Involving Students in the Learning Process in Higher Education
Edited By Natasha A. Jankowski, Gianina R. Baker, Erick Montenegro and Karie Brown-Tess
This contributed volume explores institutional and programmatic policies and practices which actively engage students as partners in improving student learning. This entails an examination of the degree to which students are partners in the assessment and learning processes and the characteristics of these partnerships. This volume showcases student partnerships, as well as presents a history of institutional culture affecting student learning, the role of students in teaching and learning, and brings student voices and perspectives to bare through research from a variety of institutional types. Case studies, current programs and activities, and a model for culturally-responsive assessment are highlighted to better understand student-focused learning and assessment. Implications for faculty, staff, and administrators are questioned. Overall, this volume links research to practice, and offers faculty, practitioners, and administrators different forms and methods of including students, while keeping issues of equity in mind.
List of Illustrations
Figure 2.1. Example Program Theory
Figure 2.2. Example Program-level Student Learning Outcomes Assessment Cycle.
Figure 4.1. Current Assessment Paradigm
Figure 4.2. Framework for Partnership in Learning and Teaching
Figure 4.3. Student Assessment Scholars Framework
Figure 5.1. Ladder of Student Participation in Curriculum Design
Figure 5.2. Healey, Flint, and Harrington (2014) Model of Partnership Learning Communities
Figure 7.1. Summer Learning Design Studio 2013 Curriculum Statement
Figure 8.1. Creativity Rubric
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