Student Partnership Research Articles

Students as Agents of Change in Curriculum Designing and Implementation: Involvement and Participation Drives

A student as agent of change in the curriculum design and implementation, involvement and participation in the secondary schools is of critical importance. The need to adopt and change to a competency learning approach that meets the needs of the student, and members of the community. To further scholarly understanding of, and appreciation for, students voice in decision making, participation, student participation in participatory design, as well as and student partnership in curriculum design and implementation. This paper clarifies the unique contributions of each, shaped by differing contexts of interaction, and articulate issues arising by confounding and conflating partnership and representation in the name of student voice. Advancing an argument for an ecosystem of student participation grounded in student voice, we warn of the harm in positioning student partners as speaking for other students and the risk of diminishing the importance of elected student representation systems in favor of staff selected student partner models of student representation.

Sosialisasi Pemanfaatan Internet banking Untuk Meningkatkan Kinerja Penjualan Usaha Mikro Di Desa Ngijo Kecamatan Tasikmadu Kabupaten Karanganyar

Ngijo Village, Tasikmadu District, Karanganyar Regency has various potentials, one of which is the snack industry. Observation results, Partners have a good opportunity as evidenced by an increase in sales turnover every month. Partners have taken advantage of marketplaces such as Shopee, Tokopedia, OLX. Partner's understanding of banking digitalization is important to have, the problem is that Partners have not used internet banking. Community Service Activities carried out on Saturday 23 July 2022 in the form of a Workshop aimed at introducing internet banking as a strategy to improve sales performance. In practice, all partners are very enthusiastic about participating in the Workshop. By looking at the performance of Partners participating in simulations and doing exercises, it shows an increase in understanding where student partners have gained a good understanding of the use of internet banking to improve sales performance.

First-year university students' self-regulated learning during the COVID-19 pandemic: a qualitative longitudinal study

When the COVID-19 pandemic began, many universities switched to fully online teaching. This unexpected switching to online teaching was challenging for both teachers and students, and restrictions that were put in place because of pandemic made this challenge even greater. However, new ways of teaching might also open new opportunities for students’ learning. The research question driving our study was as follows: how do students regulate their learning and specifically their choice of resources and peer learning in university mathematics classes that are fully taught online as offered during the COVID-19 pandemic? We report on a longitudinal, qualitative study in which students recorded a brief audio diary twice a week over one whole semester (14 weeks). We focused on three students who completed 70 interviews in total and finished the semester with varying degrees of success. The results show how the students structured their studying (e.g., the roles that deadlines or synchronous teaching events played). They illustrate the strengths and limitations of digital materials provided by the lecturer and the use of complementary media. Further, the pandemic uncovered the double-edged role of simple, often anonymous exchanges (e.g., via Discord servers), with few binding forces for either side, and the significance of stable learning partnerships for students’ success. Our research highlights aspects that should be focal points when comparing traditional instruction and online instruction during the pandemic from a self-regulatory perspective. Practical implications refer to how these aspects can be combined sensibly in fully online courses, but also in blended learning contexts.

Change agents: The impact of a student partnership on the educational practice of a diverse higher education engineering faculty

This article describes the implementation of a new student partnership across a large and diverse STEM faculty and the impact this four-year partnership had on enhancing students’ experience. This innovative partnership recruited and employed students, termed student experience champions (SEC), to inform and develop inclusive educational initiatives in response to their educational experiences. This partnership enabled the faculty to develop a dynamic and agile working relationship with their students, creating an environment where students informed the strategic direction of the student experience and leading faculty and departmental educational projects that resulted in institutional changes. The breadth of the SEC projects enabled the benefits of student partnerships to be appreciated across the faculty, leading to a culture change where SEC are now viewed as partners in programme enhancement.

Inclusively Studying Inclusion: Centering Three Modes of Student Partnership in Assessing Equity and Inclusion in an Academic Department

Inclusively Studying Inclusion: Centering Three Modes of Student Partnership in Assessing Equity and Inclusion in an Academic Department

Faculty and Student Partnerships in the Scholarship of Teaching and Learning: Evaluation of an Institutional Model

We present the design and evaluation of an institutional support model for the Scholarship of Teaching and Learning (SoTL): the SoTL Seed Program. In this model, faculty from across disciplines partner with graduate students with expertise in educational and social science methodologies to implement SoTL investigations. We interviewed and obtained feedback from both faculty and graduate students about their experiences. A qualitative approach based on grounded theory suggests that organized and sustained partnership between faculty and graduate students offers a viable institutional framework to support SoTL across academic disciplines. In our institution, partnerships in SoTL have resulted in facilitating academic and professional development for both faculty and graduate students, establishing communities of practice for SoTL, and providing infrastructure for systematic engagement with SoTL.

