Launching a Journal About and Through Students as Partners

Auteurs-es

  • Anthony Cliffe Liverpool John Moores University
  • Alison Cook-Sather Bryn Mawr College
  • Mick Healey Managing Director, Healey HE Consultants, East Riding, UK; Emeritus Professor, University of Gloucestershire, UK; Visiting Professor, University College London; The Humboldt Distinguished Scholar in Research-Based Learning, McMaster University, Canada; International Teaching Fellow, University College Cork, Republic of Ireland; and Visiting Fellow, University of Queensland, Australia. http://www.mickhealey.co.uk
  • Ruth Healey University of Chester
  • Elizabeth Marquis McMaster University
  • Kelly E. Matthews University of Queensland
  • Lucy Mercer-Mapstone University of Queensland
  • Anita Ntem Bryn Mawr College
  • Varun Puri McMaster University
  • Cherie Woolmer McMaster University

DOI :

https://doi.org/10.15173/ijsap.v1i1.3194

Mots-clés :

students as partners, partnership

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Références

Bovill, C., Cook-Sather, A. Felten, P. Millard, L., & Moore-Cherry, N. (2016). Addressing potential challenges in co-creating learning and teaching: Overcoming resistance, navigating institutional norms and ensuring inclusivity in student-staff partnerships. Higher Education, 71(2), 195-208.

Bovill, C., & Felten, P. (Eds.). (2016). Engaging students as partners in learning and teaching: Implications for academic development. International Journal for Academic Development: Special Issue, 21(1), 1-90.

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

Cook-Sather, A., & Felten, P. (2017). Ethics of academic leadership: Guiding learning and teaching. In F. Su & M. Wood (Eds.), Cosmopolitan perspectives on academic leadership in higher education (pp. 175-191). London: Bloomsbury.

Fielding, M. (1999). Radical collegiality: Affirming teaching as an inclusive professional practice. Australian Educational Researcher, 26(2), 1-34.

Fielding, M. (2011). Patterns of partnership: Student voice, intergenerational learning and democratic fellowship. In N. Mocker & J. Sachs (Eds.), Essays in honour of Susan Groundwater-Smith (pp. 61-75). Dordrecht: Springer.

Frison, D., & Melacarne, C. (2017). Fostering “student voice” to improve teaching & learning methods in higher education. Teaching and Learning Together in Higher Education, 1(20). Retrieved from http://repository.brynmawr.edu/tlthe/vol1/iss20/6

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

Matthews, K. E., Cook-Sather, A., & Healey, M. (in press). 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. London: UCL Press.

Mercer-Mapstone, L., Dvorakova, S. L., Groenendijk, L., & Matthews, K. E. (in press). Idealism, conflict, leadership, and labels: Reflections on co-facilitation as partnership practice. Teaching and Learning Together in Higher Education, 21.

Neary, M. (2014). Student as producer: Research-engaged teaching frames university-wide curriculum development. CUR Quarterly, 35(2), 28-34. Retrieved from http://www.cur.org/DOWNLOAD.ASPX?ID=3070

Ntem, A. (2017, May). Resistance and resilience in pedagogical partnership. Roundtable Presentation at the Pennsylvania Consortium for Liberal Arts Pedagogical Partnership Conference, Lafayette College.

O’Neill, G., & McMahon, S. (2012). Giving student groups a stronger voice: Using participatory research and action (PRA) to initiate change to a curriculum. Innovations in Education and Teaching International, 49(2), 161-171.

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.
Volume 1, Issue 1, Spring 2017

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Publié-e

2017-05-08

Comment citer

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), 1–9. https://doi.org/10.15173/ijsap.v1i1.3194

Numéro

Vol. 1 No. 1 (2017)

Rubrique

Editorial

Licence

(c) Tous droits réservés Author 2017

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