{"id":2964,"date":"2022-11-09T18:07:47","date_gmt":"2022-11-09T10:07:47","guid":{"rendered":"https:\/\/www.cetl.hku.hk\/sap\/?page_id=2964"},"modified":"2024-06-11T09:43:45","modified_gmt":"2024-06-11T01:43:45","slug":"hkuproject-caes","status":"publish","type":"page","link":"https:\/\/er.talic.hku.hk\/sap\/hkuproject-caes\/","title":{"rendered":"CAES Student Partnership Initiative"},"content":{"rendered":"\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-2ht9b7o-890ce8e634071a515052939f0e477d68\">\n#top .av-special-heading.av-2ht9b7o-890ce8e634071a515052939f0e477d68{\npadding-bottom:10px;\n}\nbody .av-special-heading.av-2ht9b7o-890ce8e634071a515052939f0e477d68 .av-special-heading-tag .heading-char{\nfont-size:25px;\n}\n.av-special-heading.av-2ht9b7o-890ce8e634071a515052939f0e477d68 .av-subheading{\nfont-size:15px;\n}\n<\/style>\n<div  class='av-special-heading av-2ht9b7o-890ce8e634071a515052939f0e477d68 av-special-heading-h2  avia-builder-el-0  el_before_av_textblock  avia-builder-el-first '><h2 class='av-special-heading-tag'  itemprop=\"headline\"  >CAES Student Partnership Initiative<\/h2><div class=\"special-heading-border\"><div class=\"special-heading-inner-border\"><\/div><\/div><\/div>\n<section  class='av_textblock_section av-2h93sdw-71723cafb2b3b89d76eb69a7a23940fa'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p>Dr Lisa Cheung, Centre for Applied English Studies, Faculty of Arts, HKU<\/p>\n<\/div><\/section>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-2f1479g-34d760a7a92c51e78a6de4a3c7261e6c\">\n#top .avia-icon-list-container.av-2f1479g-34d760a7a92c51e78a6de4a3c7261e6c .iconlist_icon{\nbackground-color:#ffa939;\n}\n<\/style>\n<div  class='avia-icon-list-container av-2f1479g-34d760a7a92c51e78a6de4a3c7261e6c  avia-builder-el-2  el_after_av_textblock  el_before_av_textblock '><ul class='avia-icon-list avia_animate_when_almost_visible avia-icon-list-left av-iconlist-big av-2f1479g-34d760a7a92c51e78a6de4a3c7261e6c avia-iconlist-animate'>\n<li><div class='iconlist_icon av-2dfsl50-2b650364ffa67d906a4d6396f76ff92f avia-font-entypo-fontello'><span class='iconlist-char' aria-hidden='true' data-av_icon='\ue84c' data-av_iconfont='entypo-fontello'><\/span><\/div><article class=\"article-icon-entry av-iconlist-empty\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class=\"iconlist_content_wrap\"><header class=\"entry-content-header\"><h4 class='av_iconlist_title iconlist_title  '  itemprop=\"headline\" >Project introduction<\/h4><\/header><div class='iconlist_content '  itemprop=\"text\" ><\/div><\/div><footer class=\"entry-footer\"><\/footer><\/article><div class=\"iconlist-timeline\"><\/div><\/li>\n<\/ul><\/div>\n<section  class='av_textblock_section av-2bjeqlg-c59e4383891d12d7b64f74e8e8b17d86'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><div style=\"text-align: justify;\">\n<p>A total of five projects were organized under the Students as Partners (SaP) initiative at CAES in the 2020-22 academic year. There were three course-related projects (Medical Terminology project arising from the CAES9721 course, Wikipedia Article project from the CAES9720 and CAES9722 courses, Nurturing Global Leaders programme NGL) and two project- or service- related ones (the Communication-Intensive Course project and the Digital Literacy Lab under the CAES Communication Support Services).<\/p>\n<p>Five outcomes achieved from successful collaboration were reported: Camtasia Workshops (DLL), Medical terminology course materials and activities, Wikipedia Article technical assistance, brand-new publication that highlights the NGL experiential learning experiences: <b><em>Paper Plan \u2013 a#MYstory Collection<\/em><\/b>, and poster\/video for the Communication-intensive Course (CiC) project.<\/p>\n<p>An impact framework was developed to measure the impact of CAES student partnership on student learning (see Figure 1). Six core values of SaP identified in the literature, including Autonomy, Commitment, Inclusivity, Partnership (or Collaboration), Empowerment, and Reciprocity, were incorporated into the framework to evaluate the benefits of SaP on student learning.