Methodological Reflections of a Student- and Community-based Partnership on Operationalizing a Community-based Participatory Research Model: Recommendations for Building, Securing, and Sustaining Partnerships.

Community-based participatory research (CBPR) is an approach that values community expertise and ownership in creating knowledge. This approach's success is challenged by inherent cultural imbalances, making it difficult to sustain partnerships and build from what has been learned from a project as it develops. As student researchers and community members, we reflected on the challenges in CBPR and gave guidance to future novice researchers pursuing CBPR. From the application of an initial CBPR model as a framework to our partnership, we propose empirical avenues to continuously adapt the CBPR approach. A CBPR partnership between McGill's Family Medicine Graduate Student Society and Share the Warmth, a community-based organization aiming to fight poverty and hunger, was formed to collaboratively assess a music program offered in a socioeconomically disadvantaged community. The partnership process was based on a model that we conceptualized in three phases of our framework: building, securing, and sustaining. We reflect on the facilitators and challenges of this project and propose solutions to overcome identified barriers within the context of our partnership. We highlight the importance of integrating student partners in the community, reevaluating formal research agreements, and coordinating the transition of new partners in this adaptive CBPR model. We argue that this systematic and reflexive process has made the model especially useful as a framework for student and community partnerships. We propose adaptive components to the CBPR model. Our recommendations could help other partnerships cultivate CBPR to be more applicable in community health research.

A whole-campus approach to technology and inclusion of students with disabilities in higher education in Ireland

The increasing demand for equitable higher education necessitates changes in how to consider and develop inclusive university settings. Using a systems-thinking lens, this article examines the whole-campus approach to technology and inclusion of college students with disabilities in Ireland. In-depth interviews with students with disabilities and other stakeholders representing higher education, non-profit organizations, and government bodies uncovered critical areas and dynamics for understanding and building institution-wide capacity for overcoming barriers to technology and access, and creating a systemic culture of inclusion in higher education. Five themes were identified: equity of technology-based access; shared responsibility and accountability; staff knowledge development; institutional commitment and management; and student partnership. The study indicated that embedding guidance, recognition and expectations for universal design, technology-inclusive practice, and meaningful input of students with disabilities across all areas of university life would help to cultivate more equitable higher education for all. Points of interest The whole-campus approach to technology and inclusion recommends that all aspects of university life are fully accessible and inclusive to all. Creating settings across institutions that can be accessed and used by all, to the greatest extent possible, and developing staff’s responsibility and skills for technology and practices that include students with disabilities are important areas for further action. Greater recognition of teaching and professional development for inclusive education is required. Promoting assistive technologies and teaching and learning approaches for inclusion in terms of their wide-reaching benefits and diversity, rather than focusing exclusively on disability, may be a promising step towards making inclusion mainstream. Fully including students with disabilities in making decisions on matters that affect their experiences and technology in college is necessary to support inclusion across university campuses.

Pre-Service Teachers Literacy of Assessment for Learning

: This study set out to compare the literacy of assessment for learning (AfL) of pre-service English teachers in Indonesia and Malaysia. The focus was on how pre-service teachers majoring in English education in the two countries understood the concept of AfL which includes the six dimensions- framework, namely teachers as assessors, teachers as pedagogists, teachers as student partners, teachers as motivators, teachers as learners, and teachers as a stakeholder partner. It involved 451 pre-service English teachers. A total of 42 items of the AfL questionnaire developed by Alonzo (2016) was used in this study. Confirmatory factor analysis with Mplus version 7.2 were used to see whether the pre-service English teachers had the same perception in terms of the six dimensions. Subsequently, MANOVA was used to see whether dimensions that emerged differed significantly by the respondents' gender and their highest expected education. The results showed that the six dimensions of assessment for learning emerged from the data collected from the pre-service English teachers in the two countries. Some significant differences on the six dimensions were found in relation to their gender and expected education.

Doctor of nursing practice project: Key challenges and possible solutions.

To thoughtfully and strategically embed the updated Essentials into Doctor of Nursing Practice (DNP) curricula, it is important to understand the current landscape of the DNP project. This discussion focuses on DNP project processes, providing a summary of the core challenges and solutions for project design, implementation and evaluation stages. Main challenges include: Difficulty defining a practice gap or absent training in protocol development for quality improvement (QI) projects (design stage); difficulty identifying and accessing project sites or practice mentors and limited academic faculty support (implementation stage); and a lack of common criteria for DNP project evaluation or unclear choices and use of QI measurement tools (evaluation stage). Scholarly Writing, Faculty Preparation, and Sustainability were overarching challenges hindering successful completion of DNP projects. Possible solutions included training and support for faculty, toolkits and practical strategies to support planning and organization. The DNP, as an evolving degree, brings its own set of challenges for students, academic and clinical settings, faculty and administrators. Developing effective partnership of students, faculty, and healthcare systems is a key solution in helping students develop and demonstrate DNP competencies, and nursing institutions and leadership should explore further ways to fortify these partnerships.

