This paper explores a model for developing student and staff partnerships to enhance the quality of teaching and learning and situates the model in literature on student engagement. The model enables staff and students to step outside their normal roles and the traditional student–teacher relationship into a less pre-defined mode of interaction and liminal space where conversations about teaching and learning can take place. At the most transformative, this model enables academic staff to get a sense of learner perspectives and to view students as partners and collaborators while students develop insights into the perspectives of staff. The authors argue that the model represents an innovative approach to engaging students in a meaningful way in enhancing teaching and learning and has the potential to reframe the student–teacher relationship into a more collaborative one that goes beyond listening to students.
- Department of Education and Community Studies - University Teaching Fellow
- Huddersfield Centre for Research in Education and Society (HudCRES) - Member
- School of Education and Professional Development