What we talk about when we talk about Students as Partners
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References
Berryman, M., Bourke, R., & Cook-Sather, A. (in preparation, 2018). Weaving mana ōrite, ako, and pedagogical partnership principles: Understanding partnership in education within and beyond Aotearoa New Zealand. Manuscript in preparation.
Bourke, R., & Loveridge, J. (Eds.) (2018). Radical collegiality through student voice: Educational experience, policy and practice. Springer Singapore.
Bovill, C., Cook-Sather, A., Felten, P., Millard, L., & Moore-Cherry, N. (2016). Addressing potential challenges in co-creating learning and teaching: Overcoming resistance, navigating institutional norms and ensuring inclusivity in student-staff partnerships. Higher Education, 71(2), 195-208.
Cates, R., Madigan, M., & Reitenauer, V. (2018). ‘Locations of Possibility’: Critical perspectives on partnership. International Journal for Students as Partners, 2(1), 33-46. https://dx.doi.org/10.15173/ijsap.v2i1.3341
Cliffe, A., Cook-Sather, A., Healey, M., Healey, R. L., Marquis, E., Matthews, K. E., Mercer-Mapstone, L., Ntem, A., Puri, V., & Woolmer, C. (2017). Launching a journal about and through students as partners. International Journal for Students as Partners, 1(1).
Cook-Sather, A. (2002). Authorizing students’ perspectives: Toward trust, dialogue, and change in education. Educational Researcher, 31(4) 3-14.
Cook-Sather, A. (2006). Sound, presence, and power: Exploring “student voice” in educational research and reform. Curriculum Inquiry, 36(4), 359-390. Retrieved from https://www.jstor.org/stable/4124743
Cook-Sather, A. (in press). Perpetual translation: Conveying the languages and practices of student voice and pedagogical partnership across differences of identity, culture, position, and power. Transformative Dialogues.
Cook-Sather, A., Bahti, M., & Ntem, A. (in preparation, 2018). Student-faculty pedagogical partnerships focused on classroom teaching and curriculum design and redesign: A how-to guide for program directors, faculty, and students. Manuscript submitted for publication.
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.
Cook-Sather, A., & Felten, P. (2017). Ethics of academic leadership: Guiding learning and teaching. In Frank Wu & Margaret Wood (Eds.), Cosmopolitan perspectives on becoming an academic leader in higher education (pp. 175-191). London: Bloomsbury Academic.
Cook-Sather, A., Woolmer, C., Gläser, K., & Felten, P. (2018, June). Valuing different voices: Strategies for enacting pedagogical partnerships in diverse contexts. International Consortium for Educational Development Conference. Atlanta, GA.
Cook-Sather, A., Matthews, K. E., Acai, A., Healey, M., & Healey, R. (in preparation, 2018). Bringing ‘partnership’ into being: The language and terminology of students as partners in higher education. Manuscript in preparation.
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
Fielding, M. (2001). Students as radical agents of change. Journal of Educational Change, 2(3),
123-141.
Fielding, M. (2004). ‘New wave’ student voice and the renewal of civic society. London Review
of Education, 2(3), 197-217.
Healey, M., Flint, A., & Harrington, K. (2014). Students as partners in learning and teaching in higher education. York: Higher Education Academy. Retrieved from
https://www.heacademy.ac.uk/system/files/resources/engagement_through_partnership.pdf
Healey, M., & Healey, R. L. (2018). ‘It depends’: Exploring the context-dependent nature of students as partners. International Journal for Students as Partners, 2(1), 1-10. https://dx.doi.org/10.15173/ijsap.v2i1.3472
Healey, M., Healey, R. L., & Cliffe, A. (2018). Engaging in radical work: Students as partners in academic publishing. Efficiency Exchange. Retrieved from http://www.efficiencyexchange.ac.uk/12775/engaging-radical-work-students-partners-academic-publishing/
Hermsen, T., Kuiper, T., Roelofs, F., & van Wijchen, J. (2017). Without emotions, never a partnership! International Journal for Students as Partners, 1(2), 1-5. https://dx.doi.org/10.15173/ijsap.v1i2.3228
Kehler, A., Verwoord, R., & Smith, H. (2017). We are the process: Reflections on the underestimation of power in students as partners in practice. International Journal for Students as Partners, 1(1), 1-15. https://dx.doi.org/10.15173/ijsap.v1i1.3176
Matthews, K. E. (2017). Five propositions for genuine students as partners practice. International Journal for Students as Partners, 1(2), 1-9. https://dx.doi.org/10.15173/ijsap.v1i2.3315
Matthews, K. E., Cook-Sather, A., Acai, A., Dvorakova, S. L., Felten, P., Marquis, E., & Mercer-Mapstone, L. (2018a). Toward theories of partnership praxis: An analysis of interpretive framing in literature on students as partners in university teaching and learning. Higher Education Research & Development. https://doi.org/10.1080/07294360.2018.1530199
Matthews, K. E., Dwyer, A., Hine, L., & Turner, J. (2018). Conceptions of students as partners. Higher Education, 1-15. Retrieved from https://dx.doi.org/10.1007/s10734-018-0257-y
Matthews, K. E., Mercer-Mapstone, L., Dvorakova, S. L., Acia, A., Cook-Sather, A., Felten, P., Healey, M., Healey, R., & Marquis, E. (2018b). Enhancing outcomes and reducing inhibitors to the engagement of students and staff in learning and teaching partnerships: Implications for academic development. International Journal for Academic Development. https://doi.org/10.1080/1360144X.2018.1545233
Mihans, R. J. II, Long, D. T., & Felten, P. (2008). Power and expertise: Student-faculty collaboration in course design and the scholarship of teaching and learning. International Journal for the Scholarship of Teaching and Learning, 2(2), Article 16. Retrieved from http://digitalcommons.georgiasouthern.edu/ij-sotl/vol2/iss2/16
Neary, M. (2010). Student as producer: A pedagogy for the avant-garde? Learning Exchange, 1(1).
