Drawing from scholarly literature on student-faculty
partnerships, Healey et al. (2014) highlights the following values underpinning
the practice:
- Authenticity:
“all parties have a meaningful rationale for investing in partnership”(p.
14)
- Inclusivity:
“partnership embraces the different talents, perspectives and experiences
that all parties bring”(p. 14)
- Reciprocity:
“all parties have an interest in, and stand to benefit from, working
and/or learning in partnership”(p. 14)
- Empowerment:
“power is distributed appropriately”(p. 15)
- Trust:
“all parties take time to get to know each other, engage in open and
honest dialogue”(p. 15)
- Challenge:
“to constructively critique and challenge practices, structures and approaches
that undermine partnership”(p. 15)
- Community:
“all parties feel a sense of belonging”(p. 15)
- Responsibility:
“all share responsibility for the aims of the partnership, and individual
responsibility for contributions”(p. 15)
Cook-Sather et al. (2014) identify respect, reciprocity, and
responsibility as the three further guiding principles of student-faculty
partnerships:
- Respect:
As an attitude, valuing, openness and receptivity, and willingness to
consider experiences or perspectives that are different
- Reciprocity:
a way of interacting. It is a process of balanced give-and-take; there is
equity in what is exchanged and how it is exchanged.
- Responsibility:
with students recognized as active members of that community and
collaborative partners equally invested in the common effort to engage in,
and support, learning” (p. 5).
On a practical level this may also involve:
1) Clear expectations from all sides
2) Maintain clear and regular communications
3) Explain and translate Middlesex language to partners
4) Do not let a situation foster, speak to all partners as
soon as possible without prejudice
5) when official documents are due from a partner
offer support to ensure the meet the required level supporting and nurturing
when needed.
References:
Cook-Sather, A., Bovill, C., and Felten, P. (2014). Engaging
students as partners in learning and teaching: a guide for faculty. San
Francisco: Jossey-Bass.
Healey, M., Flint, A., & Harrington, K. (2014).
Engagement through partnership: Students as partners in learning and teaching
in higher education. York: Higher Education Academy. Retrieved from https://www.heacademy.ac.uk/engagement-through-partnership-students-partners-learning-and-teaching-higher-education
