Developing lab activities for an introductory anatomy course: Reflections and recommendations from a student-faculty partnership

Auteurs-es

DOI :

https://doi.org/10.15173/ijsap.v7i1.5252

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Bibliographies de l'auteur-e

Kalina Georgieva, University of Windsor

Kalina N. Georgieva is an undergraduate student in the Department of Kinesiology at the University of Windsor (Windsor, Canada). She is interested in research in anatomy curriculum development, and as an Outstanding Scholars student, has contributed to designing anatomy lab activities and developing curricula for first-year Kinesiology students.

Megan Murtagh, University of Windsor

Megan Murtagh is an undergraduate student in the Department of Kinesiology at the University of Windsor. She is an Outstanding Scholar who has experience designing anatomy course and lab curricula for both face-to-face and online delivery to first-year Kinesiology students.

Claudia Town, University of Windsor

Claudia M. Town is a graduate student in the Department of Kinesiology at the University of Windsor where she is completing her Master of Human Kinetics degree. Her research interests include course design and improving the teaching and learning experience.

Bradley Mangham, University of Windsor

Bradley D. Mangham is an undergraduate student in the Department of Kinesiology at the University of Windsor. He is an Outstanding Scholar with research interests in anatomy instruction and education.

Rebecca Misiasz, University of Windsor

Rebecca Misiasz is an undergraduate student in the Department of Kinesiology at the University of Windsor. She is an Outstanding Scholar with interests in developing anatomy course curricula and injury surveillance within varsity athletics.

Robert Oates, University of Windsor

Robert Oates is an undergraduate student in the Department of Kinesiology at the University of Windsor, where he has developed anatomy lab activities for first-year students in collaboration with faculty and peers.

Références

Bonney, K. M. (2018). Students as partners in the scholarship of teaching and learning. International Journal Scholarship of Teaching and Learning, 12(2). https://doi.org/10.20429/ijsotl.2018.120202

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

Matthews, K. E., Dwyer, A., Hine, L., & Turner, J. (2018). Conceptions of students as partners. Higher Education, 76, 957–971. https://doi.org/10.1007/s10734-018-0257-y

Pedrosa-de-Jesus, H., Guerra, C., & Watts, M. (2017). University teachers’ self-reflection on their academic growth. Professional Development in Education, 43(3), 454–473. https://doi.org/10.1080/19415257.2016.1194877

Spencer, B., Tori, K., & Campbell, R. (2021). Undergraduates as course creators: Reflections on starting and sustaining a student-faculty partnership. International Journal for Students as Partners, 5(1). https://doi.org/10.15173/ijsap.v5i1.4399

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Publié-e

2023-05-04

Comment citer

Georgieva, K., Murtagh, M., Town, C., Mangham, B., Misiasz, R., Oates, R., & Andrews, D. (2023). Developing lab activities for an introductory anatomy course: Reflections and recommendations from a student-faculty partnership. International Journal for Students as Partners, 7(1), 183–190. https://doi.org/10.15173/ijsap.v7i1.5252

Numéro

Vol. 7 No. 1 (2023)

Rubrique

Reflective Essays

Licence

(c) Tous droits réservés Kalina N. Georgieva, Megan Murtagh, Claudia M. Town, Bradley D. Mangham, Rebecca Misiasz, Robert Oates, David Andrews 2023

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