Students-as-Partners: A process of engagement, shared reciprocal learning and work

While developing the MAAD degree in the College of the Arts, art/design faculty explored strategies to increase student engagement through a scholarship of teaching and learning (SoTL) framework where, as Felten (2013) recommended, students are included as co-research partners to evaluate learning and teaching. I highlight the attitudes and intentions supporting the emergence of Healey, Flint, and Harrington’s (2016) conceptual model for students-as-partners showcasing the foundational cognitive, emotional processes of students and staff within a sticky art and design curriculum (Orr and Shreeve, 2018) where trust, risk, responsibility, empowerment, and reciprocity impacted the implementation of the new online degree.