Quality Assurance Agency, United Kingdom. (2012). UK quality code for higher education: Part B: Assuring and enhancing academic quality: Chapter B5: Student engagement. Retrieved from https://www.qaa.ac.uk/quality-code/the-existing-uk-quality-code/part-b-assuring-and-enhancing-academic-quality
Ramsden, P. (2008). The future of higher education: Teaching and the student experience. London: BIS.
Rudduck, J., & Flutter, J. (2004). How to improve your school: Giving pupils a voice. London: Continuum Press.
Van Manen, M., McClelland, J., & Plihal, J. (2007). Naming student experiences and experiencing student naming. In D. Thiessen & A. Cook-Sather (Eds.) International handbook of student experience in elementary and secondary school (pp. 85-98). New York, NY: Springer.
Will, L. [DrLetitiaWill]. (2018, April 15). As #highered we are still in a place where we do not realize that students are central to what we do. Anytime our decisions are made with them as an afterthought we are heading down a wrong path. #Students #studentsaspartners #studentcentered [Tweet]. Retrieved from https://twitter.com/drletitiawill/status/985227680638492673?s=12
Wright, A. [wrightetal]. (2018, March 29). Interesting this notion finally gets some play. "Partners" implies parity and equal status and #studentsaspartners often has a pretentious, misleading, flavour. It denies the very real differences between faculty and students. Don't disguise your position of power. [Tweet]. Retrieved from https://twitter.com/wrightetal/status/979312833996476416
Bourke, R., & Loveridge, J. (Eds.) (2018). Radical collegiality through student voice: Educational experience, policy and practice. Springer Singapore.
Bovill, C., Cook-Sather, A., Felten, P., Millard, L., & Moore-Cherry, N. (2016). Addressing potential challenges in co-creating learning and teaching: Overcoming resistance, navigating institutional norms and ensuring inclusivity in student-staff partnerships. Higher Education, 71(2), 195-208.
Cates, R., Madigan, M., & Reitenauer, V. (2018). ‘Locations of Possibility’: Critical perspectives on partnership. International Journal for Students as Partners, 2(1), 33-46. https://dx.doi.org/10.15173/ijsap.v2i1.3341
Cliffe, A., Cook-Sather, A., Healey, M., Healey, R. L., Marquis, E., Matthews, K. E., Mercer-Mapstone, L., Ntem, A., Puri, V., & Woolmer, C. (2017). Launching a journal about and through students as partners. International Journal for Students as Partners, 1(1).
Cook-Sather, A. (2002). Authorizing students’ perspectives: Toward trust, dialogue, and change in education. Educational Researcher, 31(4) 3-14.
Cook-Sather, A. (2006). Sound, presence, and power: Exploring “student voice” in educational research and reform. Curriculum Inquiry, 36(4), 359-390. Retrieved from https://www.jstor.org/stable/4124743
Cook-Sather, A. (in press). Perpetual translation: Conveying the languages and practices of student voice and pedagogical partnership across differences of identity, culture, position, and power. Transformative Dialogues.
Cook-Sather, A., Bahti, M., & Ntem, A. (in preparation, 2018). Student-faculty pedagogical partnerships focused on classroom teaching and curriculum design and redesign: A how-to guide for program directors, faculty, and students. Manuscript submitted for publication.
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.
Cook-Sather, A., & Felten, P. (2017). Ethics of academic leadership: Guiding learning and teaching. In Frank Wu & Margaret Wood (Eds.), Cosmopolitan perspectives on becoming an academic leader in higher education (pp. 175-191). London: Bloomsbury Academic.
Cook-Sather, A., Woolmer, C., Gläser, K., & Felten, P. (2018, June). Valuing different voices: Strategies for enacting pedagogical partnerships in diverse contexts. International Consortium for Educational Development Conference. Atlanta, GA.
Cook-Sather, A., Matthews, K. E., Acai, A., Healey, M., & Healey, R. (in preparation, 2018). Bringing ‘partnership’ into being: The language and terminology of students as partners in higher education. Manuscript in preparation.
