Building institutional capacities for students as partners in the design of COVID classrooms

Auteurs-es

DOI :

https://doi.org/10.15173/ijsap.v5i2.4603

Mots-clés :

innovative pedagogy, student engagement, experientail learning, threshold concepts, online education

Résumé

The COVID-19 pandemic in 2020 posed several challenges to post-secondary institutions, including the move to online learning in a short amount of time. In June 2020, Bishop’s University hired 23 students as online learning and technology consultants (OLTCs) to help faculty prepare for Fall 2020. They underwent training about Students-as-Partners literature, empathetic design, pandemic pedagogy, high-impact practices, and authentic learning design. After their training—which included online modules, simulations, faculty mentorship, and technology training—the program launched in July 2020. In this case study, we deploy SaP literature to solve pedagogical challenges posed by the pandemic, analyze the data collected in the program’s developmental assessment, and share the program’s impact on students, faculty, and the institution more broadly. This program is a key intervention in building institutional capacities for SaP work in a post-COVID higher education context. The outcomes of this case study demonstrate that working with students as partners in the design of COVID classrooms increases students’ social and emotional intelligence, technical and digital literacy skills, critical thinking, project management skills, and other significant learning gains.

Téléchargements

Les données relatives au téléchargement ne sont pas encore disponibles.

Bibliographies de l'auteur-e

Georges-Philippe Gadoury-Sansfaçon, Bishop's University

Undergraduate Student 

Scott Stoddard

ITS Client Services Director

Références

Bishop’s University. (2020). Strategic framework 2019–2024. https://www.ubishops.ca/about-bu/strategic-framework-2019–2024/ ]

Darling-Hammond, L., & Hyler, M. E. (2020). Preparing educators for the time of COVID... and beyond. European Journal of Teaching Education, 43(4), 457–465. https://doi.org/10.1080/02619768.2020.1816961

Dunne, E., & Zandstra, R. (2011). Students as change agents: New ways of engaging with teaching and learning in higher education. ESCalate.

Felten, Peter, and Leo Lambert. Relationship-Rich Education: How Human Connections Drive Success in College. Balitmore: Johns Hopkins University Press, 2020.

Freire, Paulo (2018). Pedagogy of the Oppressed. London: Bloomsbury Publishing. https://www.google.com/books/edition/Pedagogy_of_the_Oppressed/OrVLDwAAQBAJ

Gibbs, B., & Wood, G. C. (2020). Emerging stronger: Lasting impact from crisis innovation. Engineering Professors Council. https://epc.ac.uk/emerging-stronger-lasting-impact-from-crisis-innovation/

Herrington, A., & Herrington, J. (2006). Authentic learning environments in higher education. Information Science Publishing.

Mercer-Mapstone, L., Dvorakova, L. S., Matthews, K. E., Abbot, S., Cheng, B., Felten, P., Knorr, K., Marquis, E., Shammas, R., & Swaim, K. (2017). A systematic literature review of students as partners in higher education. International Journal for Students as Partners, 1(1), 1–23. https://doi.org/10.15173/ijsap.v1i1.3119

National Association of Colleges and Employers. (2018). Student survey report. ttps://www.naceweb.org/store/2018/2018-nace-student-survey-report/

Openo, J. (2020). Education’s response to the COVID-19 pandemic reveals online education’s three enduring challenges. Canadian Journal of Learning and Technology, 46(2). https://doi.org/10.21432/cjlt27981

Pallant, M. (2011). The dynamics of expertise. Teaching and Learning Together in Higher Education, 93(3), 519–533. https://repository.brynmawr.edu/tlthe/vol1/iss11/2/

Parker, H. B., Morris, J. L., Deyo, A., Agne, R. M., & Lathem, S. A. (2002). Students as faculty mentors: Reversing the role of teacher and learner. In Barker, P. & Rebelsky, S. (Eds.), Proceedings of ED-MEDIA 2002–World conference on educational multimedia, hypermedia & telecommunications (pp. 1089–1093). Association for the Advancement of Computing in Education (AACE).

Herrington, J., Oliver, R., & Reeves, T. C. (2013). Patterns of engagement in authentic online learning environment. Australasian Journal of Educational Technology, 19(1), 279–286. https://doi.org/10.14742/ajet.1701

Riddell, J. (2020). Maple league executive director monthly report: October 31, 2020. http://mapleleague.ca/wp-content/uploads/2020/11/ML-October-Report-2020.pdf

Roxå, T., & Mårtensson, K. (2009a). Significant conversations and significant networks– Exploring the backstage of the teaching arena. Studies in Higher Education, 34(5), 547–559. https://doi.org/10.1080/03075070802597200

Taylor, K. Lynn, Natasha A. Kenny, Ellen Perrault & Robin A. Mueller (2021). “Building integrated networks to develop teaching and learning: the critical role of hubs.” International Journal for Academic Development, DOI: 10.1080/1360144X.2021.1899931

Smith, H. A. & Hornsby, D. (2020). Towards a pandemic pedagogy: Power and politics in learning and teaching. https://www.academia.edu/42930012/Towards_a_Pandemic_Pedagogy_power_and_politics_in_learning_and_teaching

Taylor, K. L., Kenny, N. A., Perrault, E., & Mueller, R. A. Building integrated networks to develop teaching and learning: the critical role of hubs. International Journal for Academic Development. https://doi.org/10.1080/1360144X.2021.1899931

Téléchargements

Publié-e

2021-11-17

Comment citer

Riddell, J., Gadoury-Sansfaçon, G.-P. ., & Stoddard, S. (2021). Building institutional capacities for students as partners in the design of COVID classrooms . International Journal for Students as Partners, 5(2), 111–122. https://doi.org/10.15173/ijsap.v5i2.4603

Numéro

Rubrique

Case Studies