Involving students as partners in honing the craft of teaching

A multi-disciplinary perspective

Authors

DOI:

https://doi.org/10.15173/ijsap.v9i2.6060

Keywords:

Decoding the Disciplines, Bottleneck, Scholarship of Teaching and Learning, SoTL

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Author Biographies

Temple Burling, Carthage College

Temple Burling is Professor of Biology at Carthage College. Email: tburling@carthage.edu 

E. Leslie Cameron, Carthage College

Leslie Cameron is Professor of Psychological Science at Carthage College. Email: lcameron@carthage.edu 

References

Cameron, E.L., Burling, T. & Choronuk, S. (2024, April 10–12). Getting past learning bottlenecks in collaboration with student partners. [Conference presentation]. Annual Meeting of the Midwestern Psychological Association, Chicago, IL, United States.

Cameron, E.L., Duffy, K. & Burling, T. (2023, November 6–7). Using decoding to make visual data (pictures) worth a thousand words. [Conference presentation]. Conference on Decoding the Disciplines, Aachen, Germany. https://drive.google.com/file/d/1w5BIF8wOWQYAfTbP8JCFAPLp2EJv3gp7/view?usp=sharing

Pace, D. (2017). The decoding the disciplines paradigm: Seven steps to increased student learning. Indiana University Press.

Pelnar, H., Reyes, G., Sehgal, K., & Cameron, L. (2020). Partners, not peers: Defining boundaries and expectations in student partnerships. International Journal for Students as Partners, 4(2), 138-144. https://doi.org/10.15173/ijsap.v4i2.4289

Rouse, M., Phillips, J., Mehaffey, R., McGowan, S., & Felten, P. (2017). Decoding and disclosure in students-as-partners research: A case study of the political science literature review. International Journal for Students as Partners, 1(1), 1–14. https://doi.org/10.15173/ijsap.v1i1.3061

Tishman, S. (2018). Slow looking: The art and practice of learning through observation. Routledge.

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Published

2025-10-15

How to Cite

Choronzuk, S., Burling, T., & Cameron, E. L. . (2025). Involving students as partners in honing the craft of teaching: A multi-disciplinary perspective. International Journal for Students as Partners, 9(2), 240–246. https://doi.org/10.15173/ijsap.v9i2.6060

Issue

Vol. 9 No. 2 (2025)

Section

Reflective Essays

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Copyright (c) 2025 Sophia Choronzuk, Temple Burling, E. Leslie Cameron

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