Responsibility and privilege in a long-term faculty partnership with students

Auteurs-es

  • Gavin Brockett Wilfrid Laurier University

DOI :

https://doi.org/10.15173/ijsap.v8i1.5574

Mots-clés :

humanitarianism, student club

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Références

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

Felten, P. & Lambert, L. M. (2020). Relationship-rich education: How human connections drive success in college. Johns Hopkins University Press.

Hawley, S., McDougall, J., Potter, J., & Wilkinson, P. (2019). Students as partners in third spaces. International Journal for Students as Partners, 3(1), 1–4. https://doi.org/10.15173/ijsap.v3i1.3980

Healey, M. & Healey, R. L. (2019). Student engagement through partnership: A guide and update to the Advance HE framework (04). Advance HE. https://drive.google.com/file/d/1-ia0s5_CDQQeIHkZUrNGtp7g-BT_UEi3/view?usp=sharing

Pries, E. (2019). The reflective practice writing bicycle: A reflective analysis tool for engaged learning. Religious Studies and Theology, 38(1–2). https://doi.org/10.1558/rsth.38261

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Publié-e

2024-05-13

Comment citer

Brockett, G. (2024). Responsibility and privilege in a long-term faculty partnership with students. International Journal for Students as Partners, 8(1), 65–70. https://doi.org/10.15173/ijsap.v8i1.5574

Numéro

Vol. 8 No. 1 (2024)

Rubrique

Equipping Student Leaders as Partners for Sustainable Humanitarian Action

Licence

(c) Tous droits réservés Gavin Brockett 2024

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