CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Greater engagement in and responsibility for learning: what happens when students cross the threshold of student–faculty partnership
Tác giả
Cook-Sather A.; Luz A.
Năm xuất bản
2015
Source title
Higher Education Research and Development
Số trích dẫn
60
DOI
10.1080/07294360.2014.911263
Liên kết
Tóm tắt
The importance of student engagement in higher education is increasingly recognised. As a result, questions have arisen regarding how best to inspire and support students in taking greater interest in and more active responsibility for their learning. Student–faculty partnerships that position students as consultants in explorations of pedagogical practice inspire and support engagement and responsibility that carry over from those partnerships into students' classroom participation. However, such partnership constitutes for many students a ‘threshold concept’. Because partnering with faculty in analyses and revisions of teaching and learning both requires and inspires students to redefine their roles, responsibilities and sense of themselves, student–faculty partnership proves troublesome, transformative, discursive, irreversible and integrative. In a case study of one partnership programme at a liberal arts institution in the Northeastern USA, we discuss how crossing the threshold constituted by student–faculty partnership in pedagogical exploration fosters in students greater engagement in, and responsibility for, learning. Implications for higher education include the potential of reconceptualising our classrooms as more democratic spaces and the work of teaching and learning as more of a shared responsibility. © 2014 HERDSA.
Từ khóa
engagement; higher education; responsibility; student–faculty partnership; threshold concept
Tài liệu tham khảo
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Nơi xuất bản
Routledge
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus