The International Journal for Students as Partners (IJSaP) is published twice a year by McMaster University Library Press and supported by McMaster’s Paul R. MacPherson Institute for Leadership, Innovation and Excellence in Teaching.
IJSaP is a journal about learning and teaching together in higher education. IJSaP explores new perspectives, practices, and policies regarding how students and staff (used here and subsequently to refer to academic staff/faculty, professional staff, and other stakeholders) are working in partnership to enhance learning and teaching in higher education. Shared responsibility for teaching and learning is the underlying premise of students as partners, and IJSaP is produced using a student-staff partnership approach.
IJSaP is designed to appeal to a wide audience of readers and potential authors in the higher education community. It aims to publish high quality research articles, case studies, reflective essays, opinion pieces, reviews, and other pieces from around the world. Contributions written collaboratively by students and staff are particularly encouraged, although single and other co-authored pieces are also acceptable. All submissions go through a rigorous review process involving both staff and students.
IJSaP is an open access, online, English-language, peer-reviewed journal that is committed to enacting the principles of partnership in the way it operates.
The distinctive features of IJSaP:
- It is an international journal on students as partners in learning and teaching in higher education
- It values multiple forms of analysis, including research articles, case studies, opinion pieces, reflective essays, and reviews
- Authors, reviewers, and readers constitute a broad group within the higher education community, including academics, instructors, educational developers, librarians, learning resource specialists, officers of students’ unions/guilds associations, undergraduate and graduate students, and other stakeholders working with student partners
- Leadership is from an international editorial team of academics and students working in partnership
ABOUT THIS ISSUE
In this May special section of the journal the focus is on partnership in fostering socially just pedagogies. As such, this publication tackles issues such as race, sex, gender, language, and educational barriers. The goal of this special section is to increase awareness of injustices in higher education while also empowering students with the necessary tool to build towards justice.
“Toward redressing inequities through partnership: A critical assessment of an equity-focused partnership initiative,” Marquis et al.
“Compassion, flexibility, and partnership in the midst of a global pandemic,” Patterson et al.
“Living a student-faculty partnership,” Poon et al.
The International Journal for Students as Partners is looking for new staff and student reviewers. Staff and students who have interest or experience in students as partners are encouraged to indicate their interest in joining the International Reviewer Panel by completing the Reviewer Expression of Interest Form. Student reviewers should be currently studying at the undergraduate or postgraduate level in higher education or have graduated in the last two years. The partnership model of the journal seeks to build the capacity of new reviewers, while also ensuring high quality professionalism amongst the International Review Panel.
Given the nature of the journal, reviewers can expect to review case studies, reflective essays, research articles and or opinion pieces. For additional information please contact our Editorial Manager Antonio Dos Santos at email@example.com.