Workmentioning

confidence: 97%

The other side of a magic mirror: exploring collegiality in student and staff partnership work

Scoles

Huxham

Sinclair

et al. 2019

Teaching in Higher Education

View full text Add to dashboard Cite

This article adds to the corpus of writing that examines collegiality's idealistic yet elusive nature in Higher Education by focusing specifically on how collegiality can be enacted in student-staff partnership work. An innovative initiative, 'Students as Colleagues in the Review of Teaching Practices', provides a case to qualitatively explore the collegial characteristics. Here, students reviewed a paired staff member's teaching practice over one semester, as a peer review exercise. This shift in social roles troubles the understanding of 'peer', and asks if authentic collegiality is possible. The study is conceptually framed by Fielding's notion of 'radical collegiality', and draws on In press with Teaching in Higher Education 2019 2 standpoint theory and dialogic education to raise issues of power, mutual support, and productive tensions. The findings have implications for how Higher Education institutions can support student and staff to actively engage in authentic collegial partnerships by developing relational and dialogic spaces, rather than just abstract institutional infrastructures.

show abstract

Launching a Journal About and Through Students as Partners

Cited by 26 publications

References 5 publications

Enhancing outcomes and reducing inhibitors to the engagement of students and staff in learning and teaching partnerships: implications for academic development

Enhancing outcomes and reducing inhibitors to the engagement of students and staff in learning and teaching partnerships: implications for academic development

Emergence of Different Perspectives of Success in Collaborative Learning

The other side of a magic mirror: exploring collegiality in student and staff partnership work

Contact Info

Product

Resources

About