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Vol. 5 No. 1 (2021)
Vol. 5 No. 1 (2021)
Publié-e:
2021-05-07
Editorial
Recognizing students’ expertise and insights in expanding forms of academic writing and publishing about learning and teaching
Alison Cook-Sather; Mick Healey; Kelly E Matthews
1-7
PDF (English)
Opinion Piece
The important risk-taking of advocating for student partnership practice
Aimie Brennan
8-11
PDF (English)
Research Articles
Partnership values: An evaluation of student-staff research projects at a UK higher education institution
Xeina Ali, James Tatam, Karen Gravett, Ian M. Kinchin
12-25
PDF (English)
From protest to progress through partnership with students: Being human in STEM (HSTEM)
Sarah Bunnell, Megan Lyster, Kristen Greenland, Gabrielle Mayer, Kristen Gardner, Tanya Leise, Thea Kristensen, Emma D Ryan, Richmond Ampiah-Bonney, Sheila S Jaswal
26-56
PDF (English)
Moving toward student-faculty partnership in systems-level assessment: A qualitative analysis
Nicholas A Curtis, Robin D. Anderson, 5683293
57-75
PDF (English)
Case Studies
Trilateral partnership: An institution and students’ union collaborative partnership project to support underrepresented student groups
Maisha Islam, Tiffany-Lily Burnett, Sarah-Louise Collins
76-85
PDF (English)
Hand over the reins: A case study for student-staff partnership in designing module assessments
Amanda Millmore
86-96
PDF (English)
Cultivating student agency and responsibility through peer-to-peer teaching
Angela D. Storey, Hannah Eckel-Sparrow, Henrietta K. Ransdell
97-106
PDF (English)
Models for exploring partnership: Introducing sparqs’ student partnership staircase as a reflective tool for staff and students
Simon Varwell
107-123
PDF (English)
Reflective Essays
Reflections on building a strong partnership with students in SoTL
Caroline Campbell, E. Leslie Cameron
124-130
PDF (English)
Partnership status: It’s complicated. Reflections on the “undiscussables” in a student-staff partnership.
Angie Knaggs, Jessica Leonard, Clarissa Dharmaseta, Aimee Griffin
131-137
PDF (English)
Undergraduates as course creators: Reflections on starting and sustaining a student-faculty partnership
Brooke Spencer, Katerina Tori, Robert Campbell
138-145
PDF (English)
Voices from the Field
Diversifying students-as-partners participants and practices
Alison Cook-Sather, Sarah Slates, Anita Acai, Jessica Baxter, Rachel Bond, Tom Lowe, Hannah Zurcher, Jennifer O'Brien, Vander Tavares, Marie-Theres Lewe, Ayesha Khan, Heather Poole, Alyssa C. Smith, Muhammad Zafar Iqbal, Karen Arm, Jose Ernesto Escobar Lema, Julia Groening, Kriti Garg, Nadia Lujan Bello Rinaudo, Naima Crisp, Mallika Mukherji, Tracie Addy, Lisa Marie Lewis, Preeti Vayada, Meng Zhang, Yifei (Scott) Liang, Holly Beth Rodgers, Madelaine-Marie Judd, Brooke Szucs, Donna Thompson, Susanne Schmidt, Irene Semos, Nicola Watchman Smith, Renee Pfeifer-Luckett, Nandeeta Bala, Ming-Dao Chia, Gray Kochhar-Lindgren, Lily Leung, Isabelle Lys, Kelly Matthews, Tracy Zou, Rose Lewis
146-159
PDF (English)
Reviews
Book review of Co-creating learning and teaching: Towards relational pedagogy in higher education by Catherine Bovill
Meng Zhang
160-162
PDF (English)
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