Towards a partnership model for developing core abilities
Keywords:core abilities, experiential learning, students and tutors, Klob cycle, integrated development
A tutor and a student together propose a model for integrated student and staff engagement that concentrates on developing students’ core abilities. They build upon their respective experiences of self-managed problem-based learning and of the purposeful promotion of core abilities. They explore the potential of collaborative interaction between trainee tutors and their students, who are both freshly engaged in self-managed experiential learning. The authors’ use of the Kolb Cycle as a framework is exemplified in the student-author’s experiential learning. They relate and comment upon the tutor-author’s iterative attempts to overlap experiential learning cycles for trainee tutors and their students, and extend the emerging model by adding purposeful peer interactions and regular evidence-based evaluations. Their completed scheme features a partnership wherein tutors’ growing experiences of structuring and facilitating socio-constructivist learning are integrated with students’ reflective reviews of recent developmental experiences.
Blinne, K. (2013 ). Start with the syllabus: HELPing learners learn through class content collaboration. College Teaching, 61(2), 41–43. https://doi.org/10.1080/87567555.2012.708679
Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching: A guide for faculty. Jossey-Bass.
Cowan, J. (2006). On becoming an innovative university teacher (2nd edition). Open University Press.
Cowan, J. (2013). Facilitating reflective journalling: Personal reflections on three decades of practice. Journal of Learning Development in Higher Education, (5). https://doi.org/10.47408/jldhe.v0i5.154
Cowan, J. (2020). Students’ evidenced claims for development of abilities arising from linked reflection-on-action and reflection-for-action. Reflective Practice, 21(2), 159–170. https://doi.org/10.1080/14623943.2020.1716709.
Cowan, J., & Meleg, A. (1982). Entrenado profesores para entranar profesores. Xth Congreso Panamericano de las Enseñanza de la Ingenieria. San Juan, Puerto Rico.
Cowan, J., Pottinger, I., Weedon, E., & Wood, H. (1995). Development - through researching your own practice. Proceedings of 17th World Conference for Distance Education. International Council for Open and Distance Education (ICDE).
Dewey, J. (1910). How we think. Heath and Co.
Freire, P. (1972). Pedagogy of the oppressed. Penguin Books.
Hanna-Benson, C., Kroeze, S., Gandhi, R., Haffie, T., & Wahl, L. (2020). Students as partners in collaborative course design and educational research. International Journal for Students as Partners, 4(2), 61–80. https://doi.org/10.15173/ijsap.v4i2.4237
Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. Higher Education Academy. https://www.advance-he.ac.uk/knowledge-hub/engagement-through-partnership-students-partners-learning-and-teaching-higher
Healey, M., & Healey, R. L. (2019). Student engagement through partnership: A guide and update to Advance HE Framework (04). Advance HE. https://drive.google.com/file/d/1-ia0s5_CDQQeIHkZUrNGtp7g-BT_UEi3/view
Heywood, J. (1996). Improving engineering teaching through classroom researches. Proceedings ASEE/IEEE, Frontiers in Education Conference (pp. 1303–1308). American Society for Engineering Education.
hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.
Jonsson, M. (2020). Five reasons why working as a student partner is energizing. International Journal for Students as Partners, 4(2), 150–154. https://doi.org/10.15173/ijsap.v4i2.4336
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
Mercer-Mapstone, L., Dvorakova, S., Matthews, K., Abbot, S., Cheng, B., Felten, P., & Swaim, K. (2017). A systematic literature review of students as partners in higher education. International Journal for Students as Partners, 1(1), 1–23. https://doi.org/10.15173/ijsap.v1i1.3119
Nygaard, C., Brand, S., Bartholomew, P., & Millard, L. (2013). Student engagement: identity, motivation, and community. Libri Publishing.
Quilligan, M., Phillips, D., & Cosgrove, T. (2017). Encouraging and facilitating students’ creativity in problem solving in civil engineering at the University of Limerick. Creative Academic Magazine, (7c), 80–93. https://www.creativeacademic.uk/uploads/1/3/5/4/13542890/cam_7c_june.pdf
How to Cite
Copyright (c) 2023 John Cowan, Clarissa Harte
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).