Soothing something deeper still: Reflections on an academic development-student partnership

Auteurs-es

  • Catriona Cunningham Edinburgh Napier University
  • Tom Cunningham University of Stirling https://orcid.org/0000-0003-0342-6210
  • Sarah Gardiner University of Stirling
  • Ida Caspary University of Stirling
  • Kathleen O'Hara University of Stirling
  • Fanni Tanka University of Lancaster

DOI :

https://doi.org/10.15173/ijsap.v6i1.4888

Mots-clés :

partnership, pandemic, academic development, collaborative writing, playfulness

Résumé

This case study critically reflects on the impact of the Students as Partners in Learning initiative at the University of Stirling. The authors (two academic developers and four students) explore collectively how our partnership enabled us to reimagine a shared understanding and common learning and teaching purpose among our staff and students. We draw playfully on the image of a river as our structure but also as a metaphor for our reflections. This case study aims to provide a reflective evaluation of the progress made, and lessons learnt, in this ongoing process of partnership through an open and honest conversational flow between each of the authors, opening up questions about where we go next that will undoubtedly resonate with our readers.

 

Téléchargements

Les données relatives au téléchargement ne sont pas encore disponibles.

Références

Bovill, C., Cook‐Sather, A. & Felten, P. (2011). Students as co‐creators of teaching approaches, course design, and curricula: Implications for academic developers. International Journal for Academic Development, 16(2). 133–145. https://doi.org/10.1080/1360144X.2011.568690

Chan, K., & Stacey, P. (2020.) Desirable difficulties and student-faculty partnership. Innovations in Education and Teaching International. https://doi.org/10.1080/14703297.2020.1861964

Cook-Sather, A. (2020). Respecting voices: How the co-creation of teaching and learning can support academic staff, underrepresented students, and equitable practices. Higher Education, 79, 885–901. https://doi.org/10.1007/s10734–019–00445-w

Cook-Sather, A. (2016). Undergraduate students as partners in new faculty orientation and academic development. International Journal for Academic Development, 21(2). 151-162. https://doi.org/10.1080/1360144X.2016.1156543

Cook-Sather, A., Hong, E., Moss, T., & Williamson, A. (2021). Developing new faculty voice and agency through trustful, overlapping, faculty-faculty and student-faculty conversations. International Journal for Academic Development, 26(3). https://doi.org/10.1080/1360144X.2021.1947296

Felten, P., Abbot, S., Kirkwood, J., Long, A., Lubicz-Nawrocka, T., Mercer-Mapstone, L. & Verwoord, R. (2019). Reimagining the place of students in academic development. International Journal for Academic Development, 24(2). 192–203. https://doi.org/10.1080/1360144X.2019.1594235

Harvey, M. (2020). Reflection for learning: A scholarly practice guide for educators. Advance HE. https://www.advance-he.ac.uk/knowledge-hub/reflection-learning-scholarly-practice-guide-educators

Mercer-Mapstone, L. (2020). The student–staff partnership movement: Striving for inclusion as we push sectorial change. International Journal for Academic Development, 25(2), 121–133. https://doi.org/10.1080/1360144X.2019.1631171

Pow, T. (1987). The river. Rough seas. Canongate. https://www.scottishpoetrylibrary.org.uk/poem/river-0/

Stacey, P. & Chan, K. (2021). Significant conversations at the intersection of co-teaching and student-faculty partnership. International Journal for Academic Development, 26(3). https://doi.org/10.1080/1360144X.2021.1941035

Téléchargements

Publié-e

2022-05-10

Comment citer

Cunningham, C., Cunningham, T., Gardiner, S., Caspary, I., O’Hara, K., & Tanka, F. (2022). Soothing something deeper still: Reflections on an academic development-student partnership. International Journal for Students as Partners, 6(1), 90–98. https://doi.org/10.15173/ijsap.v6i1.4888

Numéro

Vol. 6 No. 1 (2022)

Rubrique

Special Section: Partnership in fostering socially-just pedagogy

Licence

(c) Tous droits réservés Catriona Cunningham, Tom Cunningham, Fanni Tanka, Ida Caspary, Kathleen O'Hara, Sarah Gardiner 2022

Licence Creative Commons

Cette œuvre est sous licence Creative Commons Attribution 4.0 International.

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).