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Mandy McGrew; Esther Jordan; Carmen Skaggs – International Journal for Academic Development, 2024
This reflection examines the impact of a hybrid Transparency in Learning and Teaching (TILT) mini-series developed through a partnership between a comprehensive public university's center for teaching and learning and its largest college. Longitudinal participant survey results indicate that this intervention was effectively designed, with broad…
Descriptors: Accountability, Disclosure, Instruction, Learning
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Kimberley A. Grant; Muhammad Adil Arshad – International Journal for Academic Development, 2024
In response to calls to revisit the engagement of students in academic development, the authors -- an educational development consultant and a graduate student -- share the findings of a nation-wide study which explored how Canadian teaching and learning centres (TLCs) partner with graduate students in academic development (AD). This paper…
Descriptors: Graduate Students, Learner Engagement, Foreign Countries, Learning Resources Centers
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Jade Roy; Laura Chittle; Elizabeth Ismail; Erika Kustra – International Journal for Academic Development, 2023
Centres for teaching and learning (CTLs) often play a brokering and supporting role in student partnerships (SaP), but there is little research exploring partnerships between students and academic developers. Our study qualitatively examined whether students perceived themselves as partners within a CTL, even though this was not explicitly…
Descriptors: Education Service Centers, Partnerships in Education, Student Attitudes, Transfer of Training
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Stacey, Pamela; Chan, KinHo – International Journal for Academic Development, 2021
Co-teaching and student-faculty partnerships are two approaches that independently facilitate significant conversations about teaching and learning. Written reflections from a module involving both approaches suggest that these conversations took place not only backstage (between co-teachers), but also on the front stage (with student partners).…
Descriptors: Team Teaching, Teacher Student Relationship, Partnerships in Education, Decision Making
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Cook-Sather, Alison; Hong, Emily; Moss, Tamarah; Williamson, Adam – International Journal for Academic Development, 2021
Faculty-faculty conversations and student-faculty conversations typically unfold as separate forms of faculty learning. We present an approach to new faculty development through which faculty-faculty conversations in pedagogy seminars overlap with student-faculty conversations in pedagogical partnerships. Writing as three new faculty members and…
Descriptors: Teacher Attitudes, Professional Autonomy, Trust (Psychology), Interprofessional Relationship
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Fitzgerald, Rachel; Huijser, Henk; Meth, Deanna; Neilan, Kellene – International Journal for Academic Development, 2020
Sector-wide research has shown the benefits of student-staff partnerships in course design whilst highlighting the complexity of this work, and the difficulties in gaining traction to create sustained ways of working. Reflections by academic developers on the roles and partnerships in course design at one Australian university reveal the critical…
Descriptors: Teacher Student Relationship, Sustainable Development, College Faculty, College Students
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Mercer-Mapstone, Lucy – International Journal for Academic Development, 2020
A growing number of practitioners are re-envisioning higher education through student--staff partnership. Such a culture shift toward partnership can only be achieved through collaborative efforts among academic developers, other faculty/staff, and students. Using evidence from literature and my own reflections, I map the ways this partnership…
Descriptors: Teacher Student Relationship, Partnerships in Education, Educational Change, Educational Practices
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Matthews, Kelly E.; Mercer-Mapstone, Lucy; Dvorakova, Sam Lucie; Acai, Anita; Cook-Sather, Alison; Felten, Peter; Healey, Mick; Healey, Ruth L.; Marquis, Elizabeth – International Journal for Academic Development, 2019
A growing body of literature on students as partners in learning and teaching offers evidence on which academic developers can draw when supporting, advocating for, or engaging in partnerships. We extend a previous systematic review of the partnership literature by presenting an analysis and discussion of the positive and negative outcomes of…
Descriptors: Outcomes of Education, Learner Engagement, Partnerships in Education, Academic Achievement
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Sharif, Afsaneh; Welsh, Ashley; Myers, Jason; Wilson, Brian; Chan, Judy; Cho, Sunah; Miller, Jeff – International Journal for Academic Development, 2019
This paper explores the experiences of a group of academic developers who support educational development work as Faculty Liaisons at a large, research-intensive university. These academic developers inhabit complex 'third spaces', providing support through an embedded partnership relationship that requires lateral movement across functional and…
Descriptors: College Faculty, Research Universities, Partnerships in Education, Researchers
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Felten, Peter; Abbot, Sophia; Kirkwood, Jordan; Long, Aaron; Lubicz-Nawrocka, Tanya; Mercer-Mapstone, Lucy; Verwoord, Roselynn – International Journal for Academic Development, 2019
As calls for student-staff partnership proliferate across higher education, academic development must re-examine and reimagine its relationship to students. Students generally occupy roles with limited agency in academic development. We argue that this needs to change. We propose re-articulating the purpose of academic development toward the…
Descriptors: Higher Education, Student Role, Student Participation, College Students
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Wijaya Mulya, Teguh – International Journal for Academic Development, 2019
Student-faculty partnership has been researched by contemporary academic developers, particularly its outcomes and challenges. However, theoretical discussions linking it with larger social-educational-political discourses are still lacking. This reflection aims to help fill the gap by analysing how student-faculty partnership might contest the…
Descriptors: Educational Change, Resistance to Change, Neoliberalism, Higher Education
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Wallin, Patric; Adawi, Tom – International Journal for Academic Development, 2018
Graduate students and postdoctoral researchers are increasingly taking on mentoring roles in undergraduate research (UR). There is, however, a paucity of research focusing on how they conceptualize their mentoring role. In this qualitative interview study, we identified three entry points that mentors reflect on to define their role: (1) What are…
Descriptors: Undergraduate Students, Student Research, Mentors, Reflection
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Lamers, Antonia M.; Admiraal, Wilfried F. – International Journal for Academic Development, 2018
This paper investigates the development of teaching practice of the multinational staff delivering UK programmes in a higher education institution in Oman hosting these programmes. It presents a tool to evaluate the teaching practice, and points to those elements of an academic development framework that were found to be most useful in supporting…
Descriptors: Teaching Methods, Teacher Effectiveness, Educational Quality, Partnerships in Education
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Cook-Sather, Alison; Schlosser, Joel Alden; Sweeney, Abigail; Peterson, Laurel M.; Cassidy, Kimberly Wright; Colón García, Ana – International Journal for Academic Development, 2018
Academic development that supports the enactment of positive psychology practices through student-faculty pedagogical partnership can increase faculty confidence and capacity in their first year in a new institution. When student partners practice affirmation and encouragement of strengths-based growth, processes of faculty acclimation and…
Descriptors: Positive Attitudes, Psychology, Partnerships in Education, Teacher Student Relationship
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Matthews, Kelly E.; Duck, Julie M.; Bartle, Emma – International Journal for Academic Development, 2017
The "Tutors@UQ" programme provides an example of a formalised, institution-wide, cross-discipline, academic development programme to enhance the quality of teaching that has been maintained for seven years despite a pattern of substantial organisational change. We present a case study of the programme framed around a four-phase model of…
Descriptors: Educational Quality, Case Studies, Educational Change, Social Networks
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