Developing an open and dialogic review of reflective essays
An empathic and inclusive approach to advance students-as-partners practices
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https://doi.org/10.15173/ijsap.v8i2.5715Mots-clés :
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Références
Cook-Sather, A. & Wilson, C. (Ed.). (2020). Building courage, confidence, and capacity in learning and teaching through student-faculty partnership: Stories from across contexts and arenas of practice. Lexington Books.
Cook-Sather, A., Abbot, S., & Felten, P. (2019). Legitimizing 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
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 University Center for Engaged Learning. https://doi.org/10.36284/celelon.oa3.
Moorhouse, B. L. (2022). Reflecting on reflective essays in IJSaP. International Journal for Students as Partners, 6(2). https://doi.org/10.15173/ijsap.v6i2.5256
Puehringer, S., Rath, J., & Griesebner, T. (2021). The political economy of academic publishing: On the commodification of a public good. PLoS ONE, 16(6), e0253226. https://doi.org/10.1371/journal.pone.0253226
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(c) Tous droits réservés Amrita Kaur 2024
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