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International Journal for Students as Partners最新文献

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Midterm conversations as co-creation of equitable and inclusive formative assessment 中期对话是公平和包容性形成性评估的共同创造者
International Journal for Students as Partners Pub Date : 2024-05-13 DOI: 10.15173/ijsap.v8i1.5466
Alice Lesnick, Sabea K. Evans, Margo Schall, Alison Cook-Sather
{"title":"Midterm conversations as co-creation of equitable and inclusive formative assessment","authors":"Alice Lesnick, Sabea K. Evans, Margo Schall, Alison Cook-Sather","doi":"10.15173/ijsap.v8i1.5466","DOIUrl":"https://doi.org/10.15173/ijsap.v8i1.5466","url":null,"abstract":"Although assessment of student learning remains a thorny area for co-creation in education, a growing number of researchers and practitioners advocate and enact partnership in formative and summative assessment as part of equity work. In this case study, we join these efforts in reflecting on students’ and our own experiences of the midterm conversation that we use as a key formative assessment structure and process across three co-facilitated courses. The midterm conversation—a partnership among students and instructors as co-teachers—is embedded in course design and curriculum with the goal of advancing, informing, and sustaining our pedagogical commitments. This case illustrates how we practice assessment as dialogue and as emergent understanding. This practice is based on an expectation of diverse learning goals and outcomes and on trust in students’ capacities to direct their learning with reference to their own interests and standards for their work.","PeriodicalId":321479,"journal":{"name":"International Journal for Students as Partners","volume":"79 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140984745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Culture of engagement 参与文化
International Journal for Students as Partners Pub Date : 2024-05-13 DOI: 10.15173/ijsap.v8i1.5531
Lina Fransén, Victor Hellgren, Magnus Mortensen, Susanna Olsson, Nathalie Proos Vedin, Maja Elmgren, Marcus Lundberg, Antonia Kotronia
{"title":"Culture of engagement","authors":"Lina Fransén, Victor Hellgren, Magnus Mortensen, Susanna Olsson, Nathalie Proos Vedin, Maja Elmgren, Marcus Lundberg, Antonia Kotronia","doi":"10.15173/ijsap.v8i1.5531","DOIUrl":"https://doi.org/10.15173/ijsap.v8i1.5531","url":null,"abstract":"Students can influence their education through evaluations and as representatives in university decision-making bodies. A way to give them more power is through participation in course development as equal partners. In this study, the relationship between the outcome of a student-teacher partnership and a culture of student influence and engagement is explored. This is done through specifically targeting examination, an area where formal power rests far away from the actual partnership. The partnership outcome was evaluated through post-project surveys and group interviews, together with post-course evaluations. The students in the project, most of them with significant experience as student representatives, emphasized their ability to make meaningful change. At the same time, the students taking the revised course appreciated the implemented changes. A culture of engagement positively affected the outcome of the partnership, while the partnership itself strengthened students in their roles as change agents.","PeriodicalId":321479,"journal":{"name":"International Journal for Students as Partners","volume":"47 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140983982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Students as partners for effective change 学生是有效变革的合作伙伴
International Journal for Students as Partners Pub Date : 2024-05-13 DOI: 10.15173/ijsap.v8i1.5552
Dara Drake
{"title":"Students as partners for effective change","authors":"Dara Drake","doi":"10.15173/ijsap.v8i1.5552","DOIUrl":"https://doi.org/10.15173/ijsap.v8i1.5552","url":null,"abstract":"My journey as a student partner began in the summer of 2020, amidst overwhelming COVID-19 hysteria and an opportunity to explore a new kind of online learning. I was doing research with a professor of mine and invited to a workshop about Pedagogical Partners with Alison Cook-Sather. When I learned how impactful my work could be as a student partner, I was hooked. For many years, I had felt as though students were not listened to, heard, or respected. I wanted students to be able to play an active role in their own learning. My freshman year, I became an undergraduate teaching assistant (UTA). The experience truly changed my college experience - I mended my troubled relationship with school and learning and came to love it. \u0000Now, in my final year of college, I’ve been a UTA every semester since my freshman year. I’ve done research on the number of UTAs across the country and on campus at Syracuse University (SU). At SU, UTAs were few and far between, just about 10% of classes had one. The most common answer as to why UTAs weren’t used was that there was no money to pay them, so I created my own class that gave students 3 credits to be a UTA and partnered up with two close faculty mentors of mine to teach it. We reflected, dished out advice, and made important bonds with faculty and each other. After one very successful semester, we combined with the Partnership for Inclusive Education (PIE) Program through the Center for Teaching and Learning Excellence to merge the UTA program with a student consultant program. This semester, I am enjoying the best of both worlds as a UTA as well as a lead student consultant. Over the course of my college career, I have learned what a true partnership means, experienced the two-way learning it provides, and worked to make courses more inclusive, understanding, and student-centered. I’ve fought hard to put students in decision-making roles and mentored countless students into fantastic student partners that have changed campus for the better.","PeriodicalId":321479,"journal":{"name":"International Journal for Students as Partners","volume":"11 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140982292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
