A wonderfully packed new edition of @ijsap.bsky.social a couple of days ago. Lots of fascinating new articles to dig into. Storing some up for my next train journey! mulpress.mcmaster.ca/ijsap/issue/...
IJSaP's latest issue is out now for your reading—filled with inspiring practices, research, reflections, & ideas.
With 143 students & staff from 16 countries we are pleased to share 27 fantastic manuscripts in v9.1.
Curious about the content? Check it out here and give it a read: lnkd.in/eaUV5mzr
"Empowering student learning: Examining the significance of student 4 pedagogy advocacy in a large university context", by Kelsey Smart, Julia Chester and Dan Guberman
📖 Read this article and others in IJSaP's 8.2 issue here: buff.ly/b2NHfxh
This article provides a detailed overview of a student-faculty partnership in the Student Pedagogy Advocates program at Purdue University. The authors reveal how they were able to build their partnership, make real-time changes, and highlight the benefits of midsemester feedback.
implementation.
"A student-partnered approach to design a course-based undergraduate research experience", by Olivia Hawco, Erynne Sutanto, Haider Alsafar, Eshal Dave, Aditi Bansal, Ayuni Ratnayake, Emily Bell, Aarthi Ashok
📖 Read this article and others in IJSaP's 8.2 issue here: buff.ly/b2NHfxh
CURE literature to make evidence-based decisions about the structure and learning goals for the course. They describe the role of faculty mentorship, the importance of student perspectives in tailoring the learning experience, and the challenges faced when moving from course design to testing and
In this case study, a team of undergraduates recount their Students-as-Partners approach to developing a course-based undergraduate research experience (CURE) with their faculty mentors. The students leveraged their own experiences, an assessment of their local context, and an exploration of
"Student Led Observations for Course Improvement (SLOCI): Closing the loop in course enhancement" by Shaun McAnally, Julia B., Lydia Kavanagh
Read this article and others in our issue 8.2 of IJSaP: buff.ly/zYSTnCl
outcomes, offering valuable insights for bridging the student-academic feedback gap.
#HigherEducation #StudentExperience #EducationalInnovation #AcademicResearch
undergraduate students — trained in pedagogical strategies — into the evaluation process. Through 48 course partnerships since 2018, this approach has provided detailed, actionable feedback for course enhancement.
Our findings show promising improvements in both student engagement and learning
🎓 New research on enhancing university course evaluation methods: Our team at The University of Queensland has implemented a student-led approach called Student Led Observations for Course Improvement (SLOCI).
Recognising the limitations of traditional end-of-semester evaluations, SLOCI integrates
"A students-as-partners-inspired approach to assessment rubric design", by Christina Do, Hugh Finn, Stephanie Bruce, Janie Brown, Dr Anna Tarabasz and Ryan Kirby
📖 Read this article and others in IJSaP's 8.2 issue here: buff.ly/b2NHfxh
quantitative data collected from the students who engaged in the SaP-inspired model, as well as data collected from students who experienced the SaP-inspired outputs first hand.
The SaP-inspired model presented in the paper is a useful starting point for academics wanting to engage in SaP co-creation of curricular initiatives in contexts that are not especially conducive to SaP, for example, heavily regulated and accredited courses. The paper also presents qualitative and
partnerships for enhancing course design and delivery.
"Building pedagogical partnerships: Exploring an innovative work-integrated learning initiative" By Knapp et al (2024).
📖 Read this article and others in IJSaP's 8.2 issue here: buff.ly/zYSTnCl
This qualitative study highlights the potential for engaging co-operative education (co-op) students as partners with university course instructors. Specifically, the full-time, paid structure of the co-op model may contribute to the establishment and success of student-faculty (1/2)
📣 CALL FOR ADDITIONAL CO-EDITORS 📣
IJSaP wishes to appoint two new editorial board (EB) co-editing teams consisting of a staff/faculty member and a student from Canada and a country not currently represented on the EB.
Find more info on how to apply here (due June 13 @ 12 PM EST) : buff.ly/1k7AqRO
student engagement is low. It explores a topic empowering students to be more actively engaged in the learning process.
📖 Read Omar Rodis' article and others in IJSaP's 8.2 issue here: mulpress.mcmaster.ca/ijsap/issue/...
Program to Promote the Globalization of Dentistry in Japan”. Although limited to dentists-in-training, the Student-Teacher Experience, in the concept of students as partners, can also be applied to other professions like medicine, nursing, engineering, and practiced across borders where (2/3)
This case study details the author’s first foray into student-staff partnership and was supported by a 5-million yen 4-year Grant-in-Aid for Scientific Research (17K1204900) from the Japan Society for the Promotion of Science entitled “Developing a Framework for the Global Dentist Initiative (1/3)
📣 CALL FOR ADDITIONAL CO-EDITORS 📣
IJSaP wishes to appoint two new editorial board (EB) co-editing teams consisting of a staff/faculty member and a student from Canada and a country not currently represented on the EB.
Find more info on how to apply here (due June 13 @ 12 PM EST) : buff.ly/1k7AqRO
#InclusiveEducation #EmpathyInAcademia
- "Developing an open and dialogic review of reflective essays: An empathic and inclusive approach to advance students-as-partners practices" by Amrita Kaur
Read this article and others in our latest issue of IJSaP: buff.ly/cGI4KWX
as Partners that foster a developmental, supportive, and humane approach to peer review. Let’s reimagine academic culture—one that values empathy, inclusivity, and constructive feedback for both students and faculty for academic writing. #AcademicWriting #PeerReview #StudentsAsPartners
Peer review doesn't have to be stressful or threatening. In her latest article, "Developing an Open and Dialogic Review of Reflective Essays: An Empathic and Inclusive Approach to Advance Students-as-Partners Practices," Amrita Kaur shares real practices from the International Journal of Students
of peer-review on a level 7 business and management apprenticeship programme. The benefits of the approach are described from the perspective of the learner and the programme design team.
Read this article and others in our latest issue of IJSaP: buff.ly/pMjN8Ce
Peer review is recognised as one way of reducing marking overload for academics, but does it also bring learning benefits and can learners be involved in helping to design the process? This case study describes how a student partnership approach was deployed in the implementation of an element (1/2)
all partners, and conclude with some recommendations to support the expansion of SaP in libraries.
Read this article and others in our latest issue of IJSaP: https://buff.ly/4hBwI5Y (2/2)
This reflective piece explores a collaborative partnership between two students and two librarian-faculty as we created a new undergraduate information literacy research program. We reflect on individual and communal identity, the power of trust in students as partners work, the growth of (1/2)
Read this article and many others in our latest issue of IJSaP: https://buff.ly/3Q2g7wE
This case study used the P.O.W.E.R Reflective Framework for Students-as-Partners Practices and Processes to contextualise an undergraduate interns’ experiences of leading a project and the consequent impact it has had upon their personal and professional development.
