Vol. 7 No. 2 (2023)

Publié-e: 2023-10-16

Editorial

Expanding student expertise through a diversification of genres and roles

Alison Cook-Sather, Nandeeta Bala

1-8
- PDF (English)

Research Articles

Equalizing student and teacher: Using COVID-19 to (re)imagine curriculum

Megan Adams, Rachel Gaines, Anete Vasquez, Alyssa Noland, Faith Castellano, Sharae Gowdie, Paige Carter

9-27
- PDF (English)
But do they agree? Examining differences in science faculty and student perceptions’ of the presence of student partnership values

Laura Chittle, Paige Coyne, Aliyah King, Siddhartha Sood, Chris Houser, Dora Cavallo-Medved

28-47
- PDF (English)
Co-designing an equity, diversity, and inclusion (un)conference by and for staff and students

Seb Dianati, Amy Hickman

48-64
- PDF (English)
‘Trying to open the doors’: The co-creation of digital resources for disadvantaged primary school pupils

Tamara Thiele, Damien Homer

65-83
- PDF (English)
Student-staff partnership in India: A future possibility within contested terrain?

Preeti Vayada

84-102
- PDF (English)

Case Studies

Passing the (proverbial) baton: Engaging students as partners in module design

Emma Allen

103-110
- PDF (English)
Curriculum enhancement through co-creation: Fostering student-educator partnerships in higher education

Ana Cabral, Stephanie Fuller, Janet De Wilde, Khahliso Khama, Marianne Melsen

111-123
- PDF (English)
Employing customizable digital observation tools to support classroom-focused pedagogical partnership

Emily Donahoe, Jessica Staggs, Dominique Vargas

124-141
- PDF (English)
Student partnership in creating an event: Benefits, challenges, and outcomes

Eliza Kitchen

142-150
- PDF (English)
Co-selecting students for more democratic co-creation: A case study from the Create a Subject Challenge

Ger Post, Lily Nguyen, Jiang Li Tan, Saw Hoon Lim, Sophie Paquet-Fifield, Michael Barrese, Charlotte Clark

151-164
- PDF (English)
ePortfolio to support professional development during experiential learning placements: Guided by students-as-partners theory, enabled through students-as-partners practice

Cicely Roche, Laine Abria, Orna Farrell, Jonathan Johnston, Tracy Penny Light, Alexandra McKibben, Aisling Reast, Kathleen Blake Yancey

165-180
- PDF (English)

Reflective Essays

Three models for embracing student expertise in the development of pedagogical partnership programs

Alison Cook-Sather

181-191
- PDF (English)
University work-study programs transitioning from student employment opportunities to student-faculty partnerships

Erica de Souza, Sherry Fukuzawa

192-198
- PDF (English)
Reflections on a student-faculty partnership on task design

Hwee Hoon Lee, Kalyani Alagappan

199-208
- PDF (English)
Co-facilitating pedagogy circles for diversity, equity, and inclusion: Two student-partner experiences

Abhirami Suresh, Piper Rolfes

209-216
- PDF (English)

Reviews

Book Review of Building courage, confidence, and capacity in learning and teaching through student-faculty partnership: Stories from across contexts and arenas of practice, edited by Alison Cook-Sather and Chanelle Wilson

Bill Reynolds

217-220
- PDF (English)

Voices from the Field

How can students-as-partners work address challenges to student, faculty, and staff mental health and well-being?

Sarah Slates, Alison Cook-Sather, Sima Aghakhani, Ali Al-Humuzi, Dulce Alonso, Karin Borgstrom, Fiona Boyle, Chris Cachia, Elisabeth Carlson, Jonathan Cole, Tadhg Dennehy, Marie Väfors Fritz, Marlene Gadzirayi, Loretta Goff, Petri Gudmundsoon, Yang Han, Peter Hellman, Kal Holder, Sixun Hou, Julie Hughes, Jimmy Jennings, Wiki Jegliska, Amrita Kaur, Lu Kehan, Andrew Kelly, Carrie Lee, Constance Leonard, Rachael Lewitzky, Asia Majeed, Matthea Marquart, Joshua Marsden, Lia Marshall, Florina Matu, Tsholo Molefe, Yoko Mori, Nicola Morrell-Scott, Elizabeth Mullenger, Monica Obregon, Matt Pearce, Claire Pike, Hurshal Pol, Elena Riva, Caitlin Sands, Rachel Sinanan, Kelsey Smart, Sandra Smeltzer, Abi Spence, Teresa Maggard Stephens, Maria Stollenwerk, Kiu Sum, Josephine Van-Ess, Dustin Vick, Michael Wong, Heather Wright, Jasmine Wright, Wei Zou

221-240
- PDF (English)

Notices

Reviewer recognition and acknowledgment
- PDF (English)