Subjects -> EDUCATION (Total: 2309 journals)
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HIGHER EDUCATION (140 journals)                     

Showing 1 - 141 of 141 Journals sorted alphabetically
+E Revista de Extensión Universitaria     Open Access   (Followers: 1)
Academic Leadership Journal     Open Access   (Followers: 34)
Academic Leadership Journal in Student Research     Open Access   (Followers: 4)
African Journal of Teacher Education     Open Access   (Followers: 4)
AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education     Open Access   (Followers: 19)
Ámbito Investigativo     Open Access   (Followers: 12)
American Journal of Engineering Education     Open Access   (Followers: 13)
Arab Journal For Quality Assurance in Higher Education     Open Access  
Arquivos do Museu Dinâmico Interdisciplinar     Open Access  
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
AUDEM : The International Journal of Higher Education and Democracy     Full-text available via subscription   (Followers: 12)
Aula Universitaria     Open Access  
Bangladesh Journal of Medical Education     Open Access   (Followers: 1)
Campus Virtuales     Open Access   (Followers: 3)
Canadian Medical Education Journal     Open Access   (Followers: 11)
Canadian Perspectives on Academic Integrity     Open Access  
Chronicle of Higher Education     Full-text available via subscription   (Followers: 30)
College Student Journal     Full-text available via subscription   (Followers: 7)
Critical Studies in Teaching and Learning (CriSTaL)     Open Access   (Followers: 16)
Educate~     Open Access   (Followers: 4)
Educational Research in Medical Sciences Journal     Open Access   (Followers: 4)
EDUMECENTRO     Open Access  
ENGEVISTA     Open Access  
Enhancing Learning in the Social Sciences     Open Access   (Followers: 7)
Ethics in Science and Environmental Politics     Hybrid Journal   (Followers: 5)
European Journal of Higher Education     Hybrid Journal   (Followers: 57)
Excellence in Higher Education     Open Access   (Followers: 40)
Extensión en red     Open Access  
Formación Universitaria     Open Access   (Followers: 4)
Higher Education Evaluation and Development     Open Access   (Followers: 8)
Higher Education for the Future     Full-text available via subscription   (Followers: 8)
Higher Education of Social Science     Open Access   (Followers: 5)
Higher Education Pedagogies     Open Access   (Followers: 19)
Higher Education Studies     Open Access   (Followers: 59)
Higher Education, Skills and Work-based Learning     Hybrid Journal   (Followers: 39)
Higher Learning Research Communications     Open Access   (Followers: 8)
Högre utbildning     Open Access  
Informing Faculty (IF)     Open Access   (Followers: 1)
Ingeniería Mecánica     Open Access   (Followers: 3)
Innovation in Teaching and Learning in Information and Computer Sciences     Open Access   (Followers: 5)
Integración y Conocimiento     Open Access  
International Journal for Educational Integrity     Open Access   (Followers: 2)
International Journal for Students as Partners     Open Access   (Followers: 1)
International Journal of African Higher Education     Open Access  
International Journal of Doctoral Studies     Open Access   (Followers: 7)
International Journal of Educational Technology in Higher Education     Open Access   (Followers: 30)
International Journal of Engineering Pedagogy     Open Access  
International Journal of Higher Education     Open Access   (Followers: 56)
International Journal of Higher Education and Sustainability     Hybrid Journal   (Followers: 5)
International Journal of Kinesiology in Higher Education     Hybrid Journal   (Followers: 1)
International Journal of STEM Education     Open Access   (Followers: 10)
International Journal of the First Year in Higher Education     Open Access   (Followers: 5)
International Research in Higher Education     Open Access   (Followers: 5)
Interpreter and Translator Trainer     Hybrid Journal   (Followers: 4)
ISAA Review     Full-text available via subscription   (Followers: 1)
J3eA     Open Access   (Followers: 2)
Jesuit Higher Education : A Journal     Open Access  
Journal for Education in the Built Environment     Open Access   (Followers: 3)
Journal for the Study of Postsecondary and Tertiary Education     Open Access  
Journal of Academic Writing     Open Access   (Followers: 6)
Journal of Advanced Academics     Hybrid Journal   (Followers: 9)
Journal of Applied Research in Higher Education     Hybrid Journal   (Followers: 49)
Journal of Biomedical Education     Open Access   (Followers: 2)
Journal of Collective Bargaining in the Academy     Open Access   (Followers: 1)
Journal of College Counseling     Partially Free   (Followers: 4)
Journal of College Teaching & Learning     Open Access   (Followers: 13)
Journal of Community Engagement and Higher Education     Open Access   (Followers: 12)
Journal of Critical Scholarship on Higher Education and Student Affairs     Open Access   (Followers: 2)
Journal of Learning Development in Higher Education     Open Access   (Followers: 38)
