Students-as-partners and engaged scholarship: Complementary frameworks

Andrew Pearl, Rankin Joanna, Moriah McSharry McGrath, Sarah Dyer, Trina Jorre de St Jorre

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter reflects on studying capstones as a capstone project. The University of Calgary's undergraduate community rehabilitation and disability studies program, where author Rankin is on the faculty, requires a practicum experience as its capstone. To enable integrative learning for our student researchers, we employed a SaP approach, which can be defined as a “reciprocal process through which all participants have the opportunity to contribute equally, although not necessarily in the same ways, to curricular or pedagogical conceptualization, decision-making, implementation, investigation, or analysis”. Full participation first means building pathways to social and economic citizenship, particularly for students from communities that have not been afforded access or enabled to succeed. Second, it involves connecting the knowledge resources of the academy with the pressing and complex problems facing multiple communities.
Original languageEnglish
Title of host publicationCultivating Capstones
Subtitle of host publicationDesigning High-Quality Culminating Experiences for Student Learning
EditorsCaroline Ketcham, Tony Weaver, Jessie Moore
Place of PublicationNew York
PublisherRoutledge
Chapter9
Pages137-148
Number of pages12
ISBN (Electronic)9781003443933
ISBN (Print)9781642674163, 9781642674170
DOIs
Publication statusPublished - 24 Jan 2023

Publication series

NameSeries on Engaged Learning and Teaching
PublisherRoutledge

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