<\/p>\n<\/div>\n<\/div><\/section>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-2al4ll0-f1ac20c87f807a779c3ca4662205033b\">\n.avia-image-container.av-2al4ll0-f1ac20c87f807a779c3ca4662205033b img.avia_image{\nbox-shadow:none;\n}\n.avia-image-container.av-2al4ll0-f1ac20c87f807a779c3ca4662205033b .av-image-caption-overlay-center{\ncolor:#ffffff;\nfont-size:14px;\n}\n<\/style>\n<div  class='avia-image-container av-2al4ll0-f1ac20c87f807a779c3ca4662205033b av-styling- avia-align-center  avia-builder-el-4  el_after_av_textblock  el_before_av_textblock '   itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\" ><div class=\"avia-image-container-inner\"><div class=\"avia-image-overlay-wrap\"><img decoding=\"async\" class='wp-image-2970 avia-img-lazy-loading-not-2970 avia_image ' src=\"https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2022\/11\/graph1-1030x754.png\" alt='Figure 1. Framework to measure CAES student partnership impact on student learning' title='graph1'  height=\"754\" width=\"1030\"  itemprop=\"thumbnailUrl\" srcset=\"https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2022\/11\/graph1-1030x754.png 1030w, https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2022\/11\/graph1-300x220.png 300w, https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2022\/11\/graph1-768x563.png 768w, https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2022\/11\/graph1-705x516.png 705w, https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2022\/11\/graph1-450x330.png 450w, https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2022\/11\/graph1.png 1301w\" sizes=\"(max-width: 1030px) 100vw, 1030px\" \/><\/div><\/div><\/div>\n<section  class='av_textblock_section av-7zuaes-19957e7d04c8a8f4487c8ea1837c7330'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p><center>Figure 1. Framework to measure CAES student partnership impact on student learning<\/center><\/p>\n<\/div><\/section>\n<div  class='hr av-7u7bb8-f38a9e8ca84371315b053b9e6c750398 hr-default  avia-builder-el-6  el_after_av_textblock  el_before_av_textblock '><span class='hr-inner '><span class=\"hr-inner-style\"><\/span><\/span><\/div>\n<section  class='av_textblock_section av-7ouml0-1e1fcb5ca8a40d6795305e7ecdf7044b'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p><strong>The components of student partnership are presented in Tables 1 and 2.<\/strong><\/p>\n<\/div><\/section>\n<div  class='togglecontainer av-22ujnx0-cc9bf7e968bebefde016b674a0b5fa1e av-minimal-toggle  avia-builder-el-8  el_after_av_textblock  el_before_av_textblock  toggle_close_all' >\n<section class='av_toggle_section av-7d1684-e0097a37b5f6ada5ea456fb6e6a93dd0'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div role=\"tablist\" class=\"single_toggle\" data-tags=\"{All} \"  ><p data-fake-id='#toggle-id-1' class='toggler   '  itemprop=\"headline\"  role='tab' tabindex='0' aria-controls='toggle-id-1'>Tables 1 - Components of CAES Student Partnership<span class=\"toggle_icon\"><span class=\"vert_icon\"><\/span><span class=\"hor_icon\"><\/span><\/span><\/p><div id='toggle-id-1' class='toggle_wrap  '  ><div class='toggle_content invers-color '  itemprop=\"text\" ><table>\n<tbody>\n<tr>\n<th style=\"width: 30%; text-align: center; vertical-align: middle;\">Input<\/th>\n<th style=\"text-align: center; vertical-align: middle;\">Definition<\/th>\n<\/tr>\n<tr>\n<td style=\"text-align: center; vertical-align: middle;\"><b>Collaboration<\/b><\/td>\n<td>Student partnership is a collaborative process through which all participants have the opportunity to contribute equally (Cook-Sather, Bovill &amp; Felten, 2014). Effective partnership is respectful, mutually beneficial learning where students and staff work collaboratively on all aspects of educational endeavours.<\/td>\n<\/tr>\n<tr>\n<td style=\"text-align: center; vertical-align: middle;\"><b>Empowerment<\/b><\/td>\n<td>Students are \u2018expert\u2019s on being students. This expert understanding of the student experience is just as important and valuable as teachers\u2019 disciplinary expertise (Mihans, Long &amp; Felten, 2008). Thus, partnership allows space for shared power, and through such relationship students and staff bring different expertise to the collaboration. When staff begin to share responsibility with students, both staff and students create an environment where respect and trust is developed. During such trust building process, staff members are open and receptive to feedback, and a shift of power can be seen from hierarchical to equal in the process of collaboration.<\/td>\n<\/tr>\n<tr>\n<td style=\"text-align: center; vertical-align: middle;\"><b>Inclusivity<\/b><\/td>\n<td>Moore-Cherry, Healey, Nicholson and Andrew (2016: 84) proposed the term inclusive partnership to conceptualise a non-selective staff-student relationship that \u201cfacilitates better and more meaningful engagement of all students through empowerment and confidence building\u201d. It is suggested that the diversity of learning spaces provide opportunities for engaging students to the broader community of scholarly education (Moore-Cherry et al, 2016). Effective partnership allows a party involved in a collaborative relationship to feel like who he\/she is more than enough, and that his\/her identity, thoughts, and ideas are significant and valuable.