In partnership, for partnership 为合作而合作
International Journal for Students as Partners Pub Date : 2024-05-13 DOI: 10.15173/ijsap.v8i1.5571
Oshish Ungras, Gavin Brockett
{"title":"In partnership, for partnership","authors":"Oshish Ungras, Gavin Brockett","doi":"10.15173/ijsap.v8i1.5571","DOIUrl":"https://doi.org/10.15173/ijsap.v8i1.5571","url":null,"abstract":"After almost a year of planning an international conference on student partnership for humanitarian action with the UN Refugee Agency, a student-faculty partnership reflect on the learning process they undertook, and how years of working together built a strong foundation for this project. Working in partnership to communicate the importance of partnership to address complex global issues signifies the importance of engaging multi-level stakeholders in new, innovative solutions. This introduction to the special section titled after the conference provides the context for this challenging yet rewarding feat made possible with a community of partnerships.","PeriodicalId":321479,"journal":{"name":"International Journal for Students as Partners","volume":"98 30","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140984381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Students priming students for success 学生为成功打基础
International Journal for Students as Partners Pub Date : 2024-05-13 DOI: 10.15173/ijsap.v8i1.5471
Paary Balakumar, Heather Fice, Samuel Richer, Tamara Western, Jacqueline Yao
{"title":"Students priming students for success","authors":"Paary Balakumar, Heather Fice, Samuel Richer, Tamara Western, Jacqueline Yao","doi":"10.15173/ijsap.v8i1.5471","DOIUrl":"https://doi.org/10.15173/ijsap.v8i1.5471","url":null,"abstract":"Introductory science courses can be a struggle for instructors and students not only because of the challenging nature of the material, but also due to differences in the background knowledge of students. Provision of pre-lecture resources reviewing or introducing key concepts is recommended to support diverse students. In this paper, we describe the iterative design, implementation, and assessment of pre-lecture PRIMERs in a large, introductory genetics course. The development of PRIMERs was conceived, driven, and performed by a student-staff team. Data over 2 years demonstrate that most students considered that PRIMERs supported their learning of the lecture material. Student comments revealed that they found the summaries and practice problems useful, and that they used PRIMERs both as lecture preparation and examination review resources. These results suggest that the students-as-partners model is an effective way to create and refine course resources.","PeriodicalId":321479,"journal":{"name":"International Journal for Students as Partners","volume":"15 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140982619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Promoting students as partners in a pilot study involving undergraduate students and instructors in Spanish as a foreign language courses 在一项涉及本科生和外语西班牙语课程教师的试点研究中促进学生成为合作伙伴
International Journal for Students as Partners Pub Date : 2024-05-13 DOI: 10.15173/ijsap.v8i1.5413
Ana García-Allén, Sari Heru, Richard Martínez
{"title":"Promoting students as partners in a pilot study involving undergraduate students and instructors in Spanish as a foreign language courses","authors":"Ana García-Allén, Sari Heru, Richard Martínez","doi":"10.15173/ijsap.v8i1.5413","DOIUrl":"https://doi.org/10.15173/ijsap.v8i1.5413","url":null,"abstract":"Through the student-as-partners (SaP) framework, this paper explores how this can enhance undergraduate Spanish as a foreign language flipped classroom courses and promote student engagement and satisfaction. Traditionally, higher education courses are designed and developed by faculty members; however, our pilot project proposed collaboration between students and instructors in the design and implementation of course activities. This paper explores the model’s effects and outcomes through four surveys administered at the end of the academic year. Each survey included key factors related to the learning experience: student enjoyment, emotional support, relatedness to peers, feedback from/for students, and content-related support. Collectively, these perspectives were used to reflect on the feedback provided, which helped us achieve our objective: the creation of teaching and learning resources to engage future cohorts and increase student retention. Although this model is presented in the foreign language context, it is transferable to any discipline.","PeriodicalId":321479,"journal":{"name":"International Journal for Students as Partners","volume":"72 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140985044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Collaborative authoring using wiki 使用维基协作创作
International Journal for Students as Partners Pub Date : 2024-05-13 DOI: 10.15173/ijsap.v8i1.5417
James Neill
