Hur arbetar man med aktiv studentmedverkan?

Här kan du hitta sammanfattade artiklar om olika former för aktiv studentmedverkan, samt deras respektive utmaningar och fördelar. Artiklarna är organiserade under 5 teman och kan vara bra stödmaterial för studenter och lärare vill starta eller vidareutveckla initiativ för aktiv studentmedverkan. Hitta också en större referenssamling i pdf-form här. 

• Student and Faculty Partnerships
• Supplemental Instruction
• Peer Tutoring 
• Co-creating Curricula
• Inclusivity

Student and Faculty Partnerships: 

Engagement through partnership: students as partners in learning and teaching in higher education Mick Healey, Abbi Flint, Kathy Harrington, 2014

This reading offers a pedagogical case for students as partners in teaching and learning, recognising it as a process of student engagement, a central notion being partnership learning communities. Building long-lasting partnership learning communities requires embedding it within the culture and ethos of the university, as well as critical reflection on how it is built. Healey et al. include a wide variety of examples of ways of working. 

Full citation: Healey, M., Flint, A., Harrington, K. (2014) Engagement through partnership: students as partners in learning and teaching in higher education. York: Higher Education Academy.

Supplemental Instruction: 

​Benefits of Guiding Supplemental Instruction Sessions for SI Leaders: a Case Study for Engineering Education at a Swedish University Joakim Malm, Leif Bryngfors, Lise-Lotte Mörner, 2012

This study explores the benefits that the student leaders of Supplemental Instruction (SI) may gain with a focus on engineering students at Lund University. The authors include many quotations of SI leaders reported experiences and show an overall positive picture for the gains that SI leaders experience. The themes of improvement are reported as improved communication, improved interpersonal skills, improved leadership skills, improved self-confidence, and deeper understanding of the course content.

Full citation: Malm, J. Bryngfors, L., and Mörner, L. (2012) Benefits of Guiding Supplemental Instruction Sessions for SI Leaders: a Case Study for Engineering Education at a Swedish University. Journal of Peer Learning, 5(1). 

Peer Tutoring: 

​The effectiveness of peer tutoring in further and higher education: A typology and review of the literature Keith J. Topping, 1996

Topping defines peer tutoring as, “people from similar social groupings who are not professional teachers helping each other to learn and learning themselves by teaching” (1996, p.322) and explains that it is characterized by role taking. Topping covers many of the pedagogical advantages of peer tutoring shown in the literature. One of these benefits Topping draws on is that, by delegating the management of learning to the students in a democratic way, peer tutoring “seeks to empower students rather than de-skill them by dependency on imitation of a master culture, and might reduce dissatisfaction and unrest” (1996, p. 325). The article goes through many forms of peer tutoring, noting than the form can varying depending on context and purpose.

Full citation: Topping, K. (1996) The effectiveness of peer tutoring in further and higher education: A typology and review of the literature. Higher Education, 32, 321-345. 

Co-creating curricula: 

​An investigation of co-created curricula within higher education in the UK, Ireland and the USA Catherine Bovill, 2014

This research investigates students and staff working in partnership to co-create curricula from the UK, Ireland, and the US. In focus is the approach taken in each partnership example. The author explored the following questions: What levels and types of student participation in curriculum design have been achieved in the three examples? What approaches have been used to achieve student participation in curriculum design? and What are the outcomes for students and staff?

Full citation: Bovill, C. (2014) An investigation of co-created curricula within higher education in the UK, Ireland and the USA. Innovations in Education and Teaching International, 51(1), 15-25. 

Inclusivity: 

​A call for expanding inclusive student engagement in SoTL Peter Felten, Julianne Bagg, Michael Bumbry, Jennifer Hill, Karen Hornsby, Maria Pratt, Saranne Weller, 2013

These authors discuss why certain students tend to be excluded from SoTL (the Scholarship of Teaching and Learning), how SoTLs could increase the diversity of student voices heard within their initiatives, and what the potential benefits of doing this are. Their starting point is the transformative potential of student-faculty partnerships in curriculum development, teaching, and SoTL, yet Felten et al. digress directly into the challenges that exist within these contexts. Indeed, “an uncritical adoption of student engagement practices might reinforce existing hierarchies amongst the tutor-student and student-student relationships” to the extent that the “presence of institutional and social power relations can, therefore, lead to the silencing of some students’ voices” (Robinson 2012:10 as cited by Felten et al. 2013). “At the same time, a society’s exclusionary practices linked to gender, race, nationality, sexual orientation and socio-economic status can be reconfigured in the academy to also silence certain voices” (Felten et al. 2013:64). As such, they acknowledge that there is no homogenous student voice and argue for a critical approach as to which voices are silenced or excluded in SoTL work.

Full citation: Felten, P., Bagg, J., Bumbry, M., Hill, J., Hornsby, K., Pratt, M., Weller, S. (2013) A Call for Expanding Inclusive Student Engagement in SoTL. Teaching and Learning Inquiry: The ISSOTL Journal, 1(2), 63-74.