Connecting Undergraduate Students as Partners in Computer Science Teaching and Research

Connecting undergraduate students as partners can lead to the enhancement of the undergraduate experience and allow students to see the different sides of the university. Such holistic perspectives may better inform academic career choices and postgraduate study. Furthermore, student involvement in course development has many potential benefits. This paper outlines a framework for connecting research and teaching within Computer Science- though this is applicable across other disciplines. Three case studies are considered to illustrate the approach. The first case study involves students in their honours’ stage (level 6, typically 3rd year) project, the second an undergraduate intern between stages 5 and 6, and finally, a MSc (level 7) project. All three case studies have actively involved students in core parts of the University’s teaching and research activities, producing usable software systems to support these efforts. We consider this as a continuing engagement process to enhance the undergraduate learning experience within Computer Science

Students as Partners in Recruitment

Students are rarely involved in the recruitment of professional library staff, despite being a key group that such staff interact with. This article outlines a new approach at Library Services at The Hive at the University of Worcester; students are now routinely invited to join work related exercise panels as part of the recruitment process. This collaborative approach means that students not only get a say in their library staff and feel more of a sense of ownership of library services, but also have a valuable experience to use on their CVs and to inform their own job applications and interviews. This article details the role of students in these activities, the response from staff, and plans to improve the process further

Curriculum transformation with students as partners

8732142. That was my student ID as an undergraduate (now one of the authors). It was a number, not a name. It distinguished students from professors and all other teaching staff and, in a symbolic way, reminded us all of our firm place as students, as learners. There was a big power differential between students and teachers in the 1980s. What we learned was prescribed, transmitted and tested in implicit ways (no rubrics or marking criteria in those days) and rarely were our skills tested – just what we knew and could recall at a given time. Sometimes people say that teaching is an act. Indeed, sage on the stage suggests this precisely. But being a student is also an act. Students also assume roles and personas. If we want curriculum transformation, we seek to put a stop to acting – to engage students and staff in authentic learning. MIDAS is our curriculum transformation project in the Faculty of Engineering and Information Technology (FEIT) at UTS – More Innovative Design-Able Students. In MIDAS, we want students and teachers to be their authentic selves in a true teaching and learning partnership. MIDAS seeks mutual respect in people, not the fulfilment of roles. MIDAS doesn’t see students as numbers, but as partners, as people who can learn, contribute, inspire, teach and create … and it sees teachers as people who also learn, contribute, inspire, teach and creat

Reflections on that-has-been : Snapshots from the students-as-partners movement

EDITORIAL NOTE (Alison): The idea for this multipart reflective essay emerged from first author Christel Brost’s reflections on her experience of striving to develop a students-as-partners approach within the context of a summer institute and then back at her home institution. To aid reflection on these experiences, Christel used Roland Barthe’s construct of that-has-been, which she explains below, to examine several “mental snapshots” of her experiences and what those mean for her personally and for students-as-partners work. Inspired by the vivid, emotion filled representation of Christel’s “snapshots,” we (co-editors of reflective essays for the journal, Anita Ntem and Alison Cook-Sather) invited participants from two other venues to share their reflections within the same frame. Authors of each section of this essay use Barthes’ construct to “zoom in” on different moments and lived experiences of partnership, creating mental snapshots from three students-as-partners venues. The first venue is the Change Institute at the May 2017 International Summer Institute on Students as Partners held at McMaster University, in Hamilton, Ontario, Canada. The second is the May 2017 Pedagogic Partnership Conference held at Lafayette College in, Easton, Pennsylvania, in the United States. The third is the June 2017 RAISE International Partnership Colloquium held at Birmingham City University in Birmingham, England.Non peer reviewedFinal Published versio

The Collaborative Development of an Occupational Psychology Internship: Students and Employers as Partners

No abstract available

Diversifying students as partners participants and practices

In this issue of IJSaP, we are piloting this new “Voices from the Field” section with a collection of contributions that highlight the importance of increasing diversity among students-as-partners participants and diversifying students-as-partners practice

Laying Down the Foundations for International Student Journey. Students as Academic Partners Project Report.

The aim of this project was to explore the lived experiences of being an international student studying at a University within the UK and to make recommendations for future provision. There are increasing numbers of international students studying at Universities within the UK. Positive learning environments and arrangements are the responsibility of the host University and international students’ needs should be taken into consideration. This project was led by international students in collaboration with academic staff. It involved a qualitative exploration of international student perspectives and their experiences of studying within the UK. Ten international students completed a questionnaire that was designed by international students. Respondents were asked questions in relation to three areas: coming to the UK, arriving in the UK and studying in the UK