5. SIGNATURE WORK MUST ALIGN WITH THREE CRITERIA:
1. STUDENTS MUST HAVE SOME AGENCY IN IDENTIFYING
THE NATURE OF THEIR PROJECT;
2. PROJECTS MUST BE INTEGRATIVE;
3. STUDENTS SHOULD APPLY THEIR LEARNING TO REAL-
WORLD ISSUES THAT MATTER TO SOCIETY AND THE
STUDENT.
(EGAN, KNEAS, & REDER, 2018)
6. (BOVILL & BULLEY, 2011)
LADDER OF STUDENT
PARTICIPATION IN
CURRICULUM DESIGN
7. WHEN AND HOW DO
STUDENTS HAVE AGENCY
IN DEFINING THE NATURE
OFTHEIR LEARNING?
HOW DOYOU HELP
STUDENTS MOVE UPTHE
LADDERTOWARD
SIGNATUREWORK?
9. WHAT DO WE MEAN BY PARTNERSHIP?
WHAT ARE COMMON APPROACHES TO PARTNERSHIP?
WHAT RESULTS FROM PARTNERSHIP?
HOW DO I DEVELOP PARTNERSHIPS?
10.
11. STUDENT-FACULTY PARTNERSHIPS ARE
1. COLLABORATIVE PROCESSES
2. FOCUSED ON QUESTIONS & PRACTICES OF LEARNING
AND TEACHING
3. ALL PARTICIPANTS HAVE THE OPPORTUNITY TO
CONTRIBUTE EQUALLY, ALTHOUGH NOT
NECESSARILY IN THE SAME WAYS
12. BASIC PREMISES
STUDENTS HAVE VALUABLE INSIGHTS
ABOUT TEACHING AND LEARNING.
THE CUSTOMS & STRUCTURES OF
SCHOOLING MAKE IT HARD FOR
STUDENTS TO HAVE VOICE – AND FOR
FACULTY TO HEAR THEM.
23. ENGAGEMENT
“PARTICIPATING IN THIS [PARTNERSHIP] HAS GIVEN ME THE PUSH I
DIDN’T KNOW I NEEDED BACK IN THE DIRECTION OF HARD WORK
AND TAKING COLLEGE SERIOUSLY AS A LEARNING EXPERIENCE.”
“MY STUDENT PARTNER DID A GOOD JOB OF RECONNECTING ME TO
THE STUDENTS.…. SHE REMINDED ME OF HOW MUCH I CARE AND
MADE ME REFOCUS MY ATTENTION ON HELPING STUDENTS AS
OPPOSED TO SIMPLY SETTING UP CHALLENGES AND OBSTACLES THAT I
EXPECTED THEM TO MEET.”
24. AWARENESS
“I AM MORE CONSCIOUS OF MY OWN GOALS FOR TAKING A
PARTICULAR CLASS AND THE BIG IDEAS THAT COME OUT OF
INDIVIDUAL LESSONS IN THE CLASS.”
PARTNERING WITH STUDENTS “MADE ME CONSCIOUS OF MYSELF [IN
THE CLASSROOM] IN AN UNACCUSTOMED AND UNEASY WAY.”
25. ENHANCEMENT
“I’VE STARTED THINKING ABOUT WAYS I CAN HELP MAKE THE
DISCUSSIONS BETTER FOR EVERYONE IN THE CLASS, INCLUDING THE
PROFESSOR, INSTEAD OF JUST FOR ME.”
“IT FELT LIKE THE DIFFERENCE BETWEEN WORKING OUT ONYOUR
OWN,AND WORKING OUT WHILEYOUR COACH IS OBSERVINGYOU TO
PROVIDE FEEDBACK: IT KEPT ME FOCUSED.”
26. BELONGING
“I WAS REALLY SURPRISED TO REALIZE HOW MUCH MORE CONNECTED
I FEEL TO THE UNIVERSITY NOW THAT I HAVE INTERACTED WITH A
PROFESSOR IN A NEW AND DIFFERENT WAY…. I AM NO LONGER JUST A
STUDENT WHO TAKES CLASSES HERE.”
“I FOUND THAT HAVING [MY STUDENT PARTNER] IN THE ROOM
STRENGTHENED MY RESOLVE TO PURSUE THE GOALS WE HAD
ESTABLISHED FOR ME AND MY STUDENTS.”
27. WHAT DO WE MEAN BY PARTNERSHIP?
WHAT ARE COMMON APPROACHES TO PARTNERSHIP?
WHAT RESULTS FROM PARTNERSHIP?
HOW DO I DEVELOP PARTNERSHIPS?