Journal of Microbiology & Biology Education     Open Access   (Followers: 7)
Journal of Nursing Education and Practice     Open Access   (Followers: 24)
Journal of Perspectives in Applied Academic Practice     Open Access   (Followers: 7)
Journal of Praxis in Higher Education : JPHE     Open Access   (Followers: 6)
Journal of Problem Based Learning in Higher Education     Open Access   (Followers: 11)
Journal of Science and Research     Open Access   (Followers: 2)
Journal of Service-Learning in Higher Education     Open Access   (Followers: 1)
Journal of Student Affairs in Africa     Open Access   (Followers: 1)
Journal of Student Engagement : Education Matters     Open Access   (Followers: 11)
Journal of Student Financial Aid     Open Access  
Journal of Teacher Education for Sustainability     Open Access   (Followers: 23)
Journal of Teaching and Learning for Graduate Employability     Open Access   (Followers: 1)
Journal of Technology and Science Education     Open Access   (Followers: 15)
Journal of the European Honors Council     Open Access  
Journal of University Teaching & Learning Practice     Open Access   (Followers: 44)
Journal of Veterinary Medical Education     Partially Free   (Followers: 11)
Journal of Women and Gender in Higher Education     Hybrid Journal   (Followers: 3)
Kentucky Journal of Excellence in College Teaching and Learning     Open Access   (Followers: 6)
Kentucky Journal of Higher Education Policy and Practice     Open Access   (Followers: 3)
Land Forces Academy Review     Open Access  
Maine Policy Review     Open Access   (Followers: 2)
Makerere Journal of Higher Education     Full-text available via subscription   (Followers: 2)
Marketing Education Review     Full-text available via subscription   (Followers: 6)
Marketing of Scientific and Research Organizations     Open Access  
Medical Teacher     Hybrid Journal   (Followers: 61)
Merrill Series on The Research Mission of Public Universities     Open Access  
National Teaching & Learning Forum The     Hybrid Journal  
Nauka i Szkolnictwo Wyższe     Open Access  
New Directions for Student Leadership     Hybrid Journal   (Followers: 4)
New Directions in the Teaching of Physical Sciences     Open Access   (Followers: 2)
Nordic Journal of Information Literacy in Higher Education     Open Access   (Followers: 24)
Nursing Education Perspectives     Hybrid Journal   (Followers: 19)
OUSL Journal     Open Access  
Papers in Postsecondary Learning and Teaching     Open Access  
Pedagogia Social. Revista Interuniversitaria     Open Access   (Followers: 1)
Pédagogie Médicale     Full-text available via subscription   (Followers: 2)
Perspectiva Educacional     Open Access   (Followers: 2)
Planet     Open Access   (Followers: 4)
Policy Reviews in Higher Education     Hybrid Journal   (Followers: 3)
Practical Assessment, Research, and Evaluation     Open Access  
PRISM : A Journal of Regional Engagement     Open Access   (Followers: 1)
Prompt : A Journal of Academic Writing Assignments     Open Access  
Recherche & formation     Open Access   (Followers: 1)
Recruiting & Retaining Adult Learners     Hybrid Journal   (Followers: 2)
Research Ethics     Open Access   (Followers: 8)
Research Integrity and Peer Review     Open Access  
Revista d'Innovació Docent Universitària     Open Access  
Revista de Ensino em Artes, Moda e Design     Open Access  
Revista de la Universidad de La Salle     Full-text available via subscription   (Followers: 11)
Revista Digital de Investigación en Docencia Universitaria     Open Access  
Revista Electronica Interuniversitaria de Formacion del Profesorado     Open Access  
Revista Gestão Universitária na América Latina - GUAL     Open Access  
Revista Interuniversitaria de Formacion de Profesorado     Open Access  
RT. A Journal on Research Policy and Evaluation     Open Access   (Followers: 2)
RU&SC. Revista de Universidad y Sociedad del Conocimiento     Open Access   (Followers: 1)
Strategic Enrollment Management Quarterly     Full-text available via subscription   (Followers: 3)
Student Engagement in Higher Education Journal     Open Access   (Followers: 6)
Student Journal of Professional Practice and Academic Research     Open Access  
Student Success : A journal exploring the experiences of students in tertiary education     Open Access   (Followers: 15)
Summer Academe : A Journal of Higher Education     Open Access  
Tartu Ülikooli ajaloo küsimusi     Open Access   (Followers: 1)
Teaching and Learning Inquiry : The ISSOTL Journal     Full-text available via subscription   (Followers: 17)
The Qualitative Report     Open Access   (Followers: 1)
Transformation in Higher Education     Open Access   (Followers: 4)
Trayectorias Universitarias     Open Access  
Triple Helix     Open Access   (Followers: 2)
Uniped     Open Access  
Universidad en Diálogo : Revista de Extensión     Open Access  
Universidades     Open Access  
Widening Participation and Lifelong Learning     Hybrid Journal   (Followers: 20)
Women in Higher Education     Hybrid Journal   (Followers: 6)
Университетское управление: практика и анализ     Open Access  

