Partnership in Practice: Implementing Healey’s Conceptual Model

Auteurs-es

  • Arshad Ahmad MacPherson Institute, McMaster University, Hamilton, Canada.
  • Aadil Ali MacPherson Institute, McMaster University, Hamilton, Canada.
  • John VanMaaren MacPherson Institute, McMaster University, Hamilton, Canada.
  • Janette Barrington MacPherson Institute, McMaster University, Hamilton, Canada.
  • Olivia Merritt MacPherson Institute, McMaster University, Hamilton, Canada.
  • Kyle Ansilio MacPherson Institute, McMaster University, Hamilton, Canada.

DOI :

https://doi.org/10.15173/ijsap.v1i2.3197

Mots-clés :

students as partners, scholarship of teaching and learning, conceptual model, power, identity, student engagement

Résumé

This case study discusses the implementation of Healey, Flint, and Harrington's (2014) model of student engagement through partnership with staff. Healey et al. (2014) identify issues associated with “putting partnership into practice” including inclusivity and scale, power relations, reward and recognition, transition and sustainability, and identity. Faculty, staff, and students participating in a Students as Partners (SaP) Program at McMaster University’s MacPherson Institute encountered these issues during a Scholarship of Teaching and Learning (SOTL) project. This paper explores our reflections and suggests refinements related to the above five issues. It concludes by identifying possible new directions for SaP programs.

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Bibliographies de l'auteur-e

Arshad Ahmad, MacPherson Institute, McMaster University, Hamilton, Canada.

McMaster University͛s Associate Vice-President (Teaching & Learning) and Director of the MacPherson Institute.

Aadil Ali, MacPherson Institute, McMaster University, Hamilton, Canada.

Completed his undergraduate degree at McMaster University specializing in the field of Molecular biology & Genetics. He is currently a graduate student at the University of Toronto investigating methods to improve lung transplantation. 

John VanMaaren, MacPherson Institute, McMaster University, Hamilton, Canada.

A fourth-year PhD student in the department of Religious Studies working on the emergence of early Christian and Jewish identities. His goal after graduating is to teach at a universitysomewhere in North America.

Janette Barrington, MacPherson Institute, McMaster University, Hamilton, Canada.

Previous Associate Director of Educational Development at McMaster University͛s MacPherson Institute. Now working independently as a Research Consultant on a number of projects.

Olivia Merritt, MacPherson Institute, McMaster University, Hamilton, Canada.

Completed her undergraduate degree at McMaster University specializing in Psychology. She is currently an MA student at the University of Waterloo studying Clinical Psychology, withresearch interests in Obsessive Compulsive Disorder (OCD) and anxiety disorders. She hopes to continue her education with PhD studies and aspires to work as a Clinical Psychologist.

Kyle Ansilio, MacPherson Institute, McMaster University, Hamilton, Canada.

A Fifth Year undergraduate student studying in Engineering Physics and specializing in Nuclear Engineering at McMaster University. After graduating, he plans to begin graduate studies at McMaster University in the field of Engineering Physics with a focus on Radiation Safety.

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Publié-e

2017-10-07

Comment citer

Ahmad, A., Ali, A., VanMaaren, J., Barrington, J., Merritt, O., & Ansilio, K. (2017). Partnership in Practice: Implementing Healey’s Conceptual Model. International Journal for Students as Partners, 1(2), 82–91. https://doi.org/10.15173/ijsap.v1i2.3197

Numéro

Vol. 1 No. 2 (2017)

Rubrique

Case Studies

Licence

(c) Tous droits réservés Arshad Ahmad, Aadil Ali, John VanMaaren, Janette Barrington, Olivia Merritt, Kyle Ansilio 2017

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