From Assistants to Partners
Student-faculty partnerships are a growing practice in scholarship of teaching & learning (SoTL) projects. They can foster greater student engagement in higher education and help advance teaching & learning experiences. For graduate students, in particular those pursuing academic careers, su...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
University of Calgary
2021-09-01
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| Series: | Teaching & Learning Inquiry: The ISSOTL Journal |
| Subjects: | |
| Online Access: | https://journalhosting.ucalgary.ca/index.php/TLI/article/view/61725 |
| _version_ | 1811190704820453376 |
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| author | Jennifer Lock Carol Johnson Laurie Hill Christopher Ostrowdun Luciano da Rosa dos Santos |
| author_facet | Jennifer Lock Carol Johnson Laurie Hill Christopher Ostrowdun Luciano da Rosa dos Santos |
| author_sort | Jennifer Lock |
| collection | DOAJ |
| description | Student-faculty partnerships are a growing practice in scholarship of teaching & learning (SoTL) projects. They can foster greater student engagement in higher education and help advance teaching & learning experiences. For graduate students, in particular those pursuing academic careers, such partnerships can offer opportunities for development of their professional identities as emerging SoTL scholars. In this article, we expand upon previous theorizations of partnerships to include the unique attributes of graduate student partnerships, such as in terms of longer timeframes, increased complexity, and long-term goals. Drawing on a two-year SoTL study, we present a three-layer framework characterizing key attributes for a successful graduate student-faculty partnership: 1) individual attributes in a partnership, 2) collective attributes for a partnership, and 3) outcomes of a partnership. The framework is grounded in literature and illustrative examples from our experiences as graduate students and faculty members working together in partnership with a SoTL project. This framework offers a structured mechanism to inform, create, and enhance the capacity of student-faculty partnerships in SoTL research. |
| first_indexed | 2024-04-11T14:53:40Z |
| format | Article |
| id | doaj.art-29fb7770821240fb8643ee6fcf4907a2 |
| institution | Directory Open Access Journal |
| issn | 2167-4779 2167-4787 |
| language | English |
| last_indexed | 2024-04-11T14:53:40Z |
| publishDate | 2021-09-01 |
| publisher | University of Calgary |
| record_format | Article |
| series | Teaching & Learning Inquiry: The ISSOTL Journal |
| spelling | doaj.art-29fb7770821240fb8643ee6fcf4907a22022-12-22T04:17:19ZengUniversity of CalgaryTeaching & Learning Inquiry: The ISSOTL Journal2167-47792167-47872021-09-019210.20343/teachlearninqu.9.2.9From Assistants to PartnersJennifer Lock0Carol Johnson1Laurie Hill2Christopher Ostrowdun3Luciano da Rosa dos Santos4University of CalgaryUniversity of MelbourneSt. Mary's UniversityUniversity of CalgaryMount Royal UniversityStudent-faculty partnerships are a growing practice in scholarship of teaching & learning (SoTL) projects. They can foster greater student engagement in higher education and help advance teaching & learning experiences. For graduate students, in particular those pursuing academic careers, such partnerships can offer opportunities for development of their professional identities as emerging SoTL scholars. In this article, we expand upon previous theorizations of partnerships to include the unique attributes of graduate student partnerships, such as in terms of longer timeframes, increased complexity, and long-term goals. Drawing on a two-year SoTL study, we present a three-layer framework characterizing key attributes for a successful graduate student-faculty partnership: 1) individual attributes in a partnership, 2) collective attributes for a partnership, and 3) outcomes of a partnership. The framework is grounded in literature and illustrative examples from our experiences as graduate students and faculty members working together in partnership with a SoTL project. This framework offers a structured mechanism to inform, create, and enhance the capacity of student-faculty partnerships in SoTL research.https://journalhosting.ucalgary.ca/index.php/TLI/article/view/61725Students as PartnersGraduate StudentResearch Collaborationprofessional identity |
| spellingShingle | Jennifer Lock Carol Johnson Laurie Hill Christopher Ostrowdun Luciano da Rosa dos Santos From Assistants to Partners Teaching & Learning Inquiry: The ISSOTL Journal Students as Partners Graduate Student Research Collaboration professional identity |
| title | From Assistants to Partners |
| title_full | From Assistants to Partners |
| title_fullStr | From Assistants to Partners |
| title_full_unstemmed | From Assistants to Partners |
| title_short | From Assistants to Partners |
| title_sort | from assistants to partners |
| topic | Students as Partners Graduate Student Research Collaboration professional identity |
| url | https://journalhosting.ucalgary.ca/index.php/TLI/article/view/61725 |
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