           

Similar Journals
Journal Cover
International Journal for Students as Partners
Number of Followers: 1  

  This is an Open Access Journal Open Access journal
ISSN (Online) 2560-7367
Published by McMaster University Homepage  [14 journals]
  • Editorial, Partnership in fostering socially just pedagogies

    • Authors: Izzy Munevar-Pelton , Anika Olsen-Neill , Yahlnaaw , Nicole De Wet-Billings , Kim Hellemans, David Hornsby, Sumaya Laher , Martha Mullally , Ruksana Osman , Heather Smith
      Pages: 1 - 9
      PubDate: 2022-05-10
      DOI: 10.15173/ijsap.v6i1.5129
      Issue No: Vol. 6, No. 1 (2022)
       
  • Toward redressing inequities through partnership: A critical assessment of
           an equity-focused partnership initiative

    • Authors: Elizabeth Marquis, Emily Carrasco-Acosta, Alise de Bie, Srikripa Krishna Prasad, Sneha Wadhwani, Cherie Woolmer
      Pages: 10 - 29
      Abstract: There is growing recognition of the potential for student-faculty/staff partnerships to attend to and redress inequities within postsecondary education. As a result, there are an increasing number of partnership initiatives and programs that foreground principles of equity and justice in their design and delivery. This article reports findings from research that assessed an equity-focused partnership initiative, piloted in 2019, at a research-intensive Canadian institution. We describe the distinctive features of the pilot, including our efforts to enhance equity in and through recruitment and support for student and faculty participants during the pilot, and report findings pertaining to outcomes, process indicators, and positionality and social location. The findings suggest tentatively positive outcomes for participants and contribute to existing scholarship by raising important complexities and limitations relating to issues of access, support, and scale of equity-focused partnerships.
      PubDate: 2022-05-10
      DOI: 10.15173/ijsap.v6i1.4895
      Issue No: Vol. 6, No. 1 (2022)
       
  • “Knowing nothing about EDI:” A collaborative autoethnography exploring
           how an anti-racist project was created, publicized, and silenced

