Hello Kelly Matthews.
Please enjoy this second Australian Students as Partners Network update
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Hello Colleagues,
Our network is growing with almost 250 members. This update features:
  • Call for submissions: Australian Students as Partners special issue
  • Call for ISSOTL conference collaboration
  • Request for help: seeking surveys about student-staff partnerships
  • Ethical implications of students as partners
  • Update: 2016 Transforming Practices Program (TPP) on students as partners
Please email me if you want to share something in a future update.
Cheers, Kelly

 Australian Students as Partners Network
Emerging from an Australian Teaching and Learning Fellowship, this network connects scholars across Australia committed to student-staff partnerships as a means to enhance teaching and learning in higher education by: acting as a hub of information; facilitating exchange; fostering collaboration; bringing members together; and advocating for partnerships.
THE 2016 International Society for the Scholarship of Teaching and Learning (ISSOTL) Conference in Los Angeles, USA is in October. If you are planning to attend and want to contribute on a students as partners symposium submission, contact Kelly by 24 March. 
‘Australian Stories of Partnership’ is the theme for an upcoming special edition of Teaching and Learning Together in Higher Education (TLTHE). This journal, created and edited by Alison Cook-Sather, serves as a forum for the reflective work of university academics, staff and students working together. Its premise is that successful pedagogy of dialogue and collaboration among staff and students in explorations and revisions of approaches is central to teaching and learning in higher education. TLTHE is unique, publishing essays written in an informal/conversational style, using first person pronouns, with (very) light use of citations. The idea is to provide a forum for in-process work, exploration, experimentation, and reflection.

TLTHE Call for submissions: Australian Stories of Partnership
Essays by staff (professional, academic or hybrid) and students seeking to reshape Australian higher education through dialogue and collaboration amongst staff and students exploring the possibilities of ‘students as partners’ in Australian Higher Education. Guest edited by Kelly Matthews
Publication Date: November/December 2016
Submission Date: By 1 September 2016
Guidelines and more detail: Here
Contact: Kelly Matthews
Lauren is an honours student exploring student and academic attitudes to the idea of student-staff partnerships in the sciences. If you know of articles or practices relating to these partnerships in the sciences, could you please email her. Beyond the sciences, if you know of any survey or interview instruments used to explore attitudes and beliefs about students as partners, Lauren would appreciate your contacting her. Thanks in advance!
The recently published report by Carol Taylor, A guide to ethics and student engagement through partnerships, is a must read if you are concerned about ethical implications of such practices. An excerpt: Ethical issues are part of the everyday lived experience of partnership and student engagement but are rarely brought to the fore. Working from the set of values identified (with reference to Healey, Flint and Harrington, 2014), this guide provides a brief introduction to ethics in the context of partnership. The guide covers some key ethical frameworks and includes a series of questions designed as ethical prompts to help those engaged in partnership consider how to enact ethics in their partnership work. The guide includes two diagnostic tools to promote discussion of ethics in partnership processes.
Is your organisation involved in partnership activities? Contribute to the creation of an interactive ‘map’ of partnership activity by completing this short survey. Contact Rebecca Rochon with questions.
Student Engagement: Students as Partners is the theme of the 2016 TPP designed to support institutions to enhance and refine processes, policies, strategies and infrastructure for student-staff partnerships that enhance teaching and learning. Representatives from 11 Australian universities met at The University of Queensland on Friday 26 February for the TPP ‘Start-up Day’ to begin work on institutional students as partners initiatives.
The language of student-staff partnerships sparked conversation as institutional teams considered how to engage both students and staff in partnership activities. The importance of having a story to tell that communicates the purpose and potential of student-staff partnerships was a hot topic for the day. How do you talk about students as partners at your university or in your discipline? Email Kelly to share thoughts featured in the next update.
By going beyond the student voice, students move from commenting on the teaching they experience and engaging in decision-making processes to becoming evidence-based change agents.Mick Healey
Drawing on models and frameworks presented in the Healey et al. 2014 Report, institutional groups were challenged to think about the type of partnership practices they were seeking to engage with. While universities have established means to collect data from students (although low response rates are a worry), moving beyond students as a source of data was the real focus. Many of the teams wanted to learn more about student consultation models, similar to the one below.
From Bryn Mawr College, Pennsylvania, USA and featured in Mick Healey’s collection of case studies (here under ‘students as change agent hand-out’ on page 10)
Most models of professional development assume that faculty learning is the purview of faculty colleagues or teaching and learning centre staff. A programme called Students as Learners and Teachers (SaLT) at Bryn Mawr College challenges that assumption by inviting undergraduate students to serve as pedagogical consultants to faculty members. Between 2006 and 2016, 185 faculty members and 130 student consultants have participated in 265 pedagogical partnerships. Feedback from participants suggests that this approach affords academics and students an unusual opportunity to co-construct a more informed model of faculty development, deepening the learning experience of both faculty and students, and recasts the responsibility for those learning experiences as one that is shared by faculty and students. Students are not enrolled in the courses for which they serve as consultants. Each student consultant has the following responsibilities: to meet with the faculty member to establish why each is involved and what hopes both have for the collaboration, and to plan the semester’s focus and meetings; visit one class session each week; take detailed observation notes on the pedagogical challenge(s) the faculty member has identified; survey or interview students in the class (if the faculty member wishes), either for mid-course feedback or at another point in the semester; meet weekly with the faculty member to discuss observation notes and other feedback and implications; participate in weekly meetings with one another and with the coordinator of SaLT; and visit one or more faculty seminars five times over the course of the semester. For full-semester partnerships, student consultants work approximately five hours per week and receive a stipend of $500. Further information: Cook-Sather (2011; 2013); Cook-Sather et al. (2014);
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