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Developing a Collaborative Book Project on Higher Education Pedagogy: The Institutional, Organizational, and Community Identity Dimensions of Student-Staff Partnerships

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Title: Developing a Collaborative Book Project on Higher Education Pedagogy: The Institutional, Organizational, and Community Identity Dimensions of Student-Staff Partnerships
Language: English
Authors: Lauren Clark, Agathe Ribéreau-Gayon, Mina Sotiriou, Alex Standen, Joe Thorogood, Vincent Tong
Source: International Journal for Students as Partners. 2019 3(2):99-108.
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: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Books, Teacher Student Relationship, Partnerships in Education, Higher Education, Teaching Methods, Graduate Students, Teaching Assistants, Theory Practice Relationship, College Faculty, Institutional Characteristics, Models, Communities of Practice, Student Empowerment, Foreign Countries, Publications
Geographic Terms: United Kingdom (England)
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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1468421
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Developing a Collaborative Book Project on Higher Education Pedagogy: The Institutional, Organizational, and Community Identity Dimensions of Student-Staff Partnerships
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  Data: <searchLink fieldCode="AR" term="%22Lauren+Clark%22">Lauren Clark</searchLink><br /><searchLink fieldCode="AR" term="%22Agathe+Ribéreau-Gayon%22">Agathe Ribéreau-Gayon</searchLink><br /><searchLink fieldCode="AR" term="%22Mina+Sotiriou%22">Mina Sotiriou</searchLink><br /><searchLink fieldCode="AR" term="%22Alex+Standen%22">Alex Standen</searchLink><br /><searchLink fieldCode="AR" term="%22Joe+Thorogood%22">Joe Thorogood</searchLink><br /><searchLink fieldCode="AR" term="%22Vincent+Tong%22">Vincent Tong</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>. 2019 3(2):99-108.
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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="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: 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.
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  Data: EJ1468421
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1468421
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      – Text: English
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Partnerships in Education
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      – SubjectFull: United Kingdom (England)
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      – TitleFull: Developing a Collaborative Book Project on Higher Education Pedagogy: The Institutional, Organizational, and Community Identity Dimensions of Student-Staff Partnerships
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