Publisher: U of Greenwich   (Total: 3 journals)   [Sort alphabetically]

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Compass : J. of Learning and Teaching     Open Access   (Followers: 6)
Student Engagement in Higher Education J.     Open Access   (Followers: 6)
J. of Educational Innovation, Partnership and Change     Open Access   (Followers: 1)
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Journal of Educational Innovation, Partnership and Change
Number of Followers: 1  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2055-4990
Published by U of Greenwich Homepage  [3 journals]
  • Exploring Students’ Attitudes and Intentions in a Student-Staff Led
           Research Initiative

    • Authors: Andrea Arce-Trigatti, Steffano Oyanader, Luis Hevia, Pedro Arce
      Abstract: The purpose of this work is to explore how the experiences of two Hispanic-Latino graduate students acting as members of a Directorship Team (DT) that led an extracurricular, undergraduate research program called the Holistic Foundry Undergraduate Engaged Learners (FUEL) program influenced their attitudes and intentions with respect to this student-staff partnership. The Holistic FUEL program and the experiences of the DT were guided by the Renaissance Foundry Model (herein the Foundry) an innovation-driven learning platform. This provided a unique opportunity to evaluate how this Foundry-guided program shaped the attitudes and intentions of the two graduate student coordinators working with faculty within a student-staff partnership. As part of this case study, an inductive analysis of secondary data —including graduate coordinators’ post-program reflections, recruitment announcements prepared by the coordinators, and meeting notes— provide preliminary themes and insight into the ways in which their experiences influenced attitudes and intentions regarding partnerships with staff. Lessons learned offer insight into the internal personal transformations and type of relationships that support student-staff partnerships for implementing similar undergraduate programs.
      PubDate: 2022-12-12
      Issue No: Vol. 8, No. 2 (2022)
  • Pedagogical Love in Student-Staff Partnerships

    • Authors: Samantha Silberstein, Marissa Hamilton
      Abstract: Higher education practitioners play a pivotal role in shaping learning experiences for undergraduate students. The co-curricular opportunities crafted for students can provide alternative pathways for consciousness-raising that deepens through the relationships established between staff and students. This paper takes up love as a pedagogical tool to cultivate and sustain student-staff partnerships. Love is an oft-undervalued component of these relations. From a feminist perspective, gendered norms and patriarchal values have trivialized the role of love in society (hooks, 2000). The authors of this piece have traversed many roles within their relationship as student/staff in a living-learning community, researcher/participant in a dissertation study, and friends. We have collectively developed more critically oriented views of the world over the last five years of our relationship. Learning and growing as we go, multiple traumas established love as a force that provided the necessary support to grow as women, learners, and leaders. Centered in this growth and healing is an ethic of care and an embodiment of pedagogical love. To frame our understanding of love, we turn to the work of bell hooks (2000). Love is not simply an emotion but our behavior; it is action-oriented. Through love, we show compassion, and through love, we determine what is just, fair, and right. Love is not contained within a singular definition but is understood through what it affords. In defining the many facets of love, hooks (2000) conceptualizes seven tenets: 1) affection, 2) respect, 3) recognition, 4) commitment, 5) trust, 6) care, and 7) open and honest communication. In this essay, we explore the application of these tenets to student-staff partnerships. We recognize the mutuality in this process, to both give and receive love, and apply these tenets from a student and staff perspective. For example, we see respect as honoring each other, and we actively recognize the knowledge, experiences, and perspectives each person brings into an educational space. In addition to the tenets established by hooks (2000), we offer the inclusion of vulnerability and open-mindedness to cultivate consciousness-raising in student-staff partnerships. Through this reflective piece, we hope to encourage the further application of pedagogical love to student-staff partnerships in higher education.
      PubDate: 2022-12-12
      Issue No: Vol. 8, No. 2 (2022)
  • Connections in Unexpected Places: Learner-Oriented Mindsets in
           Staff-Student Partnerships

