Reimagining the place of students in academic development

Felten, Peter; Abbot, Sophia; Kirkwood, Jordan; Long, Aaron; Lubicz-Nawrocka, Tanya; Mercer-Mapstone, Lucy; Verwoord, Roselynn

doi:10.1080/1360144x.2019.1594235

Cited by 43 publications

(26 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…For some students partners, presenting at an international conference or co-authoring a paper might be a novel opportunity and so attention needs to be given to scaffold the process and "check in" with a student partner's expectations and comfort levels with "going public" in such fora. Such opportunities can have significant impact for students, giving legitimacy to their voices and enabling them to join the conversation (Felten et al 2019). However, opportunities to engage with such conferences and journals are potentially limited and faculty partners remain powerful gatekeepers.…”

Section: Sharing Sotl With Students: Examples Of Knowledge Mobilizationmentioning

confidence: 99%

Sharing SoTL Findings with Students: An Intentional Knowledge Mobilization Strategy

Maurer

Woolmer

Powell

et al. 2021

TLI

View full text Add to dashboard Cite

This paper critically examines the reasons for and processes of sharing SoTL findings with students. Framed by our commitment to SoTL’s role to make teaching “community property,” we interpret sharing SoTL findings with students as an act of knowledge mobilization, where SoTL might be disseminated, translated, or co-created with the student as a legitimate knowledge broker. We connect these knowledge mobilization processes with four primary reasons why faculty might want to share SoTL findings with students. Finally, we provide examples of knowledge mobilization that use different “voices” found in contemporary communication settings and that reach various student audiences in micro, meso, macro, and mega contexts.

show abstract

Section: Sharing Sotl With Students: Examples Of Knowledge Mobilizationmentioning

confidence: 99%

Sharing SoTL Findings with Students: An Intentional Knowledge Mobilization Strategy

Maurer

Woolmer

Powell

et al. 2021

TLI

View full text Add to dashboard Cite

show abstract

“…However, they have been repositioned as essential actors and agents in academic development (Healey, Flint, and Harrington 2016;Matthews 2016). Catherine Bovill, Alison Cook-Sather, and Peter Felten (2011) reconsider students' roles in education as producers (Cook-Sather et al 2017;Marquis et al 2016), partners (Coombe et al 2018), co-inquirers (Bell 2016;Werder et al 2016), and co-creators (Felten et al 2019;Samson 2019) of teaching approaches and course design, where student-faculty relationships should be based on respect, reciprocity, and shared responsibilities. Student partnership can be defined as "a process of student engagement, understood as staff and students learning and working together to foster engaged student learning and engaging learning and teaching enhancement .…”

Section: Literature Reviewmentioning

confidence: 99%

“…Overall, the student contributors identified themselves as students, but as students who are able to act as teachers to help their peers and future students. As co-creators, the student contributors shared responsibilities of teaching as other academics have noted (Felten et al, 2019;Samson, 2019).…”

Section: Student Contributors' Rolesmentioning

confidence: 99%

A Three-Party Case Study: Exploring the Value of Student Work in Co-creation in Teaching and Learning

Cho

Werker

Liu

et al. 2020

TLI

View full text Add to dashboard Cite

In the context of a large first-year business course, we explore the value of student contributors, the former students from this course, working with faculty to improve the learning experience of the students enrolled in the course. By describing our study of the roles, impacts, benefits, and challenges of the student contributors’ involvement in creating supplemental resources, such as videos and practice problems, intended to augment the teaching process of the faculty and the learning process of the student learners, we contribute to the understanding of this three-party experience. Our study included interviews, survey questions, and resource-engagement analytics. We found that because student contributors can provide unique perspectives, greater inclusivity, and diverse approaches to teaching, there are benefits to the instructors, the student contributors, and the student learners.

show abstract

“…Institutions of higher education and individuals around the world have developed programs and projects through which students, faculty, and staff participate in various forms of co-creation: of teaching and learning approaches; of scholarly analysis, presentations, and publications; and of individual, programmatic, and institutional transformation. These programs and projects not only link student engagement and faculty development through partnership's capacity to foster belonging (Cook-Sather and Felten 2017b), they invite an understanding of student engagement as partnership (Matthews 2016) and a reimagining of the place of students in academic development (Felten et al 2019). The three of us have learned through our own partnership experiences and have seen at a wide range of institutions-from small, liberal arts colleges like our own to large, public universities and from across the world in Aotearoa New Zealand, Australia, Canada, England, Israel, Italy, Malaysia, Scotland, Sweden, and the United States-that partnership work has great potential to make our campuses places of belonging in which a diversity of learners and teachers can thrive.…”

Section: Introductionmentioning

confidence: 99%

Pedagogical Partnerships

Cook-Sather¹,

Bahti²,

Ntem³

2019

View full text Add to dashboard Cite

Faculty, Students, and Academic Developers in Higher Education as the inaugural publication in the Center for Engaged Learning Open Access Book Series. Alison Cook-Sather, Melanie Bahti, and Anita Ntem present research-informed practices for establishing and sustaining pedagogical partnerships focused on classrooms and curricula. This integration of theory, research, and practice will continue to be a hallmark of the series, which provides an alternate publishing option for high-quality engaged learning books that align with the Center's mission, goals, and initiatives, and that experiment with genre or medium in ways that take advantage of an online and open access format. Internationally, higher education discussions about pedagogical partnership, also known as students-as-partners or student-faculty/ student-staff partnership, have steadily increased over the past decade. Pedagogical partnership is examined in dedicated journals and in other scholarly teaching and scholarship of teaching and learning publications. With this book, though, Cook-Sather, Bahti, and Ntem offer the unique contribution of a how-to guide that addresses how to enact pedagogical partnership in systematic and equitable ways. At the same time, they acknowledge the challenges of this often countercultural work and share practically focused strategies for building pedagogical partnership programs. Pedagogical Partnerships explicitly speaks to faculty, students, program directors, and academic developers, among others, and it draws examples from diverse institutions across the globe. With this rich array of examples and careful consideration for readers' own institutional contexts, the xii | PEDAGOGICAL PARTNERSHIPS authors avoid being prescriptive in their strategies for partnership. As a result, readers will be able to adapt the authors' strategies for a range of institution types and budgets. The how-to guide also models partnership; two of the three authors are recently graduated students. Throughout the book, the authors share glimpses into their own partnerships. Notably, Pedagogical Partnerships is not merely a stand-alone, open access book. The authors also created nearly three dozen supplemental resources that are referenced in the book (and linked in the online version) and shared on the book's website. These resources extend the descriptive nature of this how-to guide, illustrating many of the strategies the authors describe or offering additional opportunities for readers to reflect on how these pedagogical partnerships could be enacted in their own contexts. We are grateful to Alison, Melanie, and Anita for authoring such a dynamic book to initiate the Center for Engaged Learning Open Access Book Series, and we are confident that you will find many helpful takeaways in this accessible how-to guide. We encourage you to bookmark the Pedagogical Partnerships website for quick reference as you (re)design your own classroom and curricular partnerships and to share this book and its resources widely.

show abstract

Reimagining the place of students in academic development

Cited by 43 publications

References 33 publications

Sharing SoTL Findings with Students: An Intentional Knowledge Mobilization Strategy

Sharing SoTL Findings with Students: An Intentional Knowledge Mobilization Strategy

A Three-Party Case Study: Exploring the Value of Student Work in Co-creation in Teaching and Learning

Pedagogical Partnerships

Contact Info

Product

Resources

About