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
Fielding, M. (2001). Students as radical agents of change. Journal of Educational Change, 2(3),
123-141.
Fielding, M. (2004). ‘New wave’ student voice and the renewal of civic society. London Review
of Education, 2(3), 197-217.
Healey, M., Flint, A., & Harrington, K. (2014). Students as partners in learning and teaching in higher education. York: Higher Education Academy. Retrieved from
https://www.heacademy.ac.uk/system/files/resources/engagement_through_partnership.pdf
Healey, M., & Healey, R. L. (2018). ‘It depends’: Exploring the context-dependent nature of students as partners. International Journal for Students as Partners, 2(1), 1-10. https://dx.doi.org/10.15173/ijsap.v2i1.3472
Healey, M., Healey, R. L., & Cliffe, A. (2018). Engaging in radical work: Students as partners in academic publishing. Efficiency Exchange. Retrieved from http://www.efficiencyexchange.ac.uk/12775/engaging-radical-work-students-partners-academic-publishing/
Hermsen, T., Kuiper, T., Roelofs, F., & van Wijchen, J. (2017). Without emotions, never a partnership! International Journal for Students as Partners, 1(2), 1-5. https://dx.doi.org/10.15173/ijsap.v1i2.3228
Kehler, A., Verwoord, R., & Smith, H. (2017). We are the process: Reflections on the underestimation of power in students as partners in practice. International Journal for Students as Partners, 1(1), 1-15. https://dx.doi.org/10.15173/ijsap.v1i1.3176
Matthews, K. E. (2017). Five propositions for genuine students as partners practice. International Journal for Students as Partners, 1(2), 1-9. https://dx.doi.org/10.15173/ijsap.v1i2.3315
Matthews, K. E., Cook-Sather, A., Acai, A., Dvorakova, S. L., Felten, P., Marquis, E., & Mercer-Mapstone, L. (2018a). Toward theories of partnership praxis: An analysis of interpretive framing in literature on students as partners in university teaching and learning. Higher Education Research & Development. https://doi.org/10.1080/07294360.2018.1530199
Matthews, K. E., Dwyer, A., Hine, L., & Turner, J. (2018). Conceptions of students as partners. Higher Education, 1-15. Retrieved from https://dx.doi.org/10.1007/s10734-018-0257-y
Matthews, K. E., Mercer-Mapstone, L., Dvorakova, S. L., Acia, A., Cook-Sather, A., Felten, P., Healey, M., Healey, R., & Marquis, E. (2018b). Enhancing outcomes and reducing inhibitors to the engagement of students and staff in learning and teaching partnerships: Implications for academic development. International Journal for Academic Development. https://doi.org/10.1080/1360144X.2018.1545233
Mihans, R. J. II, Long, D. T., & Felten, P. (2008). Power and expertise: Student-faculty collaboration in course design and the scholarship of teaching and learning. International Journal for the Scholarship of Teaching and Learning, 2(2), Article 16. Retrieved from http://digitalcommons.georgiasouthern.edu/ij-sotl/vol2/iss2/16
Neary, M. (2010). Student as producer: A pedagogy for the avant-garde? Learning Exchange, 1(1).
Quality Assurance Agency, United Kingdom. (2012). UK quality code for higher education: Part B: Assuring and enhancing academic quality: Chapter B5: Student engagement. Retrieved from https://www.qaa.ac.uk/quality-code/the-existing-uk-quality-code/part-b-assuring-and-enhancing-academic-quality
Ramsden, P. (2008). The future of higher education: Teaching and the student experience. London: BIS.
Rudduck, J., & Flutter, J. (2004). How to improve your school: Giving pupils a voice. London: Continuum Press.
Van Manen, M., McClelland, J., & Plihal, J. (2007). Naming student experiences and experiencing student naming. In D. Thiessen & A. Cook-Sather (Eds.) International handbook of student experience in elementary and secondary school (pp. 85-98). New York, NY: Springer.
Will, L. [DrLetitiaWill]. (2018, April 15). As #highered we are still in a place where we do not realize that students are central to what we do. Anytime our decisions are made with them as an afterthought we are heading down a wrong path. #Students #studentsaspartners #studentcentered [Tweet]. Retrieved from https://twitter.com/drletitiawill/status/985227680638492673?s=12
Wright, A. [wrightetal]. (2018, March 29). Interesting this notion finally gets some play. "Partners" implies parity and equal status and #studentsaspartners often has a pretentious, misleading, flavour. It denies the very real differences between faculty and students. Don't disguise your position of power. [Tweet]. Retrieved from https://twitter.com/wrightetal/status/979312833996476416
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Published
2018-12-03
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Cook-Sather, A., Matthews, K. E., Ntem, A., & Leathwick, S. (2018). What we talk about when we talk about Students as Partners. International Journal for Students as Partners, 2(2), 1–9. https://doi.org/10.15173/ijsap.v2i2.3790
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