Expanding student expertise through a diversification of genres and roles
Bala, N. (2022b). Exploring the personal and professional work of pedagogical partnership at Vassar College. Teaching and Learning Together in Higher Education, 36. https://repository.brynmawr.edu/tlthe/vol1/iss36/1
Bala, N. (2022a). Launching a pedagogical partnership program at Emmanuel College. Teaching and Learning Together in Higher Education, 35. https://repository.brynmawr.edu/tlthe/vol1/iss35/1
Bala, N. (2021). A STEPP into uncertainty: Pursuing passions to embrace pedagogical risks. Teaching and Learning Together in Higher Education, 33. https://repository.brynmawr.edu/tlthe/vol1/iss33/4
Brown, K., de Bie, A., Aggarwal, A., Joslin, R., Williams-Habibi, S., & Sivanesanathan, V. (2020). Students with disabilities as partners: A case study on user testing an accessibility website. International Journal for Students as Partners, 4(2), 97–109. https://doi.org/10.15173/ijsap.v4i2.4051
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. (2022). Co-creating equitable teaching and learning: Structuring student voice in higher education. Harvard Education Press.
Cook-Sather, A., Abbot, S., & Felten, P. (2019). Legitimating reflective writing in SoTL: “Dysfunctional Illusions of Rigor” revisited. Teaching & Learning Inquiry, 7(2). http://dx.doi.org/10.20343/teachlearninqu.7.2.2
Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning & teaching: A guide for faculty. Jossey-Bass.
Cook-Sather, A., & Bala, N. (2022). When distance deepens connections: How intercollegiate partnership programs support empathetic, engaged, and equitable teaching approaches. Student Engagement in Higher Education Journal, 4(2), 128–145. https://sehej.raise-network.com/raise/article/view/1066
Cook-Sather, A., & Cook-Sather, M. (2023). From reporting to removing barriers: Transforming accommodation culture into equity culture. Education Sciences, 13(6), 611. https://doi.org/10.3390/educsci13060611
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
Cook-Sather, A., & Litvitskiy, N. (2020). Student partners’ recommendations regarding remote teaching and learning [Online resource]. https://docs.google.com/document/d/1rNnVPJNukBuW3SDUQHzWBJ7u7GJmmlJB-ZBcWa65jGs/edit
Cook-Sather, A. & Nguyen, V. (2023). Using shared Google docs to co-create life-affirming learning: A case of trauma-informed instructional design at the tertiary level. The Journal of Applied Instructional Design, 12(1). https://edtechbooks.org/jaid_12_1/using_shared_google_
Cook-Sather, A., Slates, S, Acai, A., Baxter, J., Bond, R., Lowe, T., Zurcher, H., O’Brien, J., Tavares, V., Lewe, M.-T., Khan, A., Poole, H., Smith, A. C., Iqbal, M. Z., Arm, K., Escobar Lema, J. E., Groening, J., Garg, K., Bello Rinaudo, N. L., Crisp, N., Mukherji, M., Addy, T., Lewis, L. M., Vayada, P., Zhang, M., Liang, Y. (S.), Rodgers, H. B., Judd, M.-M., Szucs, B., Thompson, D., Schmidt, S., Semos, I., Watchman Smith, N., Pfeifer-Luckett, R., Bala, N., Chia, M.-D., Kochhar-Lindgren, G., Leung, L., Lys, I., Matthews, K., Zou, T., & Lewis, R. (2021). Diversifying students-as-partners participants and practices. International Journal for Students as Partners, 5(1), 146–159. https://doi.org/10.15173/ijsap.v5i1.4627
Cook-Sather, A., Slates, S. E., Bala, N., Amer, A., Anthony, H., Cachia, C., Cassidy, A., Freer Conley, C., Costello, K., DeVita, J. M., Souto Galvan, A., Howells, M., Kapur, M., Kizimchuk, S., Kladder, J., Liao, C., Medland, E., Mori, Y., Morrin , A. M., Nyrose, S., O’Connor, R., Pountney, G., Selby, M., Sipos, Y., & Srinivasan, S. (2022). The art of partnership: Expanding representations and interpretations. International Journal for Students as Partners, 6(2), 135–152. https://doi.org/10.15173/ijsap.v6i2.5315
Doktor, S., Bach, D., Abbot, S., & Hardin, J. (2019). At the threshold: A case study of a partnership between a student organization and an educational development center. International Journal for Students as Partners, 3(1), 150–159. https://doi.org/10.15173/ijsap.v3i1.3511
Matthews, K. E. (2017). Five propositions for genuine students as partners practice. International Journal for Students as Partners, 1(2), 109. https://doi.org/10.15173/ijsap.v1i2.3315
Ntem, A., Nguyen, E., Rafferty, C., Kwan, C. & Benlahcene, A. (2020). Students as partners in crisis? Student co-editors’ perspectives on COVID-19, values, and the shift to virtual spaces, International Journal for Students as Partners, 4(2). https://doi.org/10.15173/ijsap.v4i2.4432
Ortquist-Ahrens. L. (2021). Building partnership through partnership: Reflections on the role of post-baccalaureate fellows in program development. International Journal for Students as Partners, 5(2), 191–197. https://doi.org/10.15173/ijsap.v5i2.4618
Tan, E. (2023). Partnership in the age of generative artificial intelligence. Teaching and Learning Together in Higher Education, 39. https://repository.brynmawr.edu/tlthe/vol1/iss39/3
How to Cite
Copyright (c) 2023 Alison Cook-Sather, Nandeeta Bala
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).