    • Authors: Ethan Pohl, Tari Ajadi, Theo Soucy, Heather Carroll, Jason Earl, Christl Verduyn, Maureen Connolly
      Pages: 30 - 46
      Abstract: This collaborative autoethnography explores how a group of students and professors from across Canada came together following racial justice protests of 2020. Driven by a desire to pressure Canadian higher education organizations to act on statements and commitments they had made regarding anti-racism, the group embraces a students-as-partners framework in the creation of a list of demands for institutions. Despite claims by such organizations that they were addressing racism, the demands were largely ignored. The authors explore both phases of the project, from factors leading to the successful creation of the demands to experiencing dismissal by the institutions they were designed to help. Twin messages are drawn from this work: students-as-partners is a powerful and useful method for engaging in conversations and taking action regarding anti-racism in higher education, yet this has little bearing on the institutions and structures which participate in oppression.  
      PubDate: 2022-05-10
      DOI: 10.15173/ijsap.v6i1.4882
      Issue No: Vol. 6, No. 1 (2022)
       
  • “Radical TAs”: Co-creating liberatory classrooms with
           undergraduate students

    • Authors: Mattie Schaefer, Tenaja Henson, Rehshetta Wells, Sarena Ezell, Judia Holton, Donzahniya Pitre, Krista Craven
      Pages: 47 - 63
      Abstract: In this paper, we suggest that when undergraduate students are engaged as full teaching partners with professors in the college classroom, more liberatory and transformative educational spaces can be created. This paper is based on findings from a qualitative participatory study led by a team of six undergraduate students and one professor who engaged in a series of collaborative teaching endeavors (known as the Radical Teaching Assistant Project) at a small liberal arts college in the southern United States. Our findings suggest that positioning undergraduate students as co-teachers in college classrooms (a) fosters deeper student engagement through relatability, (b) creates more accessible and generative learning environments, (c) subverts knowledge hierarchies in the academy, (d) challenges dominant discourses and norms in the classroom, and (e) provides a space to engage in prefigurative politics. We also discuss some key challenges that arise through this model of collaborative teaching. Our findings suggest that students have much to offer college classrooms when they are central actors in designing course curricula and facilitating class sessions for their peers.
      PubDate: 2022-05-10
      DOI: 10.15173/ijsap.v6i1.4892
      Issue No: Vol. 6, No. 1 (2022)
       
  • Recognising cultural capital through shared meaning-making in
           cross-cultural partnership practices

    • Authors: Meng Zhang, Kelly Matthews , Shuang Liu
      Pages: 64 - 80
      Abstract: There are growing scholarly conversations about involving culturally and linguistically diverse students in learner-teacher partnership practices—practices that can pave pathways toward greater inclusion in higher education. Theorising power and identity through the lens of culture invites recognition of differing ways of knowing, being, and doing that shape learner-teacher interactions in higher education. In this conceptual article, we offer a framework to further efforts of redistributing power through intercultural partnership praxis. Two vignettes drawing on lived experience of being in a cross-cultural learner-teacher partnership project are employed to reveal the theory-practice possibilities. We argue that the careful, critical attention on the role culture plays in the relational work of learner-teacher partnership advances more culturally responsive pedagogical collaborations in higher education. In doing so, partnership praxis moves closer toward recognition of cultural capital and redistribution of power for learners and teachers engaging in cross-cultural pedagogical partnership.
      PubDate: 2022-05-10
      DOI: 10.15173/ijsap.v6i1.4893
      Issue No: Vol. 6, No. 1 (2022)
       
  • Student pedagogical partnerships to advance inclusive teaching during the
           COVID-19 pandemic

    • Authors: Tracie Marcella Addy, Ethan Berkove, Manuela Borzone, Mike Butler, Fatimata Cham, Annie deSaussure, Annemarie Exarhos, Mark Mancuso, Monica Rizk, Tobias Rossmann, Christopher Ruebeck, Hamna Younas
      Pages: 81 - 89
      Abstract: The current health crisis brought about by the COVID-19 pandemic not only had a global impact, it also exacerbated the inequalities experienced by students of diverse backgrounds in the United States. Implementing inclusive and anti-racist pedagogical practices has gained a heightened and overdue sense of urgency, especially during the period of emergency remote teaching. At Lafayette College, a small liberal arts college in Pennsylvania, USA, the Inclusive Instructors Academy is a semester-long program aimed at supporting faculty from all disciplines to develop and incorporate inclusive practices that promote equity and belonging in their teaching. A critical aspect of the Inclusive Instructors Academy is its employment of student fellows under the Student-as-Partners model. The student fellows who participated in Fall 2020 and Spring 2021 provided feedback to their faculty partners on inclusive teaching approaches. This case study highlights how student-faculty partnerships can be a highly effective strategy for fostering more socially just learning environments.
      PubDate: 2022-05-10
      DOI: 10.15173/ijsap.v6i1.4869
      Issue No: Vol. 6, No. 1 (2022)
       