    • Authors: Tracie Addy, Maria Salmeron Melendez
      Abstract: For this reflective essay we describe our lived experiences of an inspirational staff-student partnership where Tracie Addy, a Black, female centre for teaching and learning (CTL) director and associate dean at Lafayette College partnered with Maria Salmeron Melendez, now an alumna, who identifies as Black, female, and Latina. At the time of the partnership Salmeron Mendez held a leadership role in student government focused on diversity, equity, and inclusion initiatives. She was also a scholar of the Posse Foundation, a nation-wide organisation partnered with Lafayette to train exceptional students from diverse backgrounds for future leadership. Our partnership was born out of Salmeron Melendez seeking more development for faculty around topics of equity and inclusion. The partnership evolved into her playing a lead role in helping the CTL generate campus conversations around social-emotional learning and trauma-informed pedagogy in higher education, topic areas of both personal and professional significance for Salmeron Melendez. After a process of developing mutual understandings and jointly collaborating on what could be accomplished, our partnership blossomed and paved a way for a new area to be explored on our campus during a time when the COVID-19 pandemic was altering ways of being. In this piece we discuss various learner-oriented mindsets that manifested in our staff-student partnership such as openness, investment in student agency, flexibility, sponsorship, and advocacy. Each of these mindsets contributed to the achievement of our reciprocal goals.
      PubDate: 2022-12-12
      Issue No: Vol. 8, No. 2 (2022)
  • Attitudes and Intentions of Japanese Students and Teachers in Internal
           Quality Assurance in a Confucian-Heritage Culture

    • Authors: Masahiro Tanaka
      Abstract: In this reflective essay, as a member of the Office of Management for Teaching and Learning, a division of internal quality assurance in the University of Tsukuba, I write from my perspective about what I see as the attitudes and intentions that are conducive to partnership, focusing on pedagogical partnership in an arena within the traditionally sole purview of teachers. Specifically, I aim to clarify my attitudes and intentions, the attitudes and intentions of students who participated in internal quality assurance activities, and the attitudes and intentions of teachers who worked in partnership with these students. These efforts to name and clarify attitudes and intentions in forming a good student-staff pedagogical partnership in a Confucian-heritage culture demonstrate that it is essential to adapt the Western idea of ‘students as partners’ to the Eastern context. I begin with a discussion of Japan as a Confucian-heritage culture, then describe the University of Tsukuba’s effort to position students as partners to teachers in internal quality assurance and my role in that effort, and then discuss the attitudes and intentions that students and teachers brought to this work.
      PubDate: 2022-11-28
      Issue No: Vol. 8, No. 2 (2022)
  • Connections at the intersections: Innovating our student-staff
           partnerships through utilising critical, participatory and decolonial

    • Authors: Maisha Islam
      PubDate: 2022-11-28
      Issue No: Vol. 8, No. 2 (2022)
  • The personal is political! Considering and exploring the attitudes and
           intentions that form and frame our ‘partnering up’ with and for
           disability rights in higher education.

    • Authors: Suanne Gibson, Yota Dimitriadi, Laura Chapman, Mette Westander, Emma Pullen, Damaris Landers, Toby Clark, Katherine Gulliver, Amandine Cheney, Jack Smith, Mahnoor Awan
      Abstract: This alternative piece in a poetic conversational style presents a series of individual and linked reflections on our ‘attitudes and intentions’ as students and tutors in higher education ‘partnering up’- for social justice and disability rights. The authors are believers in and practitioners of critical pedagogy and wish to challenge the traditional binary of ‘student’ and ‘tutor’ in our work. We hold at our core that education is a collective endeavour, without which learning, self and community growth does not happen- thus a partnership which works to challenge power, systemic oppression and established frames of reference and representation in education is an essential component of our, the authors’, collective attitude and intent. So too is our belief about the need for change, in particular a radical systemic and cultural change for social justice in relation to the intersection of ‘disability’. For the authors, our personal identities alongside our externally positioned identities overlap, contradict, conjoin and spin out. We find ourselves in the words of Ahmed (2012) regularly pushing against the dominant flow, and so we combine energies by coming together and coming out as partners for change holding this attitude and belief - “Our personal is political”. We also believe it is through collective endeavour, partnership and combined energy that the status quo will be changed and a previously isolated oppressed self, can be transformed. ‘Collective action for a collective solution’ as Hanisch (1969) said. We invite you to read our words - be challenged, feel discomfort, find connection, pain and humour, be a partner, be an ally and always see the political.
      PubDate: 2022-11-28
      Issue No: Vol. 8, No. 2 (2022)
  • The Spirit of collegiality in fostering student-staff partnership:
           Shedding light on trust, respect and common values

