Empowering student learning

Examining the significance of student pedagogy advocacy in a large university context

Auteurs-es

DOI :

https://doi.org/10.15173/ijsap.v8i2.5735

Mots-clés :

students as partners, classroom observation, pedagogical partnership, large class size, co-creation

Résumé

This case study explores the impact of a student partnership in an undergraduate psychology course focused on alcohol use and disorders at a large public university in the United States. It shares insights into the process of creating a student partnership program, pairing a student with an instructor, and sharing feedback via observation notes from the student perspective. This case study highlights the value of this student partnership by detailing the course implementations inspired by observation notes and conversations about pedagogical goals. The three pedagogical goals of the partnership were to foster an accessible learning environment, increase student engagement, and structure the course based on learning outcomes. The partners share their final thoughts on the process through a discussion of the strengths of and future opportunities from this experience.

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Références

Allen, E. (2023). Passing the (proverbial) baton: Engaging students as partners in module design. International Journal for Students as Partners, 7(2), 103–110. https://doi.org/10.15173/ijsap.v7i2.5235

Cook-Sather, A., Bahti, M., & Ntem, A. (2019). Pedagogical partnerships: A how-to guide for faculty, students, and academic developers in higher education. Elon University Center for Engaged Learning. https://doi.org/10.36284/celelon.oa1.

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

Dong, Z., Liu, H., & Zheng, X. (2021). The influence of teacher-student proximity, teacher feedback, and near-seated peer groups on classroom engagement: An agent-based modeling approach. PLoS ONE, 16(1), Article e0244935. https://doi.org/10.1371/journal.pone.0244935

Jardine, H. E., Frome, G., & Campbell Griffith, E. (2023). Partnering with students to redesign an introductory chemistry laboratory course: An exploration of the process and implications. International Journal for Students as Partners, 7(1), 161–171. https://doi.org/10.15173/ijsap.v7i1.5260

Levesque-Bristol, C., Flierl, M., Zywicki, C., Parker, L.C., Connor, C., Guberman, D., Nelson, D., Maybee, C., Bonem, E., & FitzSimmons, J. (2019). Creating student-centered learning environments and changing teaching culture: Purdue University’s IMPACT Program. National Institute for Learning Outcome Assessment (NILOA) Occasional Paper, 38, 7–8. https://www.learningoutcomesassessment.org/wp-content/uploads/2019/05/OccasionalPaper38.pdf

Mercer-Mapstone, L., & Abbot, A. (2020). The power of partnership: Students, staff, and faculty revolutionizing higher education. Elon University Center for Engaged Learning. https://doi.org/10.36284/celelon.oa2.

Mitchell K. M. W., & Martin J. (2018). Gender bias in student evaluations. PS: Political Science & Politics, 51(3), 648–652. https://doi.org/10.1017/S104909651800001X

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Publié-e

2024-10-15

Comment citer

Smart, K., Chester, J., & Guberman, D. (2024). Empowering student learning: Examining the significance of student pedagogy advocacy in a large university context. International Journal for Students as Partners, 8(2), 144–153. https://doi.org/10.15173/ijsap.v8i2.5735

Numéro

Vol. 8 No. 2 (2024)

Rubrique

Case Studies

Licence

(c) Tous droits réservés Kelsey Smart, Julia Chester, Daniel Guberman 2024

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