Recognizing students’ expertise and insights in expanding forms of academic writing and publishing about learning and teaching

Abbot, S. (2020). Reflection 7.2. Acknowledging imposter syndrome. In M. Healey, K. E. Matthews, & A. Cook-Sather Writing about learning and teaching in higher education: Creating and contributing to public scholarly conversations across a range of genres (p. 73). Center for Engaged Learning Open-Access Books, Elon University, USA. https://www.centerforengagedlearning.org/books/writing-about-learning/

Aquarone, F., Nehéz-Posony, L., Anwar, P. R., Salam, S., Koutsouri, E., Kim, M., Suh, S., Mayomi, T., Pilarska, J., Houghton, E., & Boodai, Y. (2020). ‘We’re trying to do things differently’: The challenges of relationships and recognition in Higher Education. Centre for Public Policy Research (CPPR), King’s College London. https://www.kcl.ac.uk/ecs/assets/were-trying-to-do-things-differently-ebook.pdf

Bindra, G., Easwaran, K., Firasta, L., Hirsch, M., Kapoor, A., Sosnowski, A., Stec-Marksman, T., & Vatansever, G. (2018). Increasing representation and equity in students as partners initiatives. International Journal for Students as Partners, 2(2), 10-15. https://doi.org/10.15173/ijsap.v2i2.3536

Cates, R. M., Madigan, M. R., & Reitenauer, V. L. (2018). ‘Locations of possibility’: Critical perspectives on partnership. International Journal for Students as Partners, 2(1), 33-46. https://doi.org/10.15173/ijsap.v2i1.3341

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

Cook-Sather, A., Abbot, S., & Felten, P. (2019). Legitimating reflective writing in SoTL: “Dysfunctional illusions of rigor” revisited. Teaching & Learning Inquiry, 7(2), 14-27. https://doi.org/10.20343/teachlearninqu.7.2.2

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

Cook-Sather, A., Healey, M., & Matthews, K. E. (2020). Writing about learning and teaching in precarious and promising times. Association of American Colleges and Universities Liberal Education Blog. 18 Sept. https://www.aacu.org/blog/writing-about-learning-and-teaching-precarious-and-promising-times

Cook-Sather, A., Matthews, K. E., Ntem, A., & Leathwick, S. (2018). What we talk about when we talk about students as partners. International Journal for Students as Partners, 2(2), 1-9. https://doi.org/10.15173/ijsap.v2i2.3790

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

Dwyer, A. (2020). Reflection 19.1. The experience of writing an opinion piece, In M. Healey, K. E. Matthews, & A. Cook-Sather. Writing about learning and teaching in higher education: Creating and contributing to public scholarly conversations across a range of genres (p. 209). Center for Engaged Learning Open-Access Books, Elon University, USA. https://www.centerforengagedlearning.org/books/writing-about-learning/

Guitman, R., Acai, A., & Mercer-Mapstone. L. (2020). Unlearning hierarchies and striving for relational diversity: a feminist manifesto for student-staff partnerships. In L. Mercer-Mapstone, & S. Abbot (Eds.), Power of partnership (pp. 61-72). Center for Engaged Learning Open-Access Books, Elon University, USA. http://www.centerforengagedlearning.org/books/power-of-partnership/chapter-3/

Healey, M., Cook-Sather, A., & Matthews, K. E. (2020). Expanding the conventional writing genres: A matter of equity and inclusion. Educational Developments, 21(3), 8-11 https://www.seda.ac.uk/ed-devs-2020

Healey, M., Matthews, K. E., & Cook-Sather, A. (2019). Writing scholarship of teaching and learning articles for peer-reviewed journals. Teaching & Learning Inquiry, 7(2), 28-50. https://doi.org/10.20343/teachlearninqu.7.2.3

Healey, M., Matthews, K. E., & Cook-Sather, A. (2020). Writing about learning and teaching in higher education: Creating and contributing to public scholarly conversations across a range of genres. Center for Engaged Learning Open-Access Books, Elon University, USA. https://www.centerforengagedlearning.org/books/writing-about-learning/

Maurer, T. (2017). Guidelines for authorship credit, order, and co-inquirer learning in collaborative faculty-student SoTL projects. Teaching & Learning Inquiry, 5(1). http://dx.doi.org/10.20343/teachlearninqu.5.1.9

Mercer-Mapstone, L., & Abbot, S. (2020). Things that make us go hmmm. In L. Mercer-Mapstone & S. Abbot (Eds), The power of partnerships. Center for Engaged Learning Open-Access Books, Elon University, USA. https://www.centerforengagedlearning.org/books/power-of-partnership/conclusion/

Ntem, A., Ngyuen, E., Rafferty, C., Kwan, C., & Benlahceneim, A. (2020). Students as partners in crisis: The impact of COVID-19 on the transition to remote and virtual spaces. International Journal for Students as Partners, 4(2), 1-8. https://doi.org/10.15173/ijsap.v4i2.4432

Sword, H. (2009). Writing higher education differently: A manifesto on style. Studies in Higher Education, 34(3), 319-336.

Yahlnaaw. (2019). T’aats’iigang – Stuffing a jar full. International Journal for Students as Partners, 3(2), 6-10. https://doi.org/10.15173/ijsap.v3i2.4081

Yahlnaaw. (2020). Reflection 11.1. Experience of different presentation genres. In M. Healey, K. E. Matthews, & A. Cook-Sather. Writing about learning and teaching in higher education: Creating and contributing to public scholarly conversations across a range of genres (p. 105). Center for Engaged Learning Open-Access Books, Elon University, USA. https://www.centerforengagedlearning.org/books/writing-about-learning/