    • Authors: Yoko Mori
      Abstract: This essay  explores from a student perspective how a meaningful student-staff partnership can be fostered through the spirit of collegiality which is comprised of respect, trust, and common values. Student-staff partnerships are founded on inherent power imbalance with the teachers basically having more knowledge and experience than students. Accordingly, the term "partnership" to describe a student-staff relationship has been much contested. Nevertheless, studies have proved different approaches to  student-staff partnership could lead to productive results for student learning.  In this context, I explore how the spirit of collegiality embedded in emotions fostered student-staff partnership for me during the Covid-19, which in turn allowed me to gradually see this conceptual framework beyond power relations. By sharing how I personally felt through cultivating trust, respect, and common values with my teachers, I hope to provide implications for how  sincere attitudes with the intention to build a memorable experience from both sides can foster a meaningful life-time partnership.  
      PubDate: 2022-11-28
      Issue No: Vol. 8, No. 2 (2022)
  • Attitudes and intentions: Constructs from psychology that inform the
           development of successful student-staff partnership

    • Authors: Alison Cook-Sather, Amrita Kaur
      Abstract: Particular “attitudes” and “intentions”—constructs from the field of psychology—can inform the development of successful student-staff partnerships. We focus in this discussion on the basic attitudes of epistemic confidence in students and of open-mindedness to students’ knowledge and contributions, which are consistent with the premises of student-staff pedagogical partnerships. We explore as well how these attitudes inform the intention to co-create educational experiences with students, which is consistent with the practice of partnership. After defining and exploring the importance to partnership work of these interrelated and foundational phenomena, we offer recommendations for how to nurture such attitudes and intentions in staff.
      PubDate: 2022-11-28
      Issue No: Vol. 8, No. 2 (2022)
  • Exploring complex dynamics in partnership and the inherent role of emotion

    • Authors: Catherine McConnell
      Abstract: Despite growing evidence of the benefits of partnership working between students and staff in higher education, how those involved experience the complex dynamics remains under-researched. This article presents the findings of a recent study into learning and teaching relationships in HE, conducted in one university in the south of England, UK.  Taking into account the situated nature of partnership practices through the use of situational analysis (Clarke, 2005), this research provides an interpretive exploration of the experiences of 15 students and faculty members working and learning in partnership. Findings demonstrate a wide range of sensory and emotional states described by participants involved in two different case studies of partnership. Derived through several processes of constant comparison analysis, the findings allied to emotion are divided into three main categories at the level of intra-, inter-, and extra-personal. A key consideration in the discussion of findings is that particular actions and behaviours which implicitly demonstrate emotions have an integral role in communicating our attitudes and intentions to those we are in partnership with.
      PubDate: 2022-11-28
      Issue No: Vol. 8, No. 2 (2022)
  • Attitudes and Intentions that Made It Work: Students-Faculty Partnership
           in China

    • Authors: Svetlana Vikhnevich, Yuchen Gao, Linghan Jiang, Xiwen Chen, Chenyi Li
      Abstract: This case study focused on attitudes and intentions that enhanced two student-faculty partnerships. Those partnerships were established in the English as a Second Language (ESL) courses in one of the Sino-American Universities in China. Each group was asked to observe a different ESL course taught by the same instructor and give suggestions on the classroom materials and activities, instructor’s communication with students, and potential syllabus improvements. Through a qualitative research design, the data was collected via an open-ended survey and follow-up individual interviews related to the participants’ perceived attitudes and intentions. The findings demonstrated that the members of the two partnerships managed to persevere without quitting midway because the partnership enhanced their attitudes and intentions, particularly the desire to excel academically and personally, desire for relatedness instead of monetary reward, and desire for meaningful achievements. The study’s limitations included a small-scale empirical research design and members’ perceptions of the hypothetical involvement of the monetary reward for the partnership participation. The findings have practical implications for partnering with students in the Asian context in the involvement of a peer partner, choice of the faculty based on the students’ perceived feeling of warmth, competence, and trust, and publication of the partnership outcomes. 
      PubDate: 2022-11-28
      Issue No: Vol. 8, No. 2 (2022)
  • Striding up the Ladder: A Critical Reflection on Student-Staff Partnership
           through the lens of Ajzen’s Theory of Planned Behaviour

    • Authors: Laura Blackburn, Dr Sivaramkumar Shanmugam
      Abstract: Student-staff partnerships differ in doctoral context compared to other academic levels of study. Normally, postgraduate research students’ rely more on their supervisor team and the graduate school for guidance, support, and research and developmental opportunities. In contrast, taught doctorate programmes offer a broader application of student-staff partnerships as they involve opportunity for greater engagement. This essay provides a student’s reflection on the changing student-staff relationship during the pre-registration, taught, Doctorate of Physiotherapy (DPT) programme at Glasgow Caledonian University, drawing on previous university experience. The piece concludes with a discussion of recommendations for future student-staff partnerships.

