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 |
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