Overcoming instructor change resistance through student-faculty partnership and relational feedback

Authors

DOI:

https://doi.org/10.15173/ijsap.v10i2.6860

Keywords:

students as partners, embodied feedback, faculty resistance to change, student consultants, inclusive teaching

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References

Ajjawi, R., & Regehr, G. (2019). When I say … feedback. Medical Education, 53(7), 652–654. https://doi.org/10.1111/medu.13746

Dai, W., Tsai, Y.-S., Gašević, D., & Chen, G. (2025). Designing relational feedback: A rapid review and qualitative synthesis. Assessment & Evaluation in Higher Education, 50(1), 16–30. https://doi.org/10.1080/02602938.2024.2361166

Ntem, A., & Cook-Sather, A. (2018). Resistances and resiliencies in student-faculty pedagogical partnership. International Journal for Students as Partners, 2(1), 82–96. https://doi.org/10.15173/ijsap.v2i1.3372

Zhou, J., Dawson, P., Tai, J. H.-M., & Bearman, M. (2020). How conceptualising respect can inform feedback pedagogies. Assessment & Evaluation in Higher Education, 46(1), 68–79. https://doi.org/10.1080/02602938.2020.1733490

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Published

2026-07-27

How to Cite

Bulek, D., Calacat, R., Fernandez, R., & Beadles-Bohling, A. (2026). Overcoming instructor change resistance through student-faculty partnership and relational feedback. International Journal for Students as Partners, 10(2). https://doi.org/10.15173/ijsap.v10i2.6860

Issue

Vol. 10 No. 2 (2026)

Section

Reflective Essays

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Copyright (c) 2026 Daniel Bulek, Rosemarie Calacat, Raymond Fernandez, Amy Beadles-Bohling

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