Кадровое партнерство как условие развития бизнеса и образования

This article studies the essence of HR partnership in new intra-organizational and interdepartmental interaction models to develop human potential and effective search, timely training, and development of enterprise personnel. The article presents an overview of the approaches of foreign and domestic authors to innovative forms and technologies of partnerships in business and education. Particular attention is paid to HR partnership, which is considered not only as a technology but also as a condition for the development of business and education in current socio-economic conditions, including the digital challenge. The article shows the importance of HR partnership in various areas of intra-organizational and interdepartmental interaction, including the development of an enterprise's business in the field of consulting services and innovative practices of project education based on an informal partnership of enterprises and students of the educational program "Personnel Management" of the leading Federal University of the Urals. Studying a set of factors contributing to the development of HR partnerships and revealing the essence of the role of an HR specialist as a partner and using the example of a vocational education institution and a company in the field of consulting services, the authors substantiate the allocation of HR partnerships as a condition for the development of business and education. Combining theory and practice, the authors propose a number of practical recommendations to use HR partnerships as a resource for business development and education, maintaining and developing employees' potential. The main problems in this regard are: the underestimation of the advantages of HR partnership for business development and education by the company's management, the usual vision of a functional rather than role-based approach to HR, focus on its limitations rather than advantages, the asynchrony of the stages of modernization of the education and HR spheres, and short-term implementation of joint projects.

TEACHING SCHOOLCHILDREN TO BE TOLERANT: THE EXPERIENCE IN UKRAINE

The experience of implementing the ideas of tolerance in schools of Ukraine from the end of the XX century to date is presented. In the study, tolerance stands as an integral part of the State standard of basic and complete general secondary education and the result of students mastering training courses on human rights and civic education. A review of school practice suggests that the introduction of tolerance began with the processes of democratization and humanization of education in the late twentieth century and was done purposefully and systematically through the organization of the educational process on the basis of mutual respect, harmony and democracy, and the introduction of separate courses. The authors conduct a retrospective review of the training courses introduced in the schools of Ukraine, highlighting the topics, forms, methods of tolerance formation, as well as various aspects of the implementation of the principles of tolerance. Research attention is focused on the effectiveness of the competence approach in education as a key in the process of forming student tolerance and partnership pedagogy as a necessary condition for learning in a modern school.

Developing student codesigned immersive virtual reality simulations for teaching of challenging concepts in molecular and cellular biology.

Molecular biology theory represents a critical scaffold, which underpins multiple disciplines within life sciences education. However, it is well-documented that undergraduate students can struggle to achieve deeper understanding of key concepts and/or their application. One challenging, contributory aspect is the “invisible” nature of molecular biology processes compounded by critical 3D spatial orientations of the principal components and their interactions. Molecular theory specifically requires students to construct accurate, mental spatial models to develop their understanding. However, much of the traditional teaching and examination of such theory is limited to 2D representations. Technology-enhanced, complementary teaching and examination approaches, which engage students with spatial aspects of theoretical concepts, offer an exciting opportunity to support student learning in this area. In this study, we have explored the integration of an immersive virtual reality simulation based on a challenging molecular biology concept within an existing module taught at University College Cork. A mixed methods approach, grounded in learning theory, was undertaken to assess the student user and learning experience. The consensus response from students was one of enhanced learning, understanding, engagement, and motivation. Student partnership in the process of simulation design and integration was key to delivering the fully integrated experience.

Student Perspectives on Dismantling Racial Bias in Pharmacy School Education

Scientists have established that race is a social construct that has little to no biological relevance in the absence of the social, political, and environmental systems that have impacted health and health inequities. Despite this, pharmacy school curricula continue to misrepresent race as the basis of disease diagnosis and reinforce race-based clinical guidelines without contextualization. Pharmacy schools, through the partnership of students and faculty, should contextualize the mention of race and the differences in disease burden, and provide evidence for race-based guidelines and clinical decision-making in education materials. In this way, we can work to halt the perpetuation of teaching bias to future healthcare professionals.