  • Soothing something deeper still: Reflections on an academic
           development-student partnership

    • Authors: Catriona Cunningham, Tom Cunningham, Sarah Gardiner, Ida Caspary, Kathleen O'Hara, Fanni Tanka
      Pages: 90 - 98
      Abstract: This case study critically reflects on the impact of the Students as Partners in Learning initiative at the University of Stirling. The authors (two academic developers and four students) explore collectively how our partnership enabled us to reimagine a shared understanding and common learning and teaching purpose among our staff and students. We draw playfully on the image of a river as our structure but also as a metaphor for our reflections. This case study aims to provide a reflective evaluation of the progress made, and lessons learnt, in this ongoing process of partnership through an open and honest conversational flow between each of the authors, opening up questions about where we go next that will undoubtedly resonate with our readers.
      PubDate: 2022-05-10
      DOI: 10.15173/ijsap.v6i1.4888
      Issue No: Vol. 6, No. 1 (2022)
       
  • Student partnership to achieve cultural change

    • Authors: Shuab Gamote, Leonie Edmead, Bethany Stewart, Tamara Patrick, Claire Hamshire, Rachel Forsyth, Louise Jones
      Pages: 99 - 108
      Abstract: This case study offers reflections on a student-led collaboration between the university and its student representative body (the Students’ Union) and outlines the successes and challenges of partnership to address institutional cultural change. The project was set up to improve students’ experiences and raise awareness of the existence of differential outcomes between Black, Asian, or minority ethnic (BAME) and white students and to promote strategies to build meaningful relationships through the development of internal and external networks. It was led by 11 BAME student ambassadors who developed and delivered campaigns and events for students and who linked with university staff and the Students’ Union to represent students’ views on ways to achieve positive change on campus. Partnership working was essential to enable the student ambassadors to develop trust, make their own changes, and influence key decision makers across the University.
      PubDate: 2022-05-10
      DOI: 10.15173/ijsap.v6i1.4837
      Issue No: Vol. 6, No. 1 (2022)
       
  • Building equal partnerships: The Student Engagement Associate scheme at
           the University of Nottingham

    • Authors: Ololade Obadare, Taapsi Kohli, Matthew Watts, Dean Lymath
      Pages: 109 - 116
      Abstract: The Student Engagement Associate scheme at the University of Nottingham showcases the impact of student-staff partnerships for positive change. Through these partnerships, the scheme has managed to produce innovative projects that underpin the institution’s core principles and has fostered a sense of equality and community between its staff partners and students. In the academic year of 2019/20, twenty students from diverse backgrounds were employed as student engagement associates and involved in projects such as the Digital Conduct module, the Equality, Diversity, & Inclusion (EDI) booklet, and the development of Student Reviewers, a scheme supporting pedagogic innovation.
      PubDate: 2022-05-10
      DOI: 10.15173/ijsap.v6i1.4885
      Issue No: Vol. 6, No. 1 (2022)
       
  • European School for Interdisciplinary Tinnitus (ESIT): A global research
           training initiative