28. ADVICE TO BEGIN
START SMALL AND BE PATIENT
INVITE, DON’T REQUIRE
WORK TOGETHER TO CREATE A SHARED PURPOSE & PROJECT
INTEGRATE PARTNERSHIPS INTO ONGOING WORK
CULTIVATE ALLIES
29. DEVELOPING PARTNERSHIP IN YOUR WORK
WHAT ARE YOUR GOALS FOR A PARTNERSHIP?
WHO SHOULD BE INVOLVED IN YOUR PARTNERSHIP?
WHAT ARE SOME STEPS YOU COULD TAKE TOWARD
DEVELOPING THAT PARTNERSHIP?
WHAT QUESTIONS REMAIN?
30. “EDUCATIONAL INNOVATION TODAY INVITES, EVEN
REQUIRES, LEVELS OF PREPARATION, IMAGINATION,
COLLABORATION, AND SUPPORT THAT ARE NOT ALWAYS
A GOOD FIT (TO SAY THE LEAST) WITH THE INHERITED
ROUTINES OF ACADEMIC LIFE.”
(HUTCHINGS ET AL., 2011)
31. “I THINK SOME FACULTY … ARE SO FOCUSED ON
GETTING STUFF DONE THAT THEY DON’T PAY ATTENTION
TO THEIR STUDENTS, WHO I THINK ARE THE MOST
VALUABLE RESOURCES IN THE CLASSROOM.”
32. BER NST EIN, D. & GR EENH OOT, A . (2014). T EA M-DESIGNED IMPROVEMENT OF W RITING AND CRITIC AL
T H INKING IN LA R GE UNDER GR A DUAT E COUR SES. TEACHING & LEARNING INQUIRY 2(1).
BIGGS, J. & TA NG, C . (2011). TEACHING FOR QUALITY LEARNING AT UNIVERSITY, 4TH ED. OPEN UNIV ER SIT Y PR ESS.
BOV ILL, C ., & BULLEY, C . (2011). A MODEL OF ACT IV E ST UDENT PA RT ICIPAT ION IN CUR R ICULUM DESIGN. IN C .
RUST (ED.), IMPROVING STUDENT LEARNING 18. OXF OR D BROOKES UNIV ER SIT Y, PP. 176-188.
BOV ILL, C ., & F ELT EN, P. (2016). CULT IVAT ING ST UDENT-STA F F PA RT NER SH IPS T H ROUGH R ESEA R CH A ND
PR ACT ICE. INTERN ATION AL JOURN AL FOR AC ADEMIC DEVELOPMENT 21(1).
COOK-SAT H ER, A ., BOV ILL, C ., & F ELT EN, P. (2014). ENG AG ING STUDENTS AS PARTNERS IN LEARNING AND TEACHING.
JOSSEY-B A SS.
COOK-SAT H ER, A ., & F ELT EN, P. (2017). W H ER E ST UDENT ENGAGEMENT MEET S FACULTY DEV ELOPMENT.
STUDENT ENG AG EMENT IN HIG HER EDUC ATION JOURN AL 1(2).
COPELA ND, D., W INKELMES, M.,& GUNAWAN, K. (2018). H ELPING ST UDENT S BY USING T R A NSPA R ENT
W R IT ING A SSIGNMENT S. IN T.L. KUT H ER (ED.), INTEG RATING W RITING INTO THE COLLEG E
CLASSROOM. SOCIET Y F OR T H E T EACH ING OF PSY CH OLOGY.
CUR R A N, R ., & MILLA R D, L. (2016). A PA RT NER SH IP A PPROACH TO DEV ELOPING ST UDENT C A PACIT Y TO
ENGAGE A ND STA F F C A PACIT Y TO BE ENGAGING. INTERN ATION AL JOURN AL FOR AC ADEMIC
DEVELOPMENT 21(1).
EGA N, M., KNEA S, K., & R EDER , M. (2018). DEF INING A ND F R A MING SIGNAT UR E WOR K ON YOUR C A MPUS. PEER
REVIEW 20(2).
H UT CH INGS, P., H UBER, M., & CICCONE, A. (2011). SCHOLARSHIP OF TEACHING AND LEARNING RECONSIDERED.
JOSSEY-B A SS.
MERCER -MAPSTONE, L., DVORAKOVA, S., MATTH EW S, K., ABBOT, S., CH ENG, B., F ELTEN, P., KNORR, K., MARQUIS,
E., SH A MMA S, R ., & SWA IM, K. (2017). A SYST EMAT IC LIT ER AT UR E R EV IEW OF ST UDENT S A S PA RT NER S
IN H IGH ER EDUC AT ION. INTERN ATION AL JOURN AL FOR STUDENTS AS PARTNERS 1(1).