A Case for Playful Engagement: Synchrony and Interaction Quality During Mirroring in ASD. Conceptual Framework and Case Study

The social challenges in autism spectrum disorders (ASD) can present as qualitative differences in interactions that make individuals on the autism spectrum appear less engaged with others. Limited interactional synchrony and other nonverbal movement patterns may contribute to these qualitative differences. This article uses the case of Hans, an adult on the autism spectrum, to describe patterns of synchrony and interaction quality during mirroring activities in dance/movement therapy. Raters scored videos of Hans and his partners on affective engagement, flow of the interaction, and interpersonal synchrony. They also qualitatively described his movements and interactions. Hans consistently participated in mirroring, but showed different patterns of attention and engagement when leading, following, interacting, or dancing in an open-ended dance. Hans was able to move in synchrony with partners, showed positive affect, and increased his movement repertoire by returning to others’ movements in later sessions. He was the most engaged when following a playful movement theme with a dance/movement therapy student partner. His affective engagement increased, but only in the less structured open-ended dance and only across the five sessions with this same dance/movement therapy student partner, and not when the sessions with his other partners, including others on the autism spectrum, were included. This points to a potential need to have dance/movement therapists model developing a movement relationship using flexible and playful contexts to emotionally engage the individual and reflect the complexity of everyday social situations. We present clinical recommendations and suggestions for future studies.

Who's at the Research Table?

In this reflection, a group of undergraduate research assistants and student changemakers use a podcast to explore which students are at the research table, and what barriers are keeping many others outside of it. This student-authored paper and SoTL-inspired auditory experience dives into multiple demographic topics such as gender, race, and socio-economic status in relation to student-faculty partnerships in the research realm. Both listeners and readers are encouraged to reflect on the recruitment process they use in finding their student partners, and how they can better serve priority populations and implement diversity and inclusion in their practice.

Designing assessment for inclusion: an exploration of diverse students’ assessment experiences

ABSTRACT Assessment plays an important role in higher education, both guiding student learning and judging student success. However, assessment that treats all students the same is inequitable, since it ignores differences in students’ past and present circumstances. A shift to assessment for inclusion is advocated to promote student equity; one that incorporates diverse students’ perspectives on and experiences of assessment. A students-as-partners approach was taken to explore diverse students’ experiences of assessment, and their suggestions to make assessment more inclusive. A team of six staff and five student partners undertook a co-research project, facilitating workshops with 52 students from diverse backgrounds to understand their assessment experiences. While assessment goals varied, students reported assessment was an emotional experience, citing challenges with assessment design, process and broader university support. These findings can be aligned and incorporated within a previously developed assessment design framework, demonstrating that students can make nuanced judgements about the quality of assessment design in relation to inclusion. Future work on assessment design which seeks to be inclusive can and should therefore routinely involve students.

The Lived Experiences of Individuals Whose Partners Have Completed a Family Therapy Focused Doctoral Program

Successful completion of a doctoral program requires dedication and commitment from the student and their family system. However, previous research pertaining to graduate student relationship satisfaction has sought out the perspective of the student. In this phenomenological research study researchers inquired about the lived experiences of eight partners of graduate students completing a doctoral program with a family therapy focus. Researchers inquired about the lived experiences of the partners of the graduate student, and through thematic analysis identified five essential themes: (1) PhD as a priority; (2) learning to have congruent communication; (3) tension; (4) maintaining appreciation; and (5) differentiation and re‐integration. The researchers join the voices of the participants in calling for changes to the on‐boarding process for new doctoral students, and their partners. Educational institutions can provide realistic expectations of the demands on the doctoral student and their partners, thereby providing informed consent in the process. There is also opportunity for leadership to actively reduce stigma around highly successful individuals in academia accessing mental health services.

Honrando Voces Diversas: A Framework for Equity-Minded Teaching Partnerships

ABSTRACT Higher education perpetuates assimilationist ideas at odds with how an increasingly diverse student population makes meaning of their learning experiences. There is a heightened exigence to engage in inclusive and equity-minded teaching practices at Hispanic Serving Institutions where structural inequalities still prevail due to whiteness and monolingual racism. To challenge systemic inequities, we must see our students as essential partners in the development and revision of teaching and learning practices. In this reflective piece, we draw our lived partnership experiences to offer a framework for embracing college students’ full linguistic and cultural repertoires to build reciprocal, equity-minded, and linguistically responsive student and teacher partnerships in higher education.

Students as Partners: A critical-digital partnership model for redesigning the language curriculum

The global COVID-19 pandemic has caused considerable and drastic changes to teaching and learning, forcing many teachers to adopt an online pedagogical approach. This disruption has caused traditional universities to change how their curriculum is delivered and also revisit how learning occurs. While we are indeed living in challenging times, we argue that this defining moment will become the impetus for pedagogical reform wherein new methods of teaching and learning will emerge. In this paper, we bring together three broad subjects of teaching and learning scholarship: (a) learning design, (b) critical pedagogy, and (c) student partnership. We contend that together, these three fields provide room for students to become actors and agents of their own learning through student-led learning design. Using critical participatory action research (CPAR) spanning 4 years and 22 projects, this case study offers a starting point for learning designers and student partners to work together in nine different instructional design models.