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
This issue features the fourth iteration of ‘Voices from the Field’, which focuses on: how can students-as-partners work inform assessment?’ Recognizing that “assessment” means different things in different contexts, we invited contributors to specify what definition they are working with. We received a total of 26 submissions from 48 contributors.
“Students as partners for critical climate learning,” Michael Salmon
“How can students-as-partners work inform assessment?” Ed, Alison Cook-Sather
“Reflections on disciplinary perspectives on students as partners.” Healey, M., Healey, R.L., & West, H.