<\/td>\n<\/tr>\n<tr>\n<td style=\"text-align: center; vertical-align: middle;\"><b>Reciprocity<\/b><\/td>\n<td>Reciprocity is reflected in the \u201cact of students sharing their experiences and staff members contributing their expert knowledge\u201d (Martens, et al, 2019: 911). What is important about this value is that partnerships are mutualistic and benefit all parties involved who are working together for good.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div><\/div><\/div><\/section>\n<section class='av_toggle_section av-772mgk-ae5570e7033ae8a2a1bab461f4588d7c'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div role=\"tablist\" class=\"single_toggle\" data-tags=\"{All} \"  ><p data-fake-id='#toggle-id-2' class='toggler   '  itemprop=\"headline\"  role='tab' tabindex='0' aria-controls='toggle-id-2'>Tables 2 - CAES three-level impact evaluation model for measuring student partnership<span class=\"toggle_icon\"><span class=\"vert_icon\"><\/span><span class=\"hor_icon\"><\/span><\/span><\/p><div id='toggle-id-2' class='toggle_wrap  '  ><div class='toggle_content invers-color '  itemprop=\"text\" ><table>\n<tbody>\n<tr>\n<th style=\"text-align: center; vertical-align: middle;\">Construct<\/th>\n<th style=\"text-align: center; vertical-align: middle;\">Subconstruct<\/th>\n<th style=\"text-align: center; vertical-align: middle;\">Definition<\/th>\n<\/tr>\n<tr>\n<td style=\"text-align: center; vertical-align: middle;\">Level 1 Achievement<\/td>\n<td style=\"text-align: center; vertical-align: middle;\">Change of perspective New skills<\/td>\n<td>The extent to which students are provided with an insight into the complex world of higher education to question the adequacy of a passive role in their learning, and the extent of students\u2019 learning gains in knowledge and skills through partnership (e.g. being reflective, team working, increased confidence and so forth).<\/td>\n<\/tr>\n<tr>\n<td style=\"text-align: center; vertical-align: middle;\">Level 2 Applicability<\/td>\n<td style=\"text-align: center; vertical-align: middle;\">University studies<\/td>\n<td>Students\u2019 recognition and application of the change of perspective and learnt skills from current contexts to new (e.g. learning strategies in other academic courses) contents.<\/td>\n<\/tr>\n<tr>\n<td style=\"text-align: center; vertical-align: middle;\">Level 3 Motivation<\/td>\n<td style=\"text-align: center; vertical-align: middle;\">Active learning Engagement Commitment Autonomy<\/td>\n<td>The extent to which students are motivated by the partnership to become more active in learning, enhance engagement, develop a sense of commitment, and enhance autonomy.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div><\/div><\/div><\/section>\n<\/div>\n<section  class='av_textblock_section av-1y0k5t0-49fc681613cceb804830185fb9279050'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='av-desktop-hide av-medium-hide av-small-hide av-mini-hide avia_textblock'  itemprop=\"text\" ><p><strong>Tables 1 &#8211; Components of CAES Student Partnership<\/strong><\/p>\n<\/div><\/section>\n<div  class='avia-table av-1w70jtg-dcf5c060b04245b10a8e200f1c242c54 main_color avia-pricing-table-container avia_pricing_default  avia-builder-el-10  el_after_av_textblock  el_before_av_textblock  av-desktop-hide av-medium-hide av-small-hide av-mini-hide avia-table-1'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/Table\" ><div class=\"pricing-table-wrap\"><ul class='pricing-table avia-highlight-col'><li class='avia-heading-row'><div class='first-table-item'>Input<\/div><span class='pricing-extra'><\/span><\/li><li class=''>Collaboration<\/li><li class=''>Empowerment<\/li><li class=''>Inclusivity<\/li><li class=''>Reciprocity<\/li><\/ul><\/div><div class=\"pricing-table-wrap\"><ul class='pricing-table '><li class='avia-heading-row'><div class='first-table-item'>Definition<\/div><span class='pricing-extra'><\/span><\/li><li class=''>Student partnership is a collaborative process through which all participants have the opportunity to contribute equally (Cook-Sather, Bovill &amp; Felten, 2014). Effective partnership is respectful, mutually beneficial learning where students and staff work collaboratively on all aspects of educational endeavours.<\/li><li class=''>Students are \u2018expert\u2019s on being students. This expert understanding of the student experience is just as important and valuable as teachers\u2019 disciplinary expertise (Mihans, Long &amp; Felten, 2008). Thus, partnership allows space for shared power, and through such relationship students and staff bring different expertise to the collaboration. When staff begin to share responsibility with students, both staff and students create an environment where respect and trust is developed. During such trust building process, staff members are open and receptive to feedback, and a shift of power can be seen from hierarchical to equal in the process of collaboration.