Unpacking challenges in student-faculty partnerships on Departmental Action Teams
Unpacking challenges in student-faculty partnerships on Departmental Action Teams
复制标题
解决院系行动团队中师生合作的挑战
DOI：
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Courtney Ngai
中科院分区：
文献类型：
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作者：
Gina M. Quan;J. Corbo;S. Wise;Courtney Ngai
本文是一个案例研究分析的一个学生和教师的伙伴关系，努力制定部门的变化。学生作为合作伙伴（SaP）是一种方法，在这种方法中，学生和教师合作，共同设计课程或机构改革工作。我们的团队通过部门行动小组（DAT）实施SAP，这些行动小组是由教师，学生和工作人员组成的团队，他们在一个STEM部门内致力于解决与本科教育相关的问题。在我们的研究中，我们的目标是了解SAP在DAT中制定的方式。通过分析与学生和教师的一个单一的DAT的访谈，我们构建了一个案例研究的复杂性和挑战的学生与教师的伙伴关系。我们发现，合伙企业的成员可以对该合伙企业持有不同的看法。这些分歧的背后是对它们共同工作的不同看法以及对权力动态可见性的不同看法。在自我批判地分析我们减轻和再现动力学的方式时，我们反思了我们项目的增长领域。
This paper is a case study analysis of one student-faculty partnership working to enact departmental change. Students as Partners (SaP) is an approach in which students and faculty work in partnership on the co-design of a curricular or institutional change effort. Our team implements SaP through Departmental Action Teams (DATs), which are facilitated teams of faculty, students, and staff within a single STEM department working on an issue related to undergraduate education. In our research, we aim to understand the ways in which SaP becomes enacted in DATs. Through analyzing interviews with student and faculty members of a single DAT, we construct a case study of the complexities and challenges of student-faculty partnership. We find that members of a partnership can hold different views of that partnership. Underlying these differences are differing views about their joint work as well as differences in the visibility of power dynamics. In self-critically analyzing the ways in which we mitigated and reproduced power dynamics, we reflect on our project’s areas for growth.