Emotion and Partnerships

Auteurs-es

  • Peter Felten Elon University

DOI :

https://doi.org/10.15173/ijsap.v1i2.3070

Mots-clés :

partnership, emotion, students-as-partners

Résumé

The scholarly literature on partnerships virtually ignores emotion. That is unfortunate because both the practices we use and the research we conduct could be deepened by directly addressing the ways emotions influence partnership processes and outcomes

Téléchargements

Les données relatives au téléchargement ne sont pas encore disponibles.

Biographie de l'auteur-e

Peter Felten, Elon University

Assistant provost for teaching and learning, executive director of the Center for Engaged Learning, and professor of history

Références

Alter, Z. (2012). Discerning growth. Teaching and Learning Together in Higher Education, 6. http://repository.brynmawr.edu/tlthe/vol1/iss6/3

Bovill, C., Cook-Sather, A., Felten, P., Millard, L., & Moore-Cherry, N. (2016). Addressing potential challenges in co-creating learning and teaching. Higher Education 71(2), 195-208. doi:10.1007/s10734-015-9896-4

Conner, J. (2012). Steps in walking the talk: How working with a student consultant helped me integrate student voice more fully into my pedagogical planning and practice. Teaching and Learning Together in Higher Education, 6. http://repository.brynmawr.edu/tlthe/vol1/iss6/6

Cook-Sather, A. (2011). Layered learning. Educational Action Research 19(1), 41-57. http://dx.doi.org/10.1080/09650792.2011.547680

Cook-Sather, A. (2014). Multiplying perspectives and improving practice. Instructional Science 41, 31-46. http://repository.brynmawr.edu/edu_pubs/28

Cook-Sather, A., & Abbot, S. (2016). Translating partnerships: How faculty-student collaboration in explorations of teaching and learning can transform perceptions, terms, and selves. Teaching & Learning Inquiry, 4(2). http://dx.doi.org/10.20343/teachlearninqu.4.2.5

Cook-Sather, A., Bovill, C., & Felten P. (2014). Engaging students as partners in learning and teaching: A guide for faculty. San Francisco: Jossey-Bass.

Dvorakova, L., Swaim, K., Mercer-Mapstone, L., Marquis, E., Matthews, K., & Felten, P. (2016). Exploring students as partners across countries and contexts through a systematic literature review conducted by students and staff. Paper presented at the conference of the International Society for the Scholarship of Teaching and Learning. Los Angeles.

Felten, P. (2011). Monet moments and the necessity of productive disruption. Teaching and Learning Together in Higher Education 2. http://repository.brynmawr.edu/tlthe/vol1/iss2/1

Felten, P., Gilchrist, L., & Darby, A. (2006). Emotion and learning. Michigan Journal of Community Service Learning 12(2), 38-46. http://hdl.handle.net/2027/spo.3239521.0012.204

Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnerships: students as partners in learning and teaching in higher education. York: Higher Education Academy. https://www.heacademy.ac.uk/sites/default/files/resources/engagement_through_partnership.pdf

Kahu, E. (2013). Framing student engagement in higher education. Studies in Higher Education 38(5), 758-773. http://dx.doi.org/10.1080/03075079.2011.598505

Keltner, D., & Haidt, J. (1999). Social functions of emotions at four levels of analysis. Cognition and Emotion 13(5), 505-521. http://dx.doi.org/10.1080/026999399379168

Keltner, D., & Lerner, J. (2010). Emotion. In S. Fiske, D. Gilbert, & G. Lindzey (Eds.), Handbook of Social Psychology, Fifth Edition (317-352). San Francisco: Wiley.

Knewstubb, B., & Ruth, A. (2015). Gestalt and figure-ground. International Journal for Academic Development 20(1), 4-17. http://dx.doi.org/10.1080/1360144X.2014.946931

LeDoux, J. (2002). Synaptic Self. New York: Viking.
Lerner, J., Li, Y., Valdesolo, P., & Kassam, K. (2015). Emotion and decision making. Annual Review of Psychology 66, 799-823. http://www.annualreviews.org/doi/10.1146/annurev-psych-010213-115043

Mann, S. (2008). Study, Power and the University. Maidenhead: Open University Press.

Powers, M. (2012). From the student perspective: Reflections on seven core principles of facilitating faculty-student partnerships within an educational initiative. Teaching and Learning Together in Higher Education 7. http://repository.brynmawr.edu/tlthe/vol1/iss7/9

Shor, I. (1992). Empowering Education. Chicago: University of Chicago Press.

Téléchargements

Publié-e

2017-10-07

Comment citer

Felten, P. (2017). Emotion and Partnerships. International Journal for Students as Partners, 1(2), 10–14. https://doi.org/10.15173/ijsap.v1i2.3070

Numéro

Vol. 1 No. 2 (2017)

Rubrique

Opinion Piece

Licence

(c) Tous droits réservés International Journal for Students as Partners 2017

Licence Creative Commons

Cette œuvre est sous licence Creative Commons Attribution 4.0 International.

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).