Bringing a Social Justice Lens to Matthews’ Five Propositions for Genuine Students-as-Partners Practice: A Narrative Review

Autor: Ruth L. Healey

Publikováno v: Social Sciences, Vol 13, Iss 11, p 577 (2024)

In 2017, in the second issue of the International Journal for Students as Partners (IJSaP), Matthews presented five propositions for genuine students-as-partners practice. Whilst these propositions did not focus directly on social justice, a social j

Externí odkaz: https://doaj.org/article/42f96b0faaa64f3aac07b3cc3a2e7a74

Learning From the Pandemic: The Impacts of Moving Student-Staff Partnerships Online

Autor: Madeleine-Marie Judd, Franciele Spinelli, Brooke Szucs, Naima Crisp, Julia Groening, Christy Collis, Beata Batorowicz, Dino Willox, Anna Richards

Publikováno v: Student Success, Vol 12, Iss 3, Pp 73-83 (2021)

While numerous studies on the impacts of COVID-19 on university learning and teaching are now emerging, there has been less critical attention focused on the impact of the shift to online engagement on student-staff partnership (SSP) practices. This

Externí odkaz: https://doaj.org/article/509bc4ac239542cd8e9796b8e20d2cff

It is not about the destination but the journey: A dive into student–staff partnership processes

Autor: Shireen Suliman, Muhammad Zafar Iqbal, Karen D. Könings

Publikováno v: Medical Teacher. :1-5

Student-staff partnership advocates the active involvement of students' voices in the design of education. Although the concept of student-staff partnership is rapidly gaining momentum in health professions education, the current practices are more o

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::089f44885e373a5c0e8d0c4e198fc490
https://doi.org/10.1080/0142159x.2023.2206538

It's about time to involve all stakeholders in co-creating faculty development programmes-Exploring the perceptions of students and teachers

Autor: Muhammad Zafar Iqbal, Jeroen Van Merrienboer, Karen Könings, Mohamed Al-Eraky

Publikováno v: Innovations in Education and Teaching International, 60(2), 239-251. Routledge/Taylor & Francis Group

Co-creating faculty development courses or activities through student-teacher partnership is a promising recent educational advancement that also introduces new challenges. This study aimed at exploring the perceptions of students and teachers regard

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::50dd69f0a6a12cf879412475c872bbf7
https://cris.maastrichtuniversity.nl/en/publications/70543a0f-7569-4aff-bbc5-64809ef16f85

‘I’m not alone’: outcomes of a faculty-wide initiative for co-creating inclusive science curricula through student–staff partnership

Autor: Wilhelmina M. Huston, Yvonne C. Davila, Lucy Mercer-Mapstone, Kasia Banas, Bethlehem Mekonnen, Peter Meier

Publikováno v: Mercer-Mapstone, L, Banas, K, Davila, Y, Huston, W, Meier, P & Mekonnen, B 2021, ' “I'm not alone” : Outcomes of a faculty-wide initiative for co-creating inclusive science curricula through student-staff partnership ', International Journal for Academic Development . https://doi.org/10.1080/1360144X.2021.1988618

We explored the experiences of and outcomes for students and staff working in partnership on an academic development project aiming to enhance the inclusivity of science curricula across a faculty. Quantitative survey data revealed changes in student

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::13216d9f6edb5df34bab1861e0373655
https://doi.org/10.1080/1360144x.2021.1988618