    • Authors: Giriraj Shekhawat, Stuart Schonell, Stefan Schoisswohl, Roshni Biswas, Axel Schiller, Winfried Schlee
      Pages: 117 - 127
      Abstract: The European School for Interdisciplinary Tinnitus Research (ESIT) is an EU-funded doctoral training network. ESIT is a consortium of 12 universities, over 30 commercial and not‐for‐profit organizations, and 15 PhD students providing cutting-edge education across 10 European countries to develop highly knowledgeable and innovative experts in the field of tinnitus research. The ESIT consortium is composed of multidisciplinary researchers and academics engaged in supervising culturally diverse students from nine countries. Over the span of 4 years, ESIT students demonstrated transformational growth in academic and personal spheres and overcame multiple challenges. This case study documents the meaningful partnerships developed between students and the ESIT support network and some of the challenges faced by ESIT in training 15 international students during a global pandemic. It documents the co-creation of knowledge achieved by those engaged in a global shared learning journey and the conflicts and cultural dimensions that they navigated.
      PubDate: 2022-05-10
      DOI: 10.15173/ijsap.v6i1.4877
      Issue No: Vol. 6, No. 1 (2022)
       
  • The healing is mutual: Students as partners in anti-oppressive education

    • Authors: Melanie-Anne Atkins, Erin C. Anderson, Yuelee Khoo
      Pages: 128 - 136
      PubDate: 2022-05-10
      DOI: 10.15173/ijsap.v6i1.4881
      Issue No: Vol. 6, No. 1 (2022)
       
  • P.O.W.E.R. and The Privileged Poor: Reflections on co-facilitating a
           virtual professional learning community

    • Authors: Tiffany MacLennan, Tanisha Campbell, Heather Carroll
      Pages: 137 - 143
      PubDate: 2022-05-10
      DOI: 10.15173/ijsap.v6i1.4890
      Issue No: Vol. 6, No. 1 (2022)
       
  • Reflections during a global pandemic: Co-creation of research with student
           partners in a digital environment

    • Authors: Linda Carozza, Alice Kim, Justeena Zaki-Azat, Shayla Pham, Katherine Liczner
      Pages: 144 - 152
      PubDate: 2022-05-10
      DOI: 10.15173/ijsap.v6i1.4889
      Issue No: Vol. 6, No. 1 (2022)
       
  • Partnership Working: Opening Doors—Crossing Thresholds

    • Authors: Sandra Abegglen, Tom Burns, Orion Griffiths, Maja Myhre, Sandra Sinfield
      Pages: 153 - 159
      PubDate: 2022-05-10
      DOI: 10.15173/ijsap.v6i1.4738
      Issue No: Vol. 6, No. 1 (2022)
       
  • Compassion, flexibility, and partnership in the midst of a global pandemic

    • Authors: Izzy Munevar-Pelton, Anika Olsen-Neill, Kim Hellemans, Zachary Patterson
      Pages: 160 - 167
      PubDate: 2022-05-10
      DOI: 10.15173/ijsap.v6i1.4850
      Issue No: Vol. 6, No. 1 (2022)
       
  • The potential of systematic reflection on one's positioning: A
           feminist perspective on the Students-as-Partners approach

    • Authors: Anita Sekyra, Marie-Theres Lewe
      Pages: 168 - 175
      PubDate: 2022-05-10
      DOI: 10.15173/ijsap.v6i1.4886
      Issue No: Vol. 6, No. 1 (2022)
       
  • Is information power' Exploring the potential of analytics tools for
           student representatives

    • Authors: Diego Rates, Dragan Gašević
      Pages: 176 - 198
      Abstract: An industrial revolution based on digital technologies and data is rapidly transforming most human activities. In the case of higher education, research on learning analytics has experienced significant expansion and evolution in only a few years. However, there is still a dearth of literature on analytics tools designed to support student representatives, which could generate growing informational and technological asymmetries in higher education. To address this critical gap, this study explored the potential key data required by student representatives for their effective participation as partners in educational improvement and the main benefits that associated analytics tools could offer. To do this, this study used a micro design ethnography and a dialogic approach with participants from a Scottish university. Findings suggest that access to data and analytics could influence the participation of the student body as egalitarian partners. These results reinforce the need for further research.
      PubDate: 2022-05-10
      DOI: 10.15173/ijsap.v6i1.4668
      Issue No: Vol. 6, No. 1 (2022)
       
