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Download full textPeseta, Tai; Donoghue, Alex; Hifazat, Sameer; Suresh, Shivani; Beathe, Ashley; Derbas, Jasmine; Mees, Brooke; Suresh, Samuel; Sugita, Clementine; Arachchi, Thilakshi Mallawa; Nguyen, Evelyn; Johnson, Lexie; Clark, Sophia; Ramegowda, Rohith; Alford, Jen; Manthos, Maria; Jose, Chinnu; Caughey, Emma; Reed, Emma; Ashcroft-Smith, Max – Journal of University Teaching and Learning Practice, 2021
Much of the student-staff partnership literature calls for increased collaboration and power sharing among staff and students. Less common are accounts by student partners themselves that take up the challenge of what partnership and power feel like as universities embrace their neoliberal trajectory - and - purport to do so on behalf of students…
Descriptors: Teacher Student Relationship, Power Structure, Partnerships in Education, College Faculty
Sassatelli, Roberta; Arfini, Elisa; Piro, Valeria; Zambelli, Laura – Journal of University Teaching and Learning Practice, 2016
This paper describes and reflects on a teaching experience developed as a complimentary workshops to MA class on history, theory and politics of consumption. We used Wikipedia as a tool to consider the circuit of knowledge production in the Web 2.0 era, where consumers are no longer passive audiences but producers and consumers at the same time.…
Descriptors: Consumer Education, Encyclopedias, Electronic Publishing, Collaborative Writing
Keirle, Philip A.; Morgan, Ruth A. – Journal of University Teaching and Learning Practice, 2011
In this paper we provide a template for transitioning from tutorial to larger-class teaching environments in the discipline of history. We commence by recognising a number of recent trends in tertiary education in Australian universities that have made this transition to larger class sizes an imperative for many academics: increased student…
Descriptors: Higher Education, Curriculum Design, Historians, Thinking Skills
Yanamandram, Venkata; Noble, Gary – Journal of University Teaching and Learning Practice, 2006
This paper examines student experiences and perceptions of two models of team-teaching employed at a regional Australian university to teach a large undergraduate marketing subject. The two team-teaching models adopted for use in this subject can be characterised by the large number of team members (ten and six) and the relatively low level of…
Descriptors: Foreign Countries, Undergraduate Students, Student Experience, Student Attitudes
