Increasing representation and equity in students as partners initiatives
Goldsmith, M., Hanscom, M., Throop, S., & Young, C. (2017). Growing student-faculty partnerships at Ursinus College: A brief history in dialogue. International Journal for Students as Partners, 1(2). http://dx.doi.org/10.15173/ijsap.v1i2.3075
Dwyer, A. (2018). Toward the formation of genuine partnership spaces. International Journal for Students as Partners, 2(1), 11-15. https://doi.org/10.15173/ijsap.v2i1.3503
Guzzetti, B., & Lesley, M. (2015). Handbook of Research on Societal Impact of Digital Media. Hershey, PA: IGI Global.
Marquis, E., Jayaratnam, A., Mishra, A., & Rybkina, K. (2018). “I feel like some students are better connected”: Students’ perspectives on applying for extracurricular partnership opportunities. International Journal for Students as Partners, 2(1), 64-81. https://doi.org/10.15173/ijsap.v2i1.3300
Matthews, K. E. (2016). Students as partners as the future of student engagement. Student Engagement in Higher Education Journal, 1(1), 1-5.
Matthews, K. E. (2017). Five propositions for genuine students as partners practice. International Journal for Students as Partners, 1(2). http://dx.doi.org/10.15173/ijsap.v1i2.3315
Oleson, K., & Hovakimyan, K. (2017). Reflections on developing the student consultants for teaching and learning program at Reed College, USA. International Journal for Students as Partners, 1(1). http://dx.doi.org/10.15173/ijsap.v1i1.3094
Reyes, V., & Adams, K. (2017). Navigating a difficult journey: Reflections on how a student-faculty partnership helped address racial tensions in a social science course. International Journal for Students as Partners, 1(2). http://dx.doi.org/10.15173/ijsap.v1i2.3262
Robson, K., Anisef, P., Brown, R.S., & George, R. C. (2018). Under-represented students and the transition to post-secondary education: Comparing two Toronto cohorts. Canadian Journal of Higher Education, 48(1). Retrieved from http://journals.sfu.ca/cjhe/index.php/cjhe/article/view/187972/pdf
Shor, R. (2017). Difficulties experienced by university students with severe mental illnesses who participate in supported education programs. Community Mental Health Journal, 53, 281-287.
University of Toronto Scarborough. (2018). University of Toronto Scarborough at a Glance. Retrieved from https://www.utsc.utoronto.ca/aboutus/university-toronto-scarborough-glance
Werder, C., Thibou, S., Simkins, S., Hornsby, K., Legg, K., & Franklin, T. (2016). Co-inquiry with students: When shared questions lead the way. Teaching & Learning Inquiry: The ISSOTL Journal, 4(2). http://dx.doi.org/10.20343/teachlearninqu.4.2.4
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).