Students as co‐creators of teaching approaches, course design, and curricula: implications for academic developers

References

• Bain , K. and Zimmerman , J. 2009 . Understanding great teaching . Peer Review , 11 (2) : 9 – 12 .
   Google Scholar
• Barnett , R. 1997 . Higher education: A critical business , Maidenhead, , UK : Society for Research into Higher Education and Open University Press .
   Google Scholar
• Baxter Magolda , M.B. 2009 . Authoring your life , Sterling, VA : Stylus .
   Google Scholar
• Bovill , C. 2009 . Influences on the nature of active student participation in curriculum design: An investigation of three case studies from higher education (Unpublished Master’s dissertation) , UK : University of Glasgow .
   Google Scholar
• Bovill , C. , Morss , K. and Bulley , C. 2008 . Curriculum design for the first year (First year enhancement theme report) , Glasgow, , UK : QAA .
   Google Scholar
• Bovill , C. , Morss , K. and Bulley , C. 2009 . Should students participate in curriculum design? Discussion arising from a first year curriculum design project and a literature review . Pedagogical Research in Maximising Education , 3 (2) : 17 – 26 .
   Google Scholar
• Breen , M.P. and Littlejohn , A. 2000 . “ The practicalities of negotiation ” . In Classroom decision‐making. Negotiation and process syllabuses in practice , Edited by: Breen , M.P. and Littlejohn , A. 272 – 295 . Cambridge, , UK : Cambridge University Press .
   Google Scholar
• Brew , A. and Barrie , S. 1999 . Academic development through a negotiated curriculum . International Journal for Academic Development , 4 (1) : 34 – 42 .
   Google Scholar
• Cooke , B. and Kothari , U. 2001 . “ The case for participation as tyranny ” . In Participation the new tyranny? , Edited by: Cooke , B. and Kothari , U. 1 – 15 . London : Zed Books .
   Google Scholar
• Cook‐Sather , A. 2006 . Education is translation: A metaphor for change in learning and teaching , Philadelphia, PA : University of Pennsylvania Press .
   Google Scholar
• Cook‐Sather , A. 2008 . ‘What you get is looking in a mirror, only better’: Inviting students to reflect (on) college teaching . Reflective Practice , 9 (4) : 473 – 483 .
   Google Scholar
• Cook‐Sather , A. 2009 . From traditional accountability to shared responsibility: The benefits and challenges of student consultants gathering midcourse feedback in college classrooms . Assessment & Evaluation in Higher Education , 34 (2) : 231 – 241 .
   Google Scholar
• Cook‐Sather , A. 2010 . Teaching and learning together: College faculty and undergraduates co‐create a professional development model . To Improve the Academy , 29 : 219 – 232 .
   Google Scholar
• Cook‐Sather , A. 2011 . Layered learning: Student consultants deepening classroom and life lessons . Educational Action Research , 19 (1) : 41 – 57 .
   Google Scholar
• Cook‐Sather , A. , Felten , P. and Bovill , C. Changing participants in pedagogical planning . Paper presented at the International Consortium of Educational Development (ICED) conference . June , Barcelona, Spain. Retrieved November 23, 2010, from http://www.gla.ac.uk/media/media_165855_en.ppt
   Google Scholar
• Cowan , J. and Westwood , J. 2006 . Collaborative and reflective professional development: A pilot . Active Learning in Higher Education , 7 (1) : 63 – 71 .
   Google Scholar
• Cox , M.D. and Sorenson , D.L. 2000 . “ Student collaboration in faculty development ” . In To improve the academy , Edited by: Kaplan , M. Vol. 18 , 97 – 106 . Bolton, MA : Anker .
   Google Scholar
• Creswell , J. 2006 . Qualitative inquiry and research design: Choosing among five approaches , (2nd ed.) , Thousand Oaks, CA : Sage .
   Google Scholar
• Davis , B. and Sumara , D. 2002 . Constructivist discourses and the field of education . Educational Theory , 52 (4) : 409 – 428 .
   Google Scholar
• Delpish , A. , Holmes , A. , Knight‐McKenna , M. , Mihans , R. , Darby , A. , King , K. and Felten , P. 2010 . “ Equalizing voices: Student–faculty partnership in course design ” . In Engaging student voices in the study of teaching and learning , Edited by: Werder , C. and Otis , M.M. 96 – 114 . Sterling, VA : Stylus .
   Google Scholar
• Dewey , J. 1916 . Democracy and education , New York : Macmillan .
   Google Scholar
• Fielding , M. Radical collegiality: Affirming teaching as an inclusive professional practice . Paper presented at the British Educational Research Association Conference . Brighton. September .
   Google Scholar
• Fielding , M. 2001 . Students as radical agents of change . Journal of Educational Change , 2 (3) : 123 – 141 .
   Google Scholar
• Fink , L.D. 2003 . Creating significant learning experiences , San Francisco, CA : Jossey‐Bass .
   Google Scholar
• Freire , P. 2003 . “ From pedagogy of the oppressed ” . In The critical pedagogy reader , Edited by: Darder , A. , Baltodano , M. and Torres , R.D. 57 – 68 . New York : RoutledgeFalmer .
   Google Scholar
• Hattie , J. 2008 . Visible learning: A synthesis of over 800 meta‐analyses relating to achievement , London : Routledge .
