Increasing representation and equity in students as partners initiatives

  • Gagandeep Bindra
  • Kirthika Easwaran
  • Lamia Firasta
  • Monika Hirsch
  • Aakriti Kapoor Ontario Institute for Studies in Education
  • Alexandra Sosnowski
  • Taleisha Stec-Marksman
  • Gizem Vatansever
Keywords: N/A

References

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

Published
2018-12-04
How to Cite
Bindra, G., Easwaran, K., Firasta, L., Hirsch, M., Kapoor, A., Sosnowski, A., Stec-Marksman, T., & Vatansever, G. (2018). Increasing representation and equity in students as partners initiatives. International Journal for Students As Partners, 2(2), 10-15. https://doi.org/10.15173/ijsap.v2i2.3536
Section
Opinion Piece