Reflections on disciplinary perspectives on students as partners

Acai, A. (2022) Commentary on Barradell and Bell (2021)—Applying a critical lens to the role of students as partners in health professions education: Challenges, risks, and potential. Advances in Health Sciences Education. https://doi.org/10.1007/s10459-022-10188-6

Barnett, R. (2009). Foreword. In C. Kreber (Ed.), The university and its disciplines: Teaching and learning within and beyond disciplinary boundaries (pp. xv-xvi). Routledge.

Barradell, S., & Bell, A. (2021). Is health professional education making the most of the idea of ‘students as partners’? Insights from a qualitative research synthesis. Advances in Health Science Education, 26, 513–80. https://doi.org/10.1007/s10459-020-09998-3

Baumber, A., Kligyte, G., van der Bijl-Brouwer, M., & Pratt, S. (2020). Learning together: A transdisciplinary approach to student–staff partnerships in higher education. Higher Education Research & Development, 39(3), 395–410. https://doi.org/10.1080/07294360.2019.1684454

Bridgstock, R. (n.d.). Students act as partners with staff and industry in a Creative Industries Network (CIN) at Queensland University of Technology (QUT), Australia. In M. Healey & R. L. Healey (2023) (Eds.), Students as partners and change agents in learning and teaching in higher education: Handout. (pp. 47–49). Healey HE Consultants. https://www.healeyheconsultants.co.uk/resources

Brown, J., Collins, G., & Gratton, O. (2017). Exploring the use of student-led simulated practice learning in pre-registration nursing programmes. Nursing Standard, 32(4), 50–8. https://doi.org/10.7748/ns.2017.e10505

Carozzi, E. (2019, January 3). Creative industry: Students as partners in learning and teaching in higher education [Article]. LinkedIn. https://www.linkedin.com/pulse/creative-arts-how-universities-doing-more-than-mind-elaine/

Carter, J., & Hollinsworth, D. (2017). Teaching Indigenous geography in a neo-colonial world. Journal of Geography in Higher Education, 41(2), 182–97. https://doi.org/10.1080/03098265.2017.1290591

Chick, N. L., Haynie, A., & Gurung, R. A. R. (Eds.). (2012). Exploring more signature pedagogies: Approaches to teaching disciplinary habits of mind. Stylus.

Ciccione, A. A. (2012). Foreword. In N. L. Chick, A. Haynie, & R. A. R Gurung (Eds.), Exploring more signature pedagogies: Approaches to teaching disciplinary habits of mind. (pp. ix–xiii). Stylus.

Cleaver, E., Lintern, M., & McLinden, M. (2018). Teaching and learning in higher education: Disciplinary approaches to educational enquiry (2nd ed.). Sage.

Cook-Sather A. (2014). Multiplying perspectives and improving practice: What can happen when undergraduate students collaborate with college faculty to explore teaching and learning. Instructional Science, 42(1), 31–46. https://doi.org/10.1007/s11251-013-9292-3

Cook-Sather, A., Salmeron, D., & Smith, T. (in press). Centering humanism in STEM through student-faculty pedagogical partnerships. Frontiers in Education.

Cox, W., Alexander, A., West, H., Abzhaparova, A., & Hill, J. (2022). How to thrive when studying online. Journal of Geography in Higher Education. https://doi.org/10.1080/03098265.2022.2087214

Diaz, A., Hill, J., Jenkins, R., Kay, A. E., Pye, A., Morley, D. & Garavito, N. T. (2015). A swot (strengths, weaknesses, opportunities and threats) evaluation of university student-staff partnerships in co-creating educational resources, peer support and research within stem (science, technology, engineering & mathematics) subjects. Journal of Scientific Research and Reports, 5(2), 161-70.

Fieldsend-Danks, P. (2016). The Dialogues project: Students as partners in developing research-engaged learning. Art, Design & Communication in Higher Education, 15(1), 89–102. https://doi.org/10.1386/adch.15.1.89_1

Gibbs, G. (2000). Are the pedagogies of the disciplines really different? In C. Rust (Ed.), Improving student learning through the disciplines: Proceedings of the 1999 7th International Symposium (pp. 41–51). Oxford Centre for Staff and Learning Development, Oxford Brookes University.