   Google Scholar
• hooks , b. 1994 . Teaching to transgress , New York : Routledge .
   Google Scholar
• Hutchings , P. and Huber , M.T. 2010 . “ Foreword ” . In Engaging student voices in the study of teaching and learning , Edited by: Werder , C. and Otis , M.M. xi – xv . Sterling, VA : Stylus .
   Google Scholar
• Jenkins , A. 1996 . Discipline‐based educational development . International Journal for Academic Development , 1 (1) : 50 – 62 .
   Google Scholar
• Kemmis , S. and Wilkinson , M. 1998 . “ Participatory action research and the study of practice ” . In Action research in practice: Partnerships for social justice in education , Edited by: Atweh , B. , Kemmis , S. and Weeks , P. 21 – 36 . New York : Routledge .
   Google Scholar
• Kuh , G. 2008 . High‐impact educational practices , Washington, DC : Association of American Colleges and Universities .
   Google Scholar
• Kuh , G. , Kinzie , J. , Shuh , J.H. and Whitt , E.J. 2010 . Student success in college: Creating conditions that matter , San Francisco, CA : Jossey Bass .
   Google Scholar
• Mann , S. 2001 . Alternative perspectives on the student experience: Alienation and engagement . Studies in Higher Education , 26 (1) : 7 – 19 .
   Web of Science ®Google Scholar
• Manor , C. , Bloch‐Schulman , S. , Flannery , K. and Felten , P. 2010 . “ Foundations of student–faculty partnerships in the scholarship of teaching and learning ” . In Engaging student voices in the study of teaching and learning , Edited by: Werder , C. and Otis , M.M. 3 – 15 . Sterling, VA : Stylus .
   Google Scholar
• McCulloch , A. 2009 . The student as co‐producer . Studies in Higher Education , 1 (2) : 171 – 183 .
   Google Scholar
• Mihans , R. , Long , D. and Felten , P. 2008 . Power and expertise: Student–faculty collaboration in course design and the scholarship of teaching and learning . International Journal for the Scholarship of Teaching and Learning , 2 (2) : 1 – 9 .
   Google Scholar
• Moore , J. , Altvater , L. , Mattera , J. and Regan , E. 2010 . “ ‘Been there, done that, still doing it.’ ” . In Engaging student voices in the study of teaching and learning , Edited by: Werder , C. and Otis , M.M. 115 – 129 . Sterling, VA : Stylus .
   Google Scholar
• O’Loughlin , M. 1995 . Daring the imagination . Theory into Practice , 43 (2) : 107 – 116 .
   Google Scholar
• Richlin , L. and Cox , M.D. 2004 . “ Developing scholarly teaching and the scholarship of teaching and learning through faculty learning communities ” . In New directions for teaching and learning (Vol. 97), Building faculty learning communities , Edited by: Cox , M. and Richlin , L. 127 – 135 . San Francisco, CA : Jossey‐Bass .
   Google Scholar
• Rogers , C. and Freiberg , H.J. 1969 . Freedom to learn , (3rd ed.) , New York : Macmillan .
   Google Scholar
• Rudduck , J. 2007 . “ Student voice, student engagement and school reform ” . In International handbook of student experience in elementary and secondary school , Edited by: Thiessen , D. and Cook‐Sather , A. 587 – 610 . Dordrecht, , The Netherlands : Springer .
   Google Scholar
• Shor , I. 1992 . Empowering education , London : University of Chicago Press .
   Google Scholar
• Shulman , L. 2004 . Teaching as community property: Essays on higher education , San Francisco, CA : Jossey‐Bass .
   Google Scholar
• Silva , E. and Rubin , B. 2003 . “ Missing voices: Listening to students’ experiences with school reform ” . In Critical voices in school reform , Edited by: Rubin , B. and Silva , E. 1 – 7 . London : RoutledgeFalmer .
   Google Scholar
• Sorenson , L. 2001 . “ College teachers and student consultants: Collaborating about teaching and learning ” . In Student‐assisted teaching , Edited by: Miller , J.E. , Groccia , J.E. and Miller , M.S. 179 – 183 . Bolton, MA : Anker .
   Google Scholar
• Strauss , A.L. 1987 . Qualitative analysis for social scientists , New York : Cambridge University Press .
   Google Scholar
• Swennen , A. , Lunenberg , M. and Korthagen , F. 2008 . Preach what you teach! Teacher educators and congruent teaching . Teachers and Teaching , 14 (5–6) : 531 – 542 .
   Google Scholar
• White , D. 2010 . “ Foreword ” . In Fires in the mind: What kids can tell us about motivation and mastery , Edited by: Cushman , K. ix – xi . San Francisco, CA : Jossey‐Bass .
   Google Scholar
• Wiggins , G. and McTighe , J. 2005 . Understanding by design , (2nd ed.) , Upper Saddle River, NJ : Merrill Prentice Hall .
   Google Scholar
• Wolf‐Wendel , L. , Ward , K. and Kinzie , J. 2009 . A tangled web of terms: The overlap and unique contribution of involvement, engagement, and integration to understanding college student success . Journal of College Student Development , 50 (4) : 407 – 428 .
   Google Scholar
• Wortham , S. 2004 . The interdependence of social identification and learning . American Educational Research Journal , 41 (3) : 715 – 750 .
   Google Scholar