Partnership in Practice: Implementing Healey’s Conceptual Model

Authors

  • 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

Keywords:

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

Abstract

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.

Downloads

Download data is not yet available.

Author Biographies

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.

References

Bovill, C., & Bulley, C. J. (2011). A model of active student participation in curriculum design: Exploring desirability and possibility. Improving Student Learning (ISL) 18: Global Theories and Local Practices: Institutional, Disciplinary and Cultural Variations., (July), 176-188. Retrieved from http://www.brookes.ac.uk/services/ocsld/books/improving_student_learning/global_theories.html

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

Deane, P. (2014). Institutional vision, mission and proposed mandate statement. Unpublished internal document. McMaster University. Retrieved from http://www.mcmaster.ca/vpacademic/documents/SMA-McMaster-March,2014.pdf

Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Lexington, MA: D.C. Heath.
Ede, L., & Lunsdord, A. (1990). Singular texts/plural authors: Perspectives on collaborative writing. Carbondale, IL: Southern Illinois University Press.

Felten, P., Bagg, J., Bumbry, M., Hill, J., Hornsby, K., Pratt, M., & Weller, S. (2013). A call for expanding inclusive student engagement in SoTL. Teaching and Learning in Medicine, 1(2), 63-74. http://dx.doi.org/10.20343/teachlearninqu.1.2.63

Fine, M. A., & Kurdek, L. A. (1993). Reflections on determining authorship credit and authorship order on faculty-student collaborations. American Psychologist, 48(11), 1141-1147. http://dx.doi.org/10.1037/0003-066X.48.11.1141

Hart, R. (1992). Ladder of participation, children’s participation: From Tokenism to citizenship. Innocenti Essays No. 4. Florence, Italy: UNICEF-ICDC.

Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. The Higher Education Academy Report, (July), 1-76. http://dx.doi.org/10.1080/1360144X.2016.1124966

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

Hutchings, C., Bartholomew, N., & Reilly, O. (2013). Differential student engagement: Lessons learned. In C. Nygaard, S. Brand, P. Bartholomew, & L. Millard (Eds.), Student engagement: Identity, motivation and community (pp. 125-144) Faringdon: Libri Publishing.

Kuh, G. D., Kinzie, J., Schuh, J., & Whitt, E. J. (2005). Assessing conditions to enhance educational effectiveness: The Inventory for Student Engagement and Success. San Francisco, CA: Jossey-Bass.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Learning in Doing, 95, 138. http://dx.doi.org/10.2307/2804509

McDermott, R. (1999). Why information technology inspired but cannot deliver knowledge management. California Management Review, 41(4), 103–117. http://dx.doi.org/10.2307/41166012

McKinney, K., Jarvis, P., Creasey, G., & Hermann, D. (2010). A range of student voices in the scholarship of teaching and learning. In C. Werder & M. M. Otis (Eds.), Engaging student voices in the study of teaching and learning (pp. 81-95). Sterling, VA: Stylus.

Mcmillan, D. W., & Chavis, D. M. (1986). Sense of community: A definition and theory. Journal of Community Psychology, 14, 7-19.
MIIETL. (2015). MIIETL Strategic Plan 2014-19 (2015-16 update). Hamilton.

Robotham, D., & Julian, C. (2006). Stress and the higher education student: A critical review of the literature. Journal of Further and Higher Education, 30(2), 107-117. http://dx.doi.org/10.1080/03098770600617513

Rudduck, J., & Fielding, M. (2006). Student voice and the perils of popularity. Educational Review, 58(2), 219-231. http://dx.doi.org/10.1080/00131910600584207

Stake, R. E. (1995). The art of case study research: perspectives on practice. Thousand Oaks, CA: Sage. http://doi.org/10.2307/329758

Summers, P., Pearson, D., Gough, S., & Siekierski, J. (2013). The effects of student engagement of employing students in professional roles. Faringdon: Libri Publishing.

Taylor, C.A. (2009). Student voice: Theorising power and participation. Pedagogy, Culture & Society, 17(2), 37-41. http://dx.doi.org/10.1080/14681360902934392

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.

Downloads

Published

2017-10-07

How to Cite

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

Issue

Vol. 1 No. 2 (2017)

Section

Case Studies

License

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

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

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).