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Fostering Student-Faculty Collaboration through a Structured and Well-Defined Work Routine

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Title: Fostering Student-Faculty Collaboration through a Structured and Well-Defined Work Routine
Language: English
Authors: Trine Højberg Andersen, Guri Sivertsen Korpås
Source: International Journal for Students as Partners. 2025 9(1):182-191.
Availability: McMaster University Library Press. McMaster University Library, 1280 Main Street West, Hamilton, ON L8S $L6 Canada. e-mail: scom@mcmaster.ca; Web site: https://mulpress.mcmaster.ca/ijsap
Peer Reviewed: Y
Page Count: 10
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Students, College Faculty, Teacher Student Relationship, Partnerships in Education, Educational Development, Physics, Science Instruction, Behavior Patterns, Repetition, Science Education
Abstract: This case study showcases the development of a work routine that facilitated collaboration between students and faculty. The work routine consisted of three phases. In the preparation phase, participants worked independently or in pairs, followed by the second phase, a meeting with presentations and discussions. After the meeting, participants wrote their reflections in a shared document that served as a central tool throughout the entire process and was accessible to all participants; this comprised the third phase of the work routine. This article also presents faculty members' reflections and revelations encountered during the integration of the students-as-partners framework in this student-faculty collaboration. The developed work routine gives new perspectives on how one can foster educational development using the students-as-partners framework.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1476841
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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  Data: Fostering Student-Faculty Collaboration through a Structured and Well-Defined Work Routine
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  Data: <searchLink fieldCode="AR" term="%22Trine+Højberg+Andersen%22">Trine Højberg Andersen</searchLink><br /><searchLink fieldCode="AR" term="%22Guri+Sivertsen+Korpås%22">Guri Sivertsen Korpås</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+for+Students+as+Partners%22"><i>International Journal for Students as Partners</i></searchLink>. 2025 9(1):182-191.
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  Data: McMaster University Library Press. McMaster University Library, 1280 Main Street West, Hamilton, ON L8S $L6 Canada. e-mail: scom@mcmaster.ca; Web site: https://mulpress.mcmaster.ca/ijsap
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  Data: <searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Development%22">Educational Development</searchLink><br /><searchLink fieldCode="DE" term="%22Physics%22">Physics</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Patterns%22">Behavior Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Repetition%22">Repetition</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink>
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  Data: This case study showcases the development of a work routine that facilitated collaboration between students and faculty. The work routine consisted of three phases. In the preparation phase, participants worked independently or in pairs, followed by the second phase, a meeting with presentations and discussions. After the meeting, participants wrote their reflections in a shared document that served as a central tool throughout the entire process and was accessible to all participants; this comprised the third phase of the work routine. This article also presents faculty members' reflections and revelations encountered during the integration of the students-as-partners framework in this student-faculty collaboration. The developed work routine gives new perspectives on how one can foster educational development using the students-as-partners framework.
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      – Text: English
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      – SubjectFull: College Faculty
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Partnerships in Education
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      – SubjectFull: Behavior Patterns
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      – SubjectFull: Science Education
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      – TitleFull: Fostering Student-Faculty Collaboration through a Structured and Well-Defined Work Routine
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