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Recognizing students’ expertise and insights in expanding forms of academic writing and publishing about learning and teaching

Authors

DOI:

https://doi.org/10.15173/ijsap.v5i1.4626

Keywords:

Student writers, Student publishers, students as partners in learning and teaching

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References

Abbot, S. (2020). Reflection 7.2. Acknowledging imposter syndrome. In M. Healey, K. E. Matthews, & A. Cook-Sather Writing about learning and teaching in higher education: Creating and contributing to public scholarly conversations across a range of genres (p. 73). Center for Engaged Learning Open-Access Books, Elon University, USA. https://www.centerforengagedlearning.org/books/writing-about-learning/

Aquarone, F., Nehéz-Posony, L., Anwar, P. R., Salam, S., Koutsouri, E., Kim, M., Suh, S., Mayomi, T., Pilarska, J., Houghton, E., & Boodai, Y. (2020). ‘We’re trying to do things differently’: The challenges of relationships and recognition in Higher Education. Centre for Public Policy Research (CPPR), King’s College London. https://www.kcl.ac.uk/ecs/assets/were-trying-to-do-things-differently-ebook.pdf

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

Cates, R. M., Madigan, M. R., & Reitenauer, V. L. (2018). ‘Locations of possibility’: Critical perspectives on partnership. International Journal for Students as Partners, 2(1), 33-46. https://doi.org/10.15173/ijsap.v2i1.3341

Cliffe, A., Cook-Sather, A., Healey, M., Healey, R., 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). https://doi.org/10.15173/ijsap.v1i1.3194

Cook-Sather, A., Abbot, S., & Felten, P. (2019). Legitimating reflective writing in SoTL: “Dysfunctional illusions of rigor” revisited. Teaching & Learning Inquiry, 7(2), 14-27. https://doi.org/10.20343/teachlearninqu.7.2.2

Cook-Sather, A, Bovill, C, & Felten, P (2014). Engaging students as partners in teaching & learning: A guide for faculty. San Francisco: Jossey-Bass.

Cook-Sather, A., Healey, M., & Matthews, K. E. (2020). Writing about learning and teaching in precarious and promising times. Association of American Colleges and Universities Liberal Education Blog. 18 Sept. https://www.aacu.org/blog/writing-about-learning-and-teaching-precarious-and-promising-times

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

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

Dwyer, A. (2020). Reflection 19.1. The experience of writing an opinion piece, In M. Healey, K. E. Matthews, & A. Cook-Sather. Writing about learning and teaching in higher education: Creating and contributing to public scholarly conversations across a range of genres (p. 209). Center for Engaged Learning Open-Access Books, Elon University, USA. https://www.centerforengagedlearning.org/books/writing-about-learning/

Guitman, R., Acai, A., & Mercer-Mapstone. L. (2020). Unlearning hierarchies and striving for relational diversity: a feminist manifesto for student-staff partnerships. In L. Mercer-Mapstone, & S. Abbot (Eds.), Power of partnership (pp. 61-72). Center for Engaged Learning Open-Access Books, Elon University, USA. http://www.centerforengagedlearning.org/books/power-of-partnership/chapter-3/

Healey, M., Cook-Sather, A., & Matthews, K. E. (2020). Expanding the conventional writing genres: A matter of equity and inclusion. Educational Developments, 21(3), 8-11 https://www.seda.ac.uk/ed-devs-2020

Healey, M., Matthews, K. E., & Cook-Sather, A. (2019). Writing scholarship of teaching and learning articles for peer-reviewed journals. Teaching & Learning Inquiry, 7(2), 28-50. https://doi.org/10.20343/teachlearninqu.7.2.3

Healey, M., Matthews, K. E., & Cook-Sather, A. (2020). Writing about learning and teaching in higher education: Creating and contributing to public scholarly conversations across a range of genres. Center for Engaged Learning Open-Access Books, Elon University, USA. https://www.centerforengagedlearning.org/books/writing-about-learning/

Maurer, T. (2017). Guidelines for authorship credit, order, and co-inquirer learning in collaborative faculty-student SoTL projects. Teaching & Learning Inquiry, 5(1). http://dx.doi.org/10.20343/teachlearninqu.5.1.9

Mercer-Mapstone, L., & Abbot, S. (2020). Things that make us go hmmm. In L. Mercer-Mapstone & S. Abbot (Eds), The power of partnerships. Center for Engaged Learning Open-Access Books, Elon University, USA. https://www.centerforengagedlearning.org/books/power-of-partnership/conclusion/

Ntem, A., Ngyuen, E., Rafferty, C., Kwan, C., & Benlahceneim, A. (2020). Students as partners in crisis: The impact of COVID-19 on the transition to remote and virtual spaces. International Journal for Students as Partners, 4(2), 1-8. https://doi.org/10.15173/ijsap.v4i2.4432

Sword, H. (2009). Writing higher education differently: A manifesto on style. Studies in Higher Education, 34(3), 319-336.

Yahlnaaw. (2019). T’aats’iigang – Stuffing a jar full. International Journal for Students as Partners, 3(2), 6-10. https://doi.org/10.15173/ijsap.v3i2.4081

Yahlnaaw. (2020). Reflection 11.1. Experience of different presentation genres. In M. Healey, K. E. Matthews, & A. Cook-Sather. Writing about learning and teaching in higher education: Creating and contributing to public scholarly conversations across a range of genres (p. 105). Center for Engaged Learning Open-Access Books, Elon University, USA. https://www.centerforengagedlearning.org/books/writing-about-learning/

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Published

2021-05-07

How to Cite

Cook-Sather, A. ., Healey, M., & Matthews, K. E. . (2021). Recognizing students’ expertise and insights in expanding forms of academic writing and publishing about learning and teaching. International Journal for Students as Partners, 5(1), 1-7. https://doi.org/10.15173/ijsap.v5i1.4626

Issue

Section

Editorial