The impact of student-faculty partnerships on student partners who become academics
Editorial
DOI:
https://doi.org/10.15173/ijsap.v5i2.4862Keywords:
Students as Partners, Long term impact, Academia, ValuesDownloads
References
REFERENCES
Cook-Sather, A., (2017, March 6). Alison Cook-Sather on partnerships between students and faculty. https://www.youtube.com/watch?v=SpwI-con6V0&t=6s
Cook-Sather, A. (2014). Student–faculty partnership in explorations of pedagogical practice: A
threshold concept in academic development. International Journal for Academic
Development, 19(3), 186–198. https://doi.org/10.1080/1360144X.2013.805694
Cook-Sather, A. (2011). Layered learning: Student consultants deepening classroom and life lessons. Educational Action Research, 19, 1, 41–57. DOI 10.1080/09650792.2011.547680
Cook-Sather, A., & Kaur, A. (under review). Naming and nurturing faculty attitudes and intentions critical to realizing the transformative potential of student-faculty pedagogical partnerships. Journal of Educational Innovation, Partnership and Change.
Cook-Sather, A., & Luz, A. (2015). Greater engagement in and responsibility for learning: What happens when students cross the threshold of student–faculty partnership. Higher Education Research & Development 34(6), 1097–1109. https://doi.org/10.1080/07294360.2014.911263
Encabo, M.(2015). "Developing “Middle” Pedagogy," Teaching and Learning Together in Higher Education: Iss. 14. http://repository.brynmawr.edu/tlthe/vol1/iss14/2.
Higher Education Academy (2015) Framework for student engagement through partnership. York: HE Academy https://www.heacademy.ac.uk/sites/default/files/downloads/student-enagagement-through-partnership-new.pdf
Kaur, A., Kumar, V., & Noman, M. (2021). Partnering with doctoral students in research supervision: Opportunities and challenges. Higher Education Research & Development https://doi.org/10.1080/07294360.2020.1871326
Kaur, A., & Noman, M. (2019). Students as Partners (SaP) as a motivational tool for students’ engagement – A self-determination theory perspective. Journal of University Teaching and Learning 17(1), 1-13. https://ro.uow.edu.au/jutlp/vol17/iss1/8/.
Matthews, K. E., Cook-Sather, A., & Healey, M. (2018). Connecting learning, teaching, and research through student-staff partnerships: Toward universities as egalitarian learning communities. In V. C. H. Tong, A. Standen, & M. Sotiriou (Eds.), Research equals teaching: Inspiring research-based education through student-staff partnerships (pp. 23-29). London: University College of London Press. Retrieved from http://www.ucl.ac.uk/ucl-press/browse-books/shaping-higher-education-withstudents
O'Hara, M. (2015). Multiple iterations of partnership: My co-creation journey as a student and a teacher. Teaching and Learning Together in Higher Education: 14, 4. http://repository.brynmawr.edu/tlthe/vol1/iss14/4
Wisker, G., & Kiley, M. (2012). Professional learning: Lessons for supervision from doctoral examining. International Journal for Academic Development 19(2), 125-138. https://doi.org/ 10.1080/1360144X.2012.727762.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Amrita Kaur, Anthony Cliffe, Abderrahim Benlahcene, Mohammad Noman
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors 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 - this applies to the submitted, accepted, and published versions of the manuscript. This can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access).