Clark, L;
Ribéreau-Gayon, A;
Sotiriou, M;
Standen, A;
Thorogood, J;
Tong, VCH;
(2019)
Developing a collaborative book project on higher education pedagogy: The institutional, organizational, and community identity dimensions of student-staff partnerships.
International Journal for Students as Partners
, 3
(2)
pp. 99-108.
10.15173/ijsap.v3i2.3714.
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Abstract
This case study presents an ambitious student-staff partnership project at University College London (UCL) to publish a collaborative book on higher education pedagogy. Over two-and-a-half years, a total of 86 students and staff contributed to the project, which sought to provide educators with a new type of scholarly material under the unifying theme of connecting research and teaching. Multiple layers of student-staff partnership were interwoven throughout the project; this case study contextualizes these layers against three dimensions: institutional, organizational, and community identity. Central to the project was our distinctive approach to engaging with Graduate Teaching Assistants (GTAs) and their crucial role in bringing the three dimensions together. As such, the project represents a model of enhanced student-staff partnership that has the capacity to empower students and break down educational silos to form new, multi-specialty learning communities.</jats:p>
| Type: | Article |
|---|---|
| Title: | Developing a collaborative book project on higher education pedagogy: The institutional, organizational, and community identity dimensions of student-staff partnerships |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.15173/ijsap.v3i2.3714 |
| Publisher version: | https://doi.org/10.15173/ijsap.v3i2.3714 |
| Language: | English |
| Additional information: | Copyright (c) 2019 Lauren Clark, Agathe Ribéreau-Gayon, Mina Sotiriou, Alex Standen, Joe Thorogood, Vincent C.H. Tong Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. |
| Keywords: | research-based education, graduate teaching assistants, pedagogical innovation, consortium, interdisciplinarity |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10083535 |
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