University work-study programs transitioning from student employment opportunities to student-faculty partnerships

Authors

  • Erica de Souza University of Toronto
  • Sherry Fukuzawa University of Toronto Mississauga

DOI:

https://doi.org/10.15173/ijsap.v7i2.5482

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References

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

de Souza, E., & Watson, S. (2020). The role of relationships in Indigenous community-engaged learning. Undergraduate Journal of Service Learning & Community-Based Research, 10, 15–22. https://doi.org/10.56421/ujslcbr.v10i0.315

Fukuzawa, S., King Jamieson, V., Laliberte, N., & Belmore, D. (2020). Community-engaged learning (CEL): Integrating anthropological discourse with Indigenous knowledge. Teaching Anthropology, 9(2), 43–50. https://doi.org/10.22582/ta.v9i2.561

Gravett, K., Kinchin, I. M., & Winstone, N. E. (2020). “More than customers”: Conceptions of students as partners held by students, staff, and institutional leaders. Studies in Higher Education, 45(12), 2582. https://doi.org/10.1080/03075079.2019.1623769

Healey, M., & Healey, R. (2018). “It depends”: Exploring the context-dependent nature of students as partners practices and policies. International Journal for Students as Partners, 2(1), 6. https://doi.org/10.15173/ijsap.v2i1.3472

Healey, M., Flint, A., & Harrington, K. (2016). Students as partners: Reflections on a conceptual model. Teaching and Learning Inquiry, 4(2), 1–13. https://doi.org/10.20343/teachlearninqu.4.2.3

Judge, A., Fukuzawa, S., Ferrier, J. (2021). Local Indigenous ways of knowing and learning in the classroom through community-engaged learning. Teaching Anthropology 10(4), 47–57. https://doi.org/10.22582/ta.v10i4.623

Marquis, E., Puri, V., Wan, S., Ahmad, A., Goff, L., Knorr, K., Vassileva, I., & Woo, J. (2016). Navigating the threshold of student-staff partnerships: A case study from an Ontario teaching and learning institute. The International Journal for Academic Development, 21 (1), 4–15. https://doi.org/10.1080/1360144X.2015.1113538

Matthews, K. E., A. Cook-Sather, and M. Healey. (2018). Connecting learning, teaching, and research through student-staff partnerships: Toward universities as egalitarian learning communities. In V. Tong, A. Standen, & M. Sotiriou (Eds.), Research equals teaching: Inspiring research-based education through student-staff partnerships (pp. 24–25). University College of London Press.

Seale, J., Gibson, S., Haynes, J., & Potter, A. (2015). Power and resistance: Reflections on the rhetoric and reality of using participatory methods to promote student voice and engagement in higher education. Journal of Further and Higher Education, 39(4), 534–552. https://doi.org/10.1080/0309877X.2014.938264

Tobolowsky, B. F., Cox, B. E., & Chunoo, V. S. (2020). Bridging the cultural gap: Relationships between programmatic offerings and first-generation student benchmarks. Journal of College Student Retention: Research, Theory & Practice, 22(2), 273–297. https://doi.org/10.1177/1521025117742377

University of Toronto. (2023). Work study program. Student Life. https://studentlife.utoronto.ca/program/work-study-program/

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Published

2023-10-16

How to Cite

de Souza, E., & Fukuzawa, S. (2023). University work-study programs transitioning from student employment opportunities to student-faculty partnerships. International Journal for Students as Partners, 7(2), 192–198. https://doi.org/10.15173/ijsap.v7i2.5482

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Section

Reflective Essays