Addressing potential challenges in co-creating learning and teaching: overcoming resistance, navigating institutional norms and ensuring inclusivity in student–staff partnerships

Bovill, C.; Cook-Sather, A.; Felten, P.; Millard, L.; Moore-Cherry, N.

doi:10.1007/s10734-015-9896-4

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Addressing potential challenges in co-creating learning and teaching: overcoming resistance, navigating institutional norms and ensuring inclusivity in student–staff partnerships

Author(s): C. Bovill , A. Cook-Sather , P. Felten , L. Millard , N. Moore-Cherry

Publication date (Electronic): May 14 2015

Journal: Higher Education

Publisher: Springer Science and Business Media LLC

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Critical Race Theory, Latino Critical Theory, and Critical Raced-Gendered Epistemologies: Recognizing Students of Color as Holders and Creators of Knowledge

Dolores Delgado Bernal (2016)

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Students as co‐creators of teaching approaches, course design, and curricula: implications for academic developers

Catherine Bovill, Alison Cook‐Sather, Peter Felten (2011)

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The student as co‐producer: learning from public administration about the student–university relationship

Alistair McCulloch (2009)

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Author and article information

Journal

Title: Higher Education

Abbreviated Title: High Educ

Publisher: Springer Science and Business Media LLC

ISSN (Print): 0018-1560

ISSN (Electronic): 1573-174X

Publication date Created: February 2016

Publication date (Electronic): May 14 2015

Publication date (Print): February 2016

Volume: 71

Issue: 2

Pages: 195-208

Article

DOI: 10.1007/s10734-015-9896-4

SO-VID: a2fdf364-47e8-4f8b-b469-8fec74030dea

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Addressing potential challenges in co-creating learning and teaching: overcoming resistance, navigating institutional norms and ensuring inclusivity in student–staff partnerships

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Teaching and learning evolution

Most cited references 21

Critical Race Theory, Latino Critical Theory, and Critical Raced-Gendered Epistemologies: Recognizing Students of Color as Holders and Creators of Knowledge

Students as co‐creators of teaching approaches, course design, and curricula: implications for academic developers

The student as co‐producer: learning from public administration about the student–university relationship

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