      PubDate: 2022-11-28
      Issue No: Vol. 8, No. 2 (2022)
  • Forming equitable partnerships with black students

    • Authors: Melanie-Marie Haywood
      Abstract: Partnerships are conceptualised as having a meaningful outcome that should feed back into the organisation that initially “suggested” partnership, and provide a platform for change (Mitchell, Cordell & Fam, 2016; Kligyte, 2021). Student staff partnerships should produce new knowledge that can be used to re-imagine the status quo and make meaningful change for the benefit of similar stakeholders, to the student, but also for the organisation. This discussion will use the framework of Partnership Outcome Spaces as posited by Kligeyte et al. (2021) to drill deeper into the effective design of partnerships with black students. The relationship between personal intention and organizational intention is explored looking at competing narratives, financial barriers, and success as defined by black staff and students. A critical component of this discussion is representation, and how it factors into both strategic decision making and the one-to-one interaction between black staff and students concerning their learning experiences.
      PubDate: 2022-11-28
      Issue No: Vol. 8, No. 2 (2022)
  • The possibility of pedagogical partnership: Co-creating teaching and
           learning through a Singapore cultural lens

    • Authors: Tai Chong Toh, Huang Hoon Chng
      Abstract: Student-staff partnership practices aim to reduce the power differentials between students and educators to create authentic and meaningful collaborations. In Asian universities where examples of pedagogical are less widely reported (Carless & Kwan, 2019), scholars have posited that cultural norms have created hierarchical education systems and widened the power distance that may pose a barrier to authentic partnerships (Carless & Kwan, 2019). Liang and Matthews (2021) have recently reported how Chinese teachers have placed high levels of importance on student-staff partnerships and further suggested that the underlying cultural beliefs could instead facilitate partnerships. However, such experiences that connect culture to the willingness to co-create teaching and learning activities are rarely documented (Liang & Matthews, 2021). We are two colleagues who differ in disciplinary background, career history and are at different stages in our careers but we have an important thing in common – we both believe in active student engagement in service of student learning. In this reflective essay, we wish to develop an active dialogue about partnership, between ourselves, where we undertake to reflect together as partners by developing a conversation in teaching and learning. Based on our experience in co-creating partnership opportunities with students in teaching and research, our dialogue aims to examine our cultural beliefs and how they have influenced our thinking, approach, challenges, reservations, attitudes and intentions towards partnership with students. As we reflect on our dialogue, we hope to evolve a view of students-staff partnership that keeps an open-mind towards the possibilities and potential of working with and alongside others, such that we enrich our thinking and practice in teaching and learning. In our reflection, we will take into consideration some of the established work that has already been done on the student-staff partnership front (e.g. Bovill, 2017; Healey, Flint, & Harrington, 2016; Cook-Sather, Bovill, &  Felten, 2014), to name just a few. We hope that this dialogic format will engender possibilities of partnership and/or possible pathways of overcoming barriers in our context.
      PubDate: 2022-11-28
      Issue No: Vol. 8, No. 2 (2022)
  • Designing a Master of Art in Art and Design: Student-staff reflections on
           first-year experience

    • Authors: Diana Gregory
      Abstract: In fall 2019, four staff in the School of Art and Design were charged with designing the first graduate degree in the College of the Arts, a Master of Art in Art and Design (MA). This reflective essay will serve much like an artistic critique of student-staff reflections on the process and products of our first-year experience through our lived experience from inception 2019 through spring 2022. This journey delineates the attitudes and intentions that are supporting the emergence of our student-staff partnership. I am illuminating these concepts from an artistic perspective to showcase the foundational cognitive and emotional processes of diverse stakeholders including students-staff from art education, digital animation, and museum studies while also acknowledging the impact of a “sticky” curriculum (Orr & Shreeve, 2018) on the development and implementation of the MA.
      PubDate: 2022-11-28
      Issue No: Vol. 8, No. 2 (2022)
  • How Can Students as Partners Pedagogy Succeed When Not Actively Supported
           by the Institution and/or Goes Against Institutional Culture'

