Abstract
This case study discusses the implementation of Healey, Flint, and Harrington's (2014) model of student engagement through partnership with staff. Healey et al. (2014) identify issues associated with “putting partnership into practice” including inclusivity and scale, power relations, reward and recognition, transition and sustainability, and identity. Faculty, staff, and students participating in a Students as Partners (SaP) Program at McMaster University’s MacPherson Institute encountered these issues during a Scholarship of Teaching and Learning (SOTL) project. This paper explores our reflections and suggests refinements related to the above five issues. It concludes by identifying possible new directions for SaP programs.
Highlights
This case study discusses the implementation of Healey, Flint, and Harrington's (2014) model of student engagement through partnership with staff. Healey et al (2014) identify issues associated with “putting partnership into practice” including inclusivity and scale, power relations, reward and recognition, transition and sustainability, and identity
The benefits of Students as Partners (SaP) can be traced to social constructivism (Lave & Wenger, 1991; Wenger, 1998), which sees learning as a process that occurs through individual experience and reflection and through collective learning and negotiation
Despite the momentum of SaP programs, they are relatively nascent, making reflection on student and staff experiences working in partnership vital to enriching SaP programs
Summary
This case study discusses the implementation of Healey, Flint, and Harrington's (2014) model of student engagement through partnership with staff. Healey et al (2014) identify issues associated with “putting partnership into practice” including inclusivity and scale, power relations, reward and recognition, transition and sustainability, and identity. Staff, and students participating in a Students as Partners (SaP) Program at McMaster University’s MacPherson Institute encountered these issues during a Scholarship of Teaching and Learning (SOTL) project. McMaster’s SaP program has grown from a handful of students in 2013 to over 80 students engaged in partnerships across the university in 2017 This commitment to SaP appears both in the institutional mission (Deane, 2014) and in the 2015 strategic plan of the McMaster Institute for Innovation and Excellence in Teaching and Learning (MIIETL), recently renamed the Paul R. The implementation of the SaP program at McMaster was based on Healey, Flint, and Harrington’s (2014) model of student engagement through partnership (see Figure 1) This model outlines four ways students and staff can engage in partnership learning communities: assessment projects, curriculum consultation, subject-based research, and SoTL. An updated version of this model is adopted by the Higher Education Academy (2015, in Healey et al, 2016); the theory-to-practice issues are addressed only in the 2014 model
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