Haji Molana, H. (2022). Decolonizing geography of the Middle East: Utilizing feminist pedagogical strategies to reconstruct the classroom. Gender, Place and Culture: A Journal of Feminist Geography, 29(11), 1546–55. https://doi.org/10.1080/0966369X.2021.2016653

Healey, M. (2000). Developing the scholarship of teaching in higher education: A discipline-based approach. Higher Education Research and Development, 19(2), 169–89. https://doi.org/10.1080/072943600445637

Healey, M. (2023). Students as partners and change agents: A selected bibliography. Healey HE Consultants. https://www.healeyheconsultants.co.uk/resources

Healey, M., Flint, A., and Harrington, K. (2014) Engagement through partnership: students as partners in learning and teaching in higher education. Higher Education Academy. https://www.heacademy.ac.uk/knowledge-hub/engagement-through-partnership-students-partners-learning-and-teaching-higher

Healey, M., & Healey, R. L. (2018). “It depends”: Exploring the context-dependent nature of students as partners’ practices and policies. International Journal for Students as Partners, 2(1), 1–10. https://doi.org/10.15173/ijsap.v2i1.3472

Healey, M., & Healey, R. L. (2019, November 14). Engaging students and staff in learning and teaching partnerships: Implications for educational developers [Webinar]. EHON (The Dutch Network for Educational Development in Higher Education).

Healey, M., & Healey, R. L. (2023a). Searching the literature on scholarship of teaching and learning (SoTL): An academic literacies perspective Part 1.” Teaching & Learning Inquiry, 11. https://doi.org/10.20343/teachlearninqu.11.4

Healey, M., & Healey, R. L. (2023b). Reviewing the literature on scholarship of teaching and learning (SoTL): An academic literacies perspective Part 2.” Teaching & Learning Inquiry, 11. https://doi.org/10.20343/teachlearninqu.11.5

Healey, M., & Healey, R. L. (2023c). Students as partners and change agents in learning and teaching in higher education: Handout.

Healey HE Consultants. https://www.healeyheconsultants.co.uk/resources

Healey, M., & Jenkins, A. (2003). Discipline-based educational development. In R. Macdonald & H. Eggins (Eds.), The scholarship of academic development (pp. 47–57). Open University Press/SRHE.

Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry. Higher Education Academy. https://www.advance-he.ac.uk/knowledge-hub/developing-undergraduate-research-and-inquiry

Healey, M., Jenkins, A., & Kneale, P. (2000). Small worlds on an interconnected planet: Teaching and learning geography in higher education. In C. Rust (Ed.) Improving student learning through the disciplines. Proceedings of the 1999 7th International Symposium (pp.125-34). Oxford Centre for Staff and Learning Development, Oxford Brookes University.

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

Healey, R. L., & France, D. (2022). ‘Every partnership [… is] an emotional experience’: towards a model of partnership support for addressing the emotional challenges of student–staff partnerships. Teaching in Higher Education. https://doi.org/10.1080/13562517.2021.2021391.

Hill, J., & West, H. (2020). Improving the student learning experience through dialogic feed-forward assessment. Assessment and Evaluation in Higher Education, 45(1), 82–97. https://doi.org/10.1080/02602938.2019.1608908

Hill, J., Healey, R. L., West, H., & Dery, C. (2021). Pedagogic partnership in higher education: Encountering emotion in learning and enhancing student wellbeing. Journal of Geography in Higher Education, 45(2), 167–85. https://doi.org/10.1080/03098265.2019.1661366

hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.

Hounsell, D., & Anderson, C. (2009). Ways of thinking and practicing in biology and history. In C. Kreber (Ed.), The university and its disciplines: Teaching and learning within and beyond disciplinary boundaries (pp. 71–83). Routledge.

Huber, M. T., & Morreale, S. (Eds.). (2002). Disciplinary styles in the scholarship of teaching and learning. Carnegie Foundation for the Advancement of Teaching.

Jagannathan, S. (2022, November 22). Universities of the future must embrace multi-disciplinary studies. Asian Development Blog. https://blogs.adb.org/blog/universities-future-must-embrace-multi-disciplinary-studies

Kreber, C. (Ed.). (2009). The university and its disciplines: Teaching and learning within and beyond disciplinary boundaries. Routledge.

