Students-as-partners (SaP) is a framework and theory that emphasizes the value of partnership and collaboration for achieving goals related to quality education. These partnerships emphasize and work to support a more accessible and equitable teaching & learning environment. Ideally, SaP challenges existing structures and hierarchies to “create liminal spaces within which power and exclusion can be deconstructed, critiqued, and potentially redressed” (Dollinger & Mercer-Mapstone, 2019, p. 79).
Engaging students in the role of a partner is also an important step towards reducing inequality with a focus on social justice and inclusion. Bovill (2017) notes that this work “emphasizes the importance of inclusion as a principle underpinning practice” (p. 1) while highlighting that SaP underscores values of respect, responsibility, and reciprocity – key values for any action, initiative, and partnership in higher education. The Teaching Commons currently works with undergraduate students in curricular and co-curricular models to embed student lived experiences into our work supporting teaching and learning at York.
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Student-Created Resources
Our Student Consultants on Learning & Teaching co-authored a blog post on Mastering eClass: Insider Tips by Students for Student Success. Read more here. A French version is also available. Read the French version here.
Our Student Consultants also engaged in a research project to collect a variety of student perspectives on learning and teaching at York. With support from students in graphic design and translation, our latest student-created resource, Student Perspectives on Engaged Teaching at York, is now available. Explore the resource here. A French version is also available. Explore the French version here.
Thanks to the Academic Innovation Fund (AIF), the Teaching Commons hired our first group of Student Consultants on Learning and Teaching. The work these Student Consultants undertook was as diverse as the needs of our community: from student-centered syllabi review and classroom observations to resource creation and assessment discussions, Student Consultants worked in partnership with Educational Developers to respond to the teaching and learning needs of York students, faculty, and staff.
In addition to this important faculty-facing work, our students also engaged in a research project to understand the learning needs of York students today.
Our Student Consultants have recently completed their work with the Teaching Commons. You can meet past Student Consultants on Learning and Teaching below:
Gina Quan
Gina Quan is a 3rd year Math Education and Statistics student. Gina joined the Teaching Commons in September 2023. She is the Student Consultant for Learning & Teaching. Before joining the team, Gina worked at the Faculty of Science OICP team.
Fun Fact: She loves playing handball and recording vocal covers.
Mohaimen Hassan
Mohaimen is a fourth-year software engineering student at York University. He is very excited for the year ahead with the Teaching Commons team. He’ll strive to match the passion for pedagogy of the team. He loves meeting new people, so please say hi if you catch him around campus!
Simren Johal
Simren (she/her) is a fourth-year law and society student who is also pursuing a certificate in Public Administration and Law at York University. She is excited to work with the Teaching Commons as a Student Consultant on Learning and Teaching. Prior to joining the team, Simren worked at the Liberal Arts and Professional Studies Teaching and Learning team.
Alexis Skopelitis
Alexis is currently pursuing her Bachelor of Education at Glendon College and has recently completed her International Honours Bachelor of Arts in French Studies with an English Minor at York University’s Glendon College. Alexis is thrilled to be partnered with the Teaching Commons and to be part of conversations that will work to honour the teaching and learning needs of the student body and faculty.
Kallai-Ann Simpson
Kallai-Ann (she/her) is currently a fourth-year Criminology student at York University. Her passion lies in community work, where she actively empowers marginalized youth, striving to effect profound change. She is thrilled to contribute her insights and experiences to the Teaching Commons.
A note from our Student Consultants:
Our Student Consultants have completed their work with the Teaching Commons this year. Learn more about their past work with us below.
“It is our pleasure to introduce to you our team of Student Consultants on Learning and Teaching at York University’s Teaching Commons.
At our core, the Student Consultant team is a dynamic, interdisciplinary collective of students dedicated to offering faculty diverse and authentic student perspectives to better support all learners at York. We are actively learning about different approaches to pedagogy and effective consultation practice; so, during consultations, we aim to support educators by providing actionable feedback. When our team collaborates, our varied perspectives from different disciplines, and lived experiences, enable us to offer a range of insights and distinct perspectives. We work to understand the practical approach to teaching and offer suggestions that foster learner-centered learning.
Our student perspective aims to keep faculty interest and your unique teaching context in mind. After all, even though we are students, we are all on the same team, with the same goal – to support education practices and student learning. Our expertise lies in our recent student experience so we can offer you our perspective on what will enhance the learning and overall education experience of your students.
The Student Consultant team is here to support your journey of integrating student voices and perspectives, embedding student-lived experiences into your curricula, and furthering learner-centred teaching methods.
Faculty of Education Placement
Annually we welcome students from the Faculty of Education for a year-long placement with the Teaching Commons. These students bring a unique lens to educational development as they bring their lived experiences as students and growing expertise in K-12 education.
Our 2022-23 cohort worked in partnership with the Teaching Commons to co-design the basis of the Student Consultant on Learning and Teaching role described above. You can learn more about their work on our Teaching Commons Blog and YFile story. Our earlier cohort explored how to share their perspectives on facilitating inclusive learning experiences, culminating in a final poster presentation.
EDST 4999 Practicum
Annually we welcome students from EDST 4999 (Experience, Inquire, Contribute II (EIC): Inquiry Project) for a semester-long practicum with the Teaching Commons. Each year the Teaching Commons defines an area of inquiry and EDST 4999 students offer a unique student perspective on a topic or issue in Higher Education.
We look forward to working with a new cohort in Winter 2024 to respond to emerging pedagogical needs regarding generative AI. During this practicum, we aim to develop OER/CC-licensed resources and engage in constructive faculty development conversations that offer educators an opportunity to explore generative AI from the student perspective. By foregrounding student voices and experiences, we aim to deepen instructor understanding of the potentials and limits of these tools, how students may already be using them, and where learners would like more opportunities to explore the potential of this technology.
In Winter 2023, the EDST 4999 students developed the content and interface of an interactive book about equity, decolonization, diversity, inclusion, and accessibility (EDDIA), using universal design for learning as a framework for implementing EDDIA. This resource encourages educators to reflect on how to enhance student learning by including principles EDDIA within the classroom.
Robin Sutherland-Harris
For questions about our EDST 4999 Practicum student projects