An Analysis of Interpretive Framing in Literature on Students as Partners in Teaching and Learning: Data Tables

Abstract

The threshold concepts framework (Meyer & Land, 2006) has been drawn on with increasing frequency in recent scholarship about student-staff partnership. Much of this literature takes as a central goal establishing that partnership can itself be seen as a threshold concept, expanding the framework beyond its original focus on the learning of disciplinary knowledge. Such work (e.g., Cook-Sather, 2014a; Cook-Sather & Luz, 2015; Werder, Thibou & Kaufer, 2012) draws on perspectives of participants who have taken part in partnership initiatives to establish what makes partnership work troublesome, transformative, integrative and irreversible, and to underline the significance of partnership in the process. In so doing, this research also necessarily positions threshold concepts as a useful analytical framework for SaP: a means of illuminating and understanding the experiences of participants, and-in some cases-a tool for assessing particular partnership programs or teasing out ways in which partnership work might best be supported (e.g., Marquis et al., 2016; 2017). While the bulk of the existing literature in this area focuses on partnership as a threshold concept in and of itself, a different line of thinking considers how student-faculty partnership might help to illuminate understanding of disciplinary thresholds or to expand our understanding of threshold concepts more broadly. Felten (2013), for example, suggests that bringing students and faculty together to think about thresholds can both generate new insights that enrich threshold concepts theory and enhance teaching and learning practice. Full Citation Summary of Argument Representative Quotes or Useful References Cook-Sather, A. (2014a). Studentfaculty partnership in explorations of pedagogical practice: A threshold concept in academic development.

Toward theories of partnership praxis: an analysis of interpretive framing in literature on students as partners in teaching and learning

“…We used a thematic analysis approach (Braun & Clarke, 2006) with iterative cycles of clustering, rearranging, and classifying, followed by a process of defining and describing. This resulted in three tables with descriptions and illustrative quotes from relevant publications (Matthews, Cook-Sather, Acai, Dvorakova, Felten, Marquis, & Mercer-Mapstone, 2018).…”

Second-degree nursing student engagement and the notion of consumerism

“…Bryson et al (2015) clarified that partnering instills the active responsibility of students for learning and defies the notion of students as passive consumers in the process of learning. Rather partnerships and relationships should be guided by principles of mutual respect, reciprocity, and shared responsibility (Cook-Sathers et al, 2014). Kahu et al (2019) findings responded that valuing student perspectives as partners in the learning process recognizes the agency of students and further serves to promote engagement.…”