  • Triadic partnerships: Evaluation of a group mentorship scheme

    • Authors: Anna M Foss, Sophia Kohler , Sumedh Kulkarni , Natalina Sutton , Mary-Ann Schreiner , Nicolò Saverio Centemero, Grace Mambula , Diederik Lohman , Sarah C Smith , Rebecca French
      Pages: 199 - 211
      Abstract: We synthesised views and experiences of three teams (student mentees, alumni mentors, and staff) in our pilot mentorship scheme within a distance learning MSc, evaluated the scheme, and developed a conceptual model of “triadic partnerships.” Thematic analysis of our qualitative data revealed a strong consensus across all teams. The triadic partnerships were reported to help reduce the feeling of “distance” in distance learning. Through developing triadic partnerships, our mentorship scheme provided added value beyond that offered previously by staff alone: credible and relatable authenticity within supportive mentoring by alumni. Since the scheme’s launch, student engagement has increased, with high levels of reported satisfaction and positive feedback and greater confidence among all teams. Our research connects the framework developed by Healey et al. (2014, 2016) to the literature on mentoring, offering a conceptual model on triadic partnerships. We encourage readers to consider the different relationships within multidimensional student partnerships in their own contexts.
      PubDate: 2022-05-10
      DOI: 10.15173/ijsap.v6i1.4858
      Issue No: Vol. 6, No. 1 (2022)
       
  • Students as Partners: A critical-digital partnership model for redesigning
           the language curriculum

    • Authors: Seb Dianati, Robin Tonkin, Franciele Spinelli
      Pages: 212 - 222
      Abstract: The global COVID-19 pandemic has caused considerable and drastic changes to teaching and learning, forcing many teachers to adopt an online pedagogical approach. This disruption has caused traditional universities to change how their curriculum is delivered and also revisit how learning occurs. While we are indeed living in challenging times, we argue that this defining moment will become the impetus for pedagogical reform wherein new methods of teaching and learning will emerge. In this paper, we bring together three broad subjects of teaching and learning scholarship: (a) learning design, (b) critical pedagogy, and (c) student partnership. We contend that together, these three fields provide room for students to become actors and agents of their own learning through student-led learning design. Using critical participatory action research (CPAR) spanning 4 years and 22 projects, this case study offers a starting point for learning designers and student partners to work together in nine different instructional design models.
      PubDate: 2022-05-10
      DOI: 10.15173/ijsap.v6i1.4807
      Issue No: Vol. 6, No. 1 (2022)
       
  • Living a student-faculty partnership

    • Authors: Amy Fong-Yuk Poon, Kathy O'Flynn-Magee, Patricia Rodney, Raluca Radu, Hannah Turner, Marta Burnay, Alanna Griffin, Caryn Dooner, Lynne Esson, Su Han Ong, Kate Proznick, Skye Maitland, Kirsten Larsen, Agnes Choi, Ranjit Dhari
      Pages: 223 - 236
      Abstract: Student and faculty collaborations are gaining recognition in higher education as an approach to optimise learning and the relationships embedded within education. However, existing hierarchies and power structures in academia often limit the nature of student-faculty partnerships. The student and faculty authors of this paper have an ongoing partnership within a project to address bullying in nursing education. The CRAB project (Cognitive Rehearsal to Address Bullying), is an initiative that is not only relevant for, and partnered with, students, but also initiated by them. The authors of this paper were interested in understanding what determined the success of the partnership. As a group, we reflect on the processes of collaboration, from creating innovative educational resources to co-authoring scholarly publications. Using verbatim quotes from the authors, we also explore the nature of the partnership along with the benefits and challenges from both student and faculty authors’ perspectives.
      PubDate: 2022-05-10
      DOI: 10.15173/ijsap.v6i1.4872
      Issue No: Vol. 6, No. 1 (2022)
       
  • What peer mentoring taught us about undergraduate and postgraduate
           partnerships

    • Authors: Jennifer Santos, Taylor Hill, Bronson Bodlak, Kendra Cooper, Samantha Gomez, AnJoli Howard, Esther Kuehl, Mari Rodriguez, Rachel Thompson
      Pages: 237 - 244
      PubDate: 2022-05-10
      DOI: 10.15173/ijsap.v6i1.4859
      Issue No: Vol. 6, No. 1 (2022)
       
 
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