Exploring the impact of The Students Assessing Teaching and Learning Program
The Students Assessing Teaching and Learning (SATAL) Program at the University of California, Merced offers assessment support for faculty and program leads while engaging diverse, cross-program undergraduates in students-as- partners experiences in a work setting. Grounded in the Students as Partners (SaP) principles of respect, responsibility, and reciprocity (Cook-Sather, Bovill, & Felten, 2014), our assessment of the SATAL program reveals benefits for both students and faculty acting as co-creators of teaching and learning. Using the SATAL program as an example, we offer readers a logic model to guide the development of student-faculty-staff partnerships and assess the impact of these programs in a more meaningful and consequential manner. We also provide lessons learned from our evolving SATAL program to support others interested in designing sustainable student assisted assessment partnerships.
Clark, D. J., & Redmond, M. V. (1982). Small Group Instructional Diagnosis: Final Report (ERIC Document Reproduction Service No. ED 217954). Retrieved from: https://files.eric.ed.gov/fulltext/ED217954.pdf
Cook-Sather, A. (2009). Learning from the student’s perspective: A sourcebook for effective teaching. Boulder, CO: Paradigm Publishers.
Cook-Sather, A. (2014). Student-faculty partnership in explorations of pedagogical practice: A threshold concept in academic development. International Journal for Academic Development. http://dx.doi.org/10.1080/1360144X.2013.805694
Cook-Sather, A., Bovill, C., & Felten P. (2014) Engaging Students as Partners in learning and teaching. A guide for faculty. San Francisco, CA: Jossey-Bass.
Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: students as partners in learning and teaching in higher education. York: The Higher Education Academy. Retrieved from: https://www.heacademy.ac.uk/system/files/resources/engagement_through_partnership.pdf
Hines, S. (2015). Setting the groundwork for quality faculty development evaluation: A five-step approach. Journal of Faculty Development, 29(1), 5-12.
Matthews, K. E. (2017) Five propositions for genuine Students as Partners practice. International Journal for Students as Partners, 1(2). https://doi.org/10.15173/ijsap.v1i2.3315
Mercer-Mapstone, L., Dvorakova, L.S., Matthews, K.E., Abbot, S., Cheng, B., Felten, P., Knorr, K., Marquis, E., Shammas, R., & Swaim, K. (2017). A systematic literature review of students as partners in higher education. International Journal for Students as Partners, 1 (1).
Signorini, A. (2014) Involving undergraduates in assessment: Assisting peers to provide constructive feedback. Assessment Update, 26(6), 3-13. https://doi.org/10.1002/au.30002
Sorenson, D. L. (2001). College teaching and student consultants: Collaborating about teaching and learning. In J. E. Miller, J. E. Groccia, & M. S. Miller (Eds.). Student-assisted teaching: A guide to faculty-student teamwork (pp. 179-183). Bolton, MA: Anker.
Smith, M. K., Jones, F. H., Gilbert, S, & Wieman, C. E. (2013). The classroom observation protocol for undergraduate STEM (COPUS): A new instrument to characterize university STEM classroom practices. CBE Life Sciences Education, 12(4), 618-627. https://doi.org/10.1187/cbe.13-08-0154
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).