Liatis, T., Patel, B., Huang, M., Buren, L., & Kotsadam, G. (2020). Student involvement in global veterinary education and curricula: 7 years of progress (2013–2019). Journal of Veterinary Medical Education, 47(4), 379–83. https://doi.org/10.3138/jvme.2018-0021

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). https://doi.org/10.15173/ijsap.v1i1.3119

Meyer, J. H. F., & Land, R. (2003). Threshold concepts and troublesome knowledge: Linkages to ways of thinking and practising within the disciplines. In C. Rust (Ed.), Improving student learning: Ten years on (pp. 412–24). Oxford Centre for Staff and Learning Development, Oxford Brookes University.

Middendorf, J. & Shopkow, L. (2018). Overcoming student learning bottlenecks: Decode the critical thinking of your discipline. Stylus.

Moore-Cherry, N. (2019). Pedagogical partnerships, identity building and self-authorship in geography higher education. In H. Walkington, J. Hill, & S. Dyer (Eds.), The handbook of teaching and learning in geography (pp. 314–28). Edward Elgar.

Murphy, M. P. A., Heffernan, A., Dunton, C., & Arsenault, A. C. (2023). The disciplinary scholarship of teaching and learning in political science and international relations: Methods, topics, and impact. International Politics. https://doi.org/10.1057/s41311-022-00425-5

Pace, D. (2009). Opening history’s ‘black boxes’: Decoding the disciplinary unconscious of historians. In C. Kreber (Ed.), The university and its disciplines: Teaching and learning within and beyond disciplinary boundaries. (pp. 96–104). Routledge.

QAA. (2022). Subject benchmark statement: Geography (5th edition). https://www.qaa.ac.uk/docs/qaa/sbs/sbs-geography-22.pdf?sfvrsn=29addc81_2

Repko, A. F., Szostak, R., & Buchberger, M. P. (2020). Introduction to interdisciplinary studies. Sage.

Rouse, M., Phillips, J., Mehaffey, R., McGowan, S., & Felten, P. (2017). Decoding and disclosure in students-as-partners research: A case study of the political science literature review. International Journal for Students as Partners, 1(1). https://doi.org/10.15173/ijsap.v1i1.3061

Smith, H. A., & Yahlnaaw (2021). Disruption as reconciliation: Lessons learned when students as partners become students as teachers. In: H. A. Smith & D. J. Hornsby (Eds.) Teaching international relations in a time of disruption. Political pedagogies. (pp. 37-48). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-56421-6_4

Stigmar, M. (2016). Peer-to-peer teaching in higher education: A critical literature review. Mentoring & Tutoring: Partnership in Learning, 24(2), 124–36. http://dx.doi.org/10.1080/13611267.2016.1178963

Symonds, E. (2021). Negotiating partnership models in the humanities: The possibility of collaboration within undergraduate English courses. Arts and Humanities in Higher Education, 20(3), 231–52. https://doi.org/10.1177/1474022220944827

Tuhiwai Smith, L. (2002). Decolonizing methodologies: Research and indigenous peoples. Zed Books.

Vanstone, M., & Grierson, L. (2019). Medical student strategies for actively negotiating hierarchy in the clinical environment. Medical Education, 53(10), 1013–24. https://doi.org/10.1111/medu.13945

Weimer, M. (1993). The disciplinary journals of pedagogy. Change, 25(6), November–December, 44–51. https://www.jstor.org/stable/40165020

West, H., Hill, J., Abzhaparova, A., Cox, W., & Alexander, A. (2023). Pandemic pedagogies: Reflecting on online learning using the community of inquiry framework. Journal of Geography in Higher Education. https://doi.org/10.1080/03098265.2023.2190962

Woolmer, C., Sneddon, P., Curry, G., Hill, B., Fehertavi, S., Longbone, C., & Wallace, K. (2016). Student staff partnership to create an interdisciplinary science skills course in a research intensive university. International Journal for Academic Development, 21(1), 16–27. https://doi.org/10.1080/1360144X.2015.1113969