    • Authors: Ketevan Kupatadze, Eric Hall
      Abstract: In this reflective essay, we discuss the following questions that have emerged as a result of our (faculty and student) experiences with Student-Faculty Partnership Pedagogy at our institution: Can partnership succeed when not actively supported by the institution and/or goes against institutional culture' How do we make Students as Partners pedagogy to be institutional priority and part of its vision for the future' What sort of attitudes are necessary for faculty and students to have when engaging in pedagogical partnerships' Can such environments in which partnership is not an institutional culture and/or is not a widely accepted pedagogy still foster the development of such attitudes' What attitudes of the university leadership, as well as those of faculty and students are preventing partnerships from being supported more and, as a result, inhibit the sustainability of this pedagogy'
      PubDate: 2022-11-28
      Issue No: Vol. 8, No. 2 (2022)
  • Student-staff partnership achievements and challenges at NUST MISIS

    • Authors: Timothy O’Connor, Andrei Danilin, Margarita Dorofeeva, Alexander Volkov, Alina Malinovskaya
      Abstract: This article is a case study describing and analysing approaches to setting up student-staff partnership as an integral attribute of modern universities, while taking into consideration specifics of the Russian educational system. The authors emphasize the need for the institution’s leadership to be actively involved in enabling interactions between staff and students not only within separate projects or disciplines but also at the level of the entire university ecosystem, which includes formal and informal learning, social and research-based activities, and innovative pedagogical approaches, as well as contemporary, state-of-the-art learning spaces.
      PubDate: 2022-11-28
      Issue No: Vol. 8, No. 2 (2022)
  • Engaging Student Partners in Inclusive Teaching Practices and Content
           Facilitation in Exercise Science

    • Authors: Aaron Piepmeier, Alana Campbell, Emily Kibler, Mikayla Medley, Madeleine Spence, Nsikak Udoh, Eric Hall, Takudzwa Madzima, Lauren Walker, Matthew Wittstein
      Abstract: There has been an increased intentionality in academia to address issues of diversity, equity and inclusion (DEI). This case study shows efforts led by multiple experts, within an Exercise Science department, and their student partners to create a diverse and inclusive department. To address the project purpose, students were paired with faculty to complete work pertaining to that faculty member’s expertise. For the group to work cohesively, pairs had agency to determine their work’s trajectory. A monthly meeting was held with the whole group to provide updates and accountability on individualized work, consider how to further enhance student-faculty partnerships, and to support a collective vision for continued DEI work. While this work was conducted to meet the project purpose, the results are framed to explore the utility of the socio-ecological model in considering how student-faculty partnerships altered attitudes and intentions related to DEI within and outside of the classroom. The intrapersonal changes (e.g., individual attitudes and cognitions) of faculty and student partners, the interpersonal interaction changes (e.g., developing reciprocity, equalizing power dynamics), the organizational changes (e.g., departmental values, attitudes), and changes in involvement with the wider campus community (e.g., changed intentions to facilitate conversation/policy on campus) are explored.
      PubDate: 2022-11-28
      Issue No: Vol. 8, No. 2 (2022)
  • Moving From Access to Inclusion by Making Communication a Priority

    • Authors: Sara Schley, Carol C. Marchetti
      Abstract: What does it mean to be a full participant in a faculty-student partnership' We tackled this question by considering disability identity and communication access as pivotal mindsets in facilitating not only pedagogical change in the college classroom, but also student transformation into change agents. Via a series of semester-long FLCs, we used a partnership model to develop strategies aimed at increasing interaction and inclusion in postsecondary courses (Schley et al., 2021). The student partners were all deaf or hard of hearing (DHH), with a diverse set of communication preferences. Faculty partners were also diverse: some were DHH though most were hearing; disciplinary areas included math and statistics, engineering, visual arts, psychology, and developmental writing.
      PubDate: 2022-11-28
      Issue No: Vol. 8, No. 2 (2022)
  • Exploring Attitudes and Intentions that Foster Student-Staff Partnership

    • Authors: Alison Cook-Sather, Amrita Kaur
      PubDate: 2022-11-28
      Issue No: Vol. 8, No. 2 (2022)
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