Co-creating real-world research skills
Keywords:research skills, student as partners, teaching and learning, higher education technology
This case study considers a students-as-partners’ research project that aimed to develop technologically-driven tools to enhance teaching and learning in higher education. It focuses on how the project enabled student participants to gain real world research skills and experience. We present reflections from both a student and a staff perspective and propose START (Support, Time, Adapt, Risks, Trust) as an approach to engage students to gain real-world research skills. Support refers to providing support for skills gaps and learning in an applied setting. Time refers to providing time to settle into the project and develop confidence, including realistic timeframes and deadlines. Adapt refers to giving students the space to develop not only the required skills but also the tools to develop their own abilities and confidence through a supportive, flexible and open environment. Risks refers to taking risks for example in terms of roles, responsibilities and leadership. Trust refers to providing guidance and encouragement that will allow students to achieve on their own and take shared ownership.
Cook-Sather, A., & Abbot, S. (2016). Translating partnerships: How faculty-student collaboration in explorations of teaching and learning can transform perceptions, terms, and selves. Teaching & Learning Inquiry, 4(2), 1-14. https://doi.org/10.20343/10.20343/teachlearninqu.4.2.5
Cook-Sather, A., & Agu, P. (2013). Student consultants of color and faculty members working together toward culturally sustaining pedagogy. To Improve the Academy, 32(1), 271-285. https://doi.org/10.1002/j.2334-4822.2013.tb00710.x
Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching: A guide for faculty. San Francisco, CA: Josey-Bass.
Curran, R., & Millard, L. (2015). A partnership approach to developing student capacity to engage and staff capacity to be engaging: Opportunities for academic developers. International Journal for Academic Development, 21(1), 67-78. https://doi.org/10.1080/1360144X.2015.1120212
Dickerson, C., Jarvis, J. & Stockwell, L. (2016). Staff-student collaboration: Student learning from working together to enhance educational practice in higher education. Teaching in Higher Education, 21(3), 249-265. https://doi.org/10.1080/13562517.2015.1136279
Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. York, UK: Higher Education Academy. Retrieved from https://www.advance-he.ac.uk/knowledge-hub/engagement-through-partnership-students-partners-learning-and-teaching-higher
Little, S., Sharp, H., Stanley, L., Hayward, M., Gannon-Leary, P., O’Neill, P., & Williams, J. (2011). Collaborating for staff-student partnerships: Experiences and observations. In S. Little (Ed.). Staff-student Partnerships in Higher Education (pp. 215-226). London, UK: Continuum.
Mercer-Mapstone, L., Dvorakova, S. L., Groenendijk, L., & Matthews, K. E. (2017). Idealism, conflict, leadership, and labels: Reflections on co-facilitation as partnership practice. Teaching and Learning Together in Higher Education, 1(21). Retrieved from http://repository.brynmawr.edu/tlthe/vol1/iss21/8/
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), 143-154.
Mercer-Mapstone, L., Marquis, E., & McConnell, C. (2018). The “partnership identity” in higher education: Moving from “Us” and “Them” to “We” in student-staff partnership. Student Engagement in Higher Education Journal, 2(1), 12-29.
Nygaard, C., Brand, S., Bartholomew, P., & Millard, L. (2013). Student engagement: identity, motivation and community. Faringdon, UK: Libri Publishing.
Pauli, R., Raymond-Barker, B. & Worrell, M. (2016). The impact of pedagogies of partnership on the student learning experience in UK higher education: a psychological perspective. York, UK: HEA. Retrieved from https://www.heacademy.ac.uk/resource/impact-pedagogies-partnership-student-learning-experience-ukhigher-education
Werder, C., & Otis, M. (2010). Engaging student voices in the study of teaching and learning. Sterling, VA: Stylus.
Werder, C., Thibou, S., & Kaufer, B. (2012). Students as co-inquirers: A requisite theory in educational development. Journal of Faculty Development, 26(3), 34-38.
How to Cite
LicenseAuthors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
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).