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ERIC Number: EJ1115225
Record Type: Journal
Publication Date: 2016
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1360-144X
Promoting a Collective Conscience: Designing a Resilient Staff-Student Partnership Model for Educational Development
Little, Sabine
International Journal for Academic Development, v21 n4 p273-285 2016
This paper discusses experiences of a student-ambassador network within one UK-based Centre for Excellence in Teaching and Learning, problematising key issues in relation to transience in staff-student partnerships in high education, and highlighting the importance of the educational developer in facilitating institution-wide partnership models. Theoretical explorations are supported by data gathered throughout the Network's operation, including student evaluations following the first year of operation, and a final "impact study" conducted with staff and students. The article develops the notion of a "collective conscience" model of student engagement, which supports all students via a variety of activities, incorporating short, mid-range, and long-term goals, and enabling a range of collaborative and individual opportunities for success.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A