{"title":"Collaborative authoring using wiki","authors":"James Neill","doi":"10.15173/ijsap.v8i1.5417","DOIUrl":"https://doi.org/10.15173/ijsap.v8i1.5417","url":null,"abstract":"This case study describes a collaborative online authoring project in which undergraduate students co-produce open educational resources as a learning and assessment exercise. Over 1,500 chapters and videos about how psychological science can improve people’s motivational and emotional lives have been co-created. Wikiversity provides a simple and powerful open editing and hosting platform. The project’s key pedagogical principles include students as partners, open education, guided experiential learning, and self-determined learning. Other key ingredients include scaffolding, skill development, and formative feedback. Potential issues are framed as educational opportunities, including privacy and anonymity, intellectual property and copyright, and individual versus collective work. Collaborative online authoring projects offer real-world benefits over disposable essays in higher education. The principles and methods are adaptable to a wide variety of disciplines and educational contexts, offering a scalable approach to collaborative student-staff partnerships.","PeriodicalId":321479,"journal":{"name":"International Journal for Students as Partners","volume":"97 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140984162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Responsibility and privilege in a long-term faculty partnership with students 教师与学生长期合作的责任与特权
International Journal for Students as Partners Pub Date : 2024-05-13 DOI: 10.15173/ijsap.v8i1.5574
Gavin Brockett
{"title":"Responsibility and privilege in a long-term faculty partnership with students","authors":"Gavin Brockett","doi":"10.15173/ijsap.v8i1.5574","DOIUrl":"https://doi.org/10.15173/ijsap.v8i1.5574","url":null,"abstract":"","PeriodicalId":321479,"journal":{"name":"International Journal for Students as Partners","volume":"87 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140984606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Teacher candidates as student partners in decoding the disciplines research 教师候选人作为学生伙伴解码学科研究
International Journal for Students as Partners Pub Date : 2024-05-13 DOI: 10.15173/ijsap.v8i1.5559
Ryan DiCostanzo, Anthony Discenza, Jenna Langone, Jared McBrady
{"title":"Teacher candidates as student partners in decoding the disciplines research","authors":"Ryan DiCostanzo, Anthony Discenza, Jenna Langone, Jared McBrady","doi":"10.15173/ijsap.v8i1.5559","DOIUrl":"https://doi.org/10.15173/ijsap.v8i1.5559","url":null,"abstract":"This study examines the role of secondary teacher candidates as student partners in research into undergraduate students’ historical cognition while contextualizing documents. It highlights the unique role of teacher candidates as near-peer interviewers and change agents within higher education and secondary curricula. Through using decoding the disciplines methodology to solicit student voice in near-peer interviews, teacher candidates identified areas for curricular change in teaching contextualization in university history courses. The involvement of teacher candidates extended beyond the university classroom and informed their future work in secondary education. Decoding experiences in university courses provided teacher candidates with insights into supporting secondary pupils’ abilities to contextualize historical sources. This research demonstrates the potential of teacher candidates as near-peer interviewers and curricular change agents in secondary and higher education. Collaborative partnerships between teacher candidates and faculty can lead to meaningful curricular changes and effective teaching practices in higher education and secondary education contexts.","PeriodicalId":321479,"journal":{"name":"International Journal for Students as Partners","volume":"114 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140985712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The potential of student as partners approaches for humanitarian developments 学生作为合作伙伴的方法在促进人道主义发展方面的潜力
International Journal for Students as Partners Pub Date : 2024-05-13 DOI: 10.15173/ijsap.v8i1.5551
Tom Lowe, Maria Moxey
{"title":"The potential of student as partners approaches for humanitarian developments","authors":"Tom Lowe, Maria Moxey","doi":"10.15173/ijsap.v8i1.5551","DOIUrl":"https://doi.org/10.15173/ijsap.v8i1.5551","url":null,"abstract":"This article explores the potential for students-as-partners models developed in the scholarship of teaching and learning and educational development fields to be expanded to new agendas such as humanitarian developments and other agendas related to the so-called civic university. There is a growing appetite for students and staff to work in partnership due to the mutual benefits for both parties (Mapstone et al., 2017), yet the majority of the published works on students as partners is almost exclusively reporting upon partnership activities relating to curriculum and wider student experience developments in higher education. This paper explores the literature on best practice for working with students as partners in order to create new recommendations for how the students-as-partners model can be applied successfully for community and humanitarian development projects, rather than curricular, teaching, or research projects By drawing on literature from student voice, student engagement in quality assurance, and co-design, this paper will  highlight the great potential of student-staff partnerships for addressing other development agendas globally.","PeriodicalId":321479,"journal":{"name":"International Journal for Students as Partners","volume":"115 39","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140985759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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