Idealism, conflict, leadership, and labels: Reflections on co-facilitation as partnership practice

Mercer-Mapstone, Lucy, Dvorakova, Lucie Sam, Groenendijk, Lauren and Matthews, Kelly (2017) Idealism, conflict, leadership, and labels: Reflections on co-facilitation as partnership practice. Teaching and Learning Together in Higher Education, 1 21: 1-9.

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Author Mercer-Mapstone, Lucy
Dvorakova, Lucie Sam
Groenendijk, Lauren
Matthews, Kelly
Title Idealism, conflict, leadership, and labels: Reflections on co-facilitation as partnership practice
Journal name Teaching and Learning Together in Higher Education
ISSN 2381-4268
Publication date 2017-05-09
Sub-type Article (original research)
Open Access Status File (Publisher version)
Volume 1
Issue 21
Start page 1
End page 9
Total pages 9
Place of publication Bryn Mawr, PA, United States
Publisher Bryn Mawr College
Collection year 2018
Language eng
Abstract In this reflective essay we explore the process of ‘walking the walk’ of partnership by reflecting on our experiences of working in student-academic/student-student partnership to co-facilitate workshops on ‘students as partners.’ This partnership co-facilitation took place in the context of the Summer Institute on ‘Students as Partners,’ a four-day event organized by colleagues at McMaster University in Canada. Our involvement in the Summer Institute (SI) arose from Kelly’s link to the conference organizers, who invited her to lead workshops along with students. Our essay includes an explanation of who we are and how we co-facilitated in terms of process and delivery, a collective description of our process of reflection, our individual reflections on the experience of cofacilitating, and an analysis of themes that cut across our reflections. These themes—idealism, conflict, leadership, and labels—illuminate the challenges and opportunities of partnership as a model for co-facilitation.
Keyword students as partners
Q-Index Code CX
Q-Index Status Provisional Code
Institutional Status UQ
Additional Notes online at http://repository.brynmawr.edu/cgi/viewcontent.cgi?article=1170&context=tlthe

Document type: Journal Article
Sub-type: Article (original research)
Collections: HERDC Pre-Audit
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Created: Wed, 17 May 2017, 10:34:37 EST by Kelly Matthews on behalf of Institute for Teaching and Learning Innovation