Ms. Jade Roy is in her fourth year of her undergraduate degree in Political Science at the University of Windsor, and is also employed through the Centre for Teaching and Learning as a Project Assistant. She has experience working with students in various settings, including skill development. She will pursue her B.Ed at the University of Western Ontario in the fall of 2019.
Laura Chittle University of Windsor
Laura Chittle is a doctoral candidate in the Department of Kinesiology at the University of Windsor. She is currently funded by a Joseph-Armand Bombardier CGS Doctoral Scholarship and a Sport Canada Research Initiative Grant. Her previous work has examined the moderating impact of academic timing on relative age effect patterns within intercollegiate sport, while her current dissertation studies are evaluating the role that relative age has on athlete leadership development and positive youth experiences in sport.
Elizabeth Ismail University of Windsor
Ms. Elizabeth Ismail is employed through the Centre for Teaching and Learning as the GATA Network Digital Outreach Coordinator. She is currently pursuing her doctorate in Argumentation Studies in the fall, focusing on critical thinking in education. Through her academic and professional experience, she has engaged in project management, mentorship, conducting interviews, and training students. She will assist with the recruitment of participants, training interview moderator(s), and analyzing the data.
Erika Kustra University of Windsor
Erika Kustra is Director, Centre for Teaching and Learning, University of Windsor and Chair of the Educational Developers Caucus. She has been an educational developer for twenty years, facilitating over 200 workshops nationally and internationally; co-authoring guides on discussions, learning outcomes, and educational development portfolios; publishing articles on scholarly teaching, assessment of centres, and teaching culture; and leading multi-institutional projects to examine teaching culture. Erika received university and national awards for university team teaching and leadership.
Students as Partners (SaP) has been a conflicting and controversial subject within academic literature (Matthews et al., 2018), with scant research focusing on student partnerships within Centres for Teaching and Learning (CTLs). These partnerships can benefit students by allowing them to develop communication and interpersonal skills as well as increase their employability (Marquis et al., 2019). Students as Partners is a crucial conversation within CTLs as they have a primary goal of enhancing the teaching and learning culture within their institution in order to inspire student learning. The purpose of this study was to better understand student partnerships within a CTL as well as the benefits these partnerships have for students. Interviews were conducted with current and former student partners within a CTL and data was subjected to a thematic analysis. Our poster will highlight the skills student partners were able to develop and/or strengthen and how these skills were transferred into other avenues of their professional and/or personal lives. Further, we will explore the lessons learned that may be relevant to others interested in developing student partnerships in their own work.