Students as partners in crisis? Student co-editors’ perspectives on COVID-19, values, and the shift to virtual spaces

Authors

  • Anita Ntem Democracy Prep Public Schools
  • Elaina Nguyen McMaster University
  • Caelan Rafferty The University of Queensland
  • Connie Kwan The University of Hong Kong
  • Abderrahim Benlahcene Universiti Utara Malaysia

DOI:

https://doi.org/10.15173/ijsap.v4i2.4432

Downloads

Download data is not yet available.

References

Bovill, C. (2017). A framework to explore roles within student-staff partnerships in higher education: Which students are partners, when, and in what ways?. International Journal for Students as Partners, 1(1). https://doi.org/10.15173/ijsap.v1i1.3062

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

Cook-Sather, A., & Litvitskiy, N. (2020). Student partners’ recommendations regarding remote teaching and learning [Online resource]. Retrieved from https://docs.google.com/document/d/1rNnVPJNukBuW3SDUQHzWBJ7u7GJmmlJB-ZBcWa65jGs/edit

de Bie, A. (2020). Respectfully distrusting ‘students as partners’ practice in higher education: Applying a Mad politics of partnership. Teaching in Higher Education, 1-21. https://doi.org/10.1080/13562517.2020.1736023

Dwyer, A. (2018) Toward the formation of genuine partnership spaces. International Journal for Students as Partners, 2(1), 11-15. https://doi.org/10.15173/ijsap.v2i1.3503

Flint, A., & Millard, L. (2018). “Interactions with purpose”: Exploring staff understandings of student engagement in a university with an ethos of staff-student partnership. International Journal for Students as Partners, 2(2), 21-38. https://doi.org/10.15173/ijsap.v2i2.3410

Healey, M., Flint, A., & Harrington, K. (2016). Students as partners: Reflections on a conceptual model. Teaching & Learning Inquiry, 4(2), 8-20. https://doi.org/10.20343/teachlearninqu.4.2.3

Impastato, J., & Topper, L. (2020). Support systems and transgressive hierarchies: Insights we gained through the transition online while planning for pedagogical partnership. Teaching and Learning Together in Higher Education, 30. Retrieved from https://repository.brynmawr.edu/tlthe/vol1/iss30/2

Jardine, H. E. (2020). Positioning undergraduate teaching and learning assistants as instructional partners. International Journal for Students as Partners, 4(1), 48-65. https://doi.org/10.15173/ijsap.v4i1.4032

Jensen, K., & Bennett, L. (2016). Enhancing teaching and learning through dialogue: A student and staff partnership model. International Journal for Academic Development, 21(1), 41-53. https://doi.org/10.1080/1360144X.2015.1113537

Matthews, K. E., Cook-Sather, A., Godbold, N., Healey, M., & Rafferty, C. (2020). Learner-teacher partnerships in times of COVID-19: A community poll to share practices and perspectives [Online poll]. Brisbane: The University of Queensland. Retrieved from https://www.surveymonkey.com/stories/SM-RTB68869/

Matthews, K. E. (2017). Five propositions for genuine students as partners practice. International Journal for Students as Partners, 1(2), 1-9. https://doi.org/10.15173/ijsap.v1i2.3315

McCreadie, C. (2020). Learner-teacher partnership in times of COVID-19: Community poll review. International Journal for Students as Partners, 4(2), 155-157. https://doi.org/10.15173/ijsap.v4i2.4371

Matias, P. (2020). Four sides of transition. Teaching and Learning Together in Higher Education, 30. Retrieved from https://repository.brynmawr.edu/tlthe/vol1/iss30/7

Moorhouse, B. L., & Oh, M. H. M. (2019). Students as partners beyond formal education: A mentoring partnership in the first year of teaching. International Journal for Students as Partners, 3(2), 156-162. https://doi.org/10.15173/ijsap.v3i2.3893

Raber, R. (2020). Students Help Professors Prepare More Equitable Classrooms.

https://www.haverford.edu/college-communications/news/students-help-professors-develop-more-equitable-classrooms

Weiler, K., & Williamson, A. (2020). Partnering to build responsive learning communities that support students in crisis. Teaching and Learning Together in Higher Education, 30. Retrieved from https://repository.brynmawr.edu/tlthe/vol1/iss30/3

Downloads

Published

2020-10-29

How to Cite

Ntem, A., Nguyen, E., Rafferty, C., Kwan, C., & Benlahcene, A. (2020). Students as partners in crisis? Student co-editors’ perspectives on COVID-19, values, and the shift to virtual spaces. International Journal for Students As Partners, 4(2), 1–8. https://doi.org/10.15173/ijsap.v4i2.4432

Issue

Vol. 4 No. 2 (2020)

Section

Editorial

License

Copyright (c) 2020 Anita Ntem, Elaina Nguyen, Caelan Rafferty, Connie Kwan, Abderrahim Benlahcene

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).