<\/li><li class=''>Moore-Cherry, Healey, Nicholson and Andrew (2016: 84) proposed the term inclusive partnership to conceptualise a non-selective staff-student relationship that \u201cfacilitates better and more meaningful engagement of all students through empowerment and confidence building\u201d. It is suggested that the diversity of learning spaces provide opportunities for engaging students to the broader community of scholarly education (Moore-Cherry et al, 2016). Effective partnership allows a party involved in a collaborative relationship to feel like who he\/she is more than enough, and that his\/her identity, thoughts, and ideas are significant and valuable.<\/li><li class=''>Reciprocity is reflected in the \u201cact of students sharing their experiences and staff members contributing their expert knowledge\u201d (Martens, et al, 2019: 911). What is important about this value is that partnerships are mutualistic and benefit all parties involved who are working together for good.<\/li><\/ul><\/div><\/div>\n<section  class='av_textblock_section av-16el72s-725ef9719e43a30698599ac88b9ac28e'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='av-desktop-hide av-medium-hide av-small-hide av-mini-hide avia_textblock'  itemprop=\"text\" ><table>\n<tbody>\n<tr>\n<th style=\"width: 30%; text-align: center; vertical-align: middle;\">Input<\/th>\n<th style=\"text-align: center; vertical-align: middle;\">Definition<\/th>\n<\/tr>\n<tr>\n<td style=\"text-align: center; vertical-align: middle;\"><b>Collaboration<\/b><\/td>\n<td>Student partnership is a collaborative process through which all participants have the opportunity to contribute equally (Cook-Sather, Bovill &amp; Felten, 2014). Effective partnership is respectful, mutually beneficial learning where students and staff work collaboratively on all aspects of educational endeavours.<\/td>\n<\/tr>\n<tr>\n<td style=\"text-align: center; vertical-align: middle;\"><b>Empowerment<\/b><\/td>\n<td>Students are \u2018expert\u2019s on being students. This expert understanding of the student experience is just as important and valuable as teachers\u2019 disciplinary expertise (Mihans, Long &amp; Felten, 2008). Thus, partnership allows space for shared power, and through such relationship students and staff bring different expertise to the collaboration. When staff begin to share responsibility with students, both staff and students create an environment where respect and trust is developed. During such trust building process, staff members are open and receptive to feedback, and a shift of power can be seen from hierarchical to equal in the process of collaboration.<\/td>\n<\/tr>\n<tr>\n<td style=\"text-align: center; vertical-align: middle;\"><b>Inclusivity<\/b><\/td>\n<td>Moore-Cherry, Healey, Nicholson and Andrew (2016: 84) proposed the term inclusive partnership to conceptualise a non-selective staff-student relationship that \u201cfacilitates better and more meaningful engagement of all students through empowerment and confidence building\u201d. It is suggested that the diversity of learning spaces provide opportunities for engaging students to the broader community of scholarly education (Moore-Cherry et al, 2016). Effective partnership allows a party involved in a collaborative relationship to feel like who he\/she is more than enough, and that his\/her identity, thoughts, and ideas are significant and valuable.<\/td>\n<\/tr>\n<tr>\n<td style=\"text-align: center; vertical-align: middle;\"><b>Reciprocity<\/b><\/td>\n<td>Reciprocity is reflected in the \u201cact of students sharing their experiences and staff members contributing their expert knowledge\u201d (Martens, et al, 2019: 911). What is important about this value is that partnerships are mutualistic and benefit all parties involved who are working together for good.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div><\/section>\n<section  class='av_textblock_section av-14vtqus-ecb39c3ae4fa5e894d3ea6286cc8d568'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='av-desktop-hide av-medium-hide av-small-hide av-mini-hide avia_textblock'  itemprop=\"text\" ><p><strong>Tables 2 &#8211; CAES three-level impact evaluation model for measuring student partnership<\/strong><\/p>\n<\/div><\/section>\n<section  class='av_textblock_section av-135cims-ae809a8e5b0d364eb19cb1c38f88a65c'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='av-desktop-hide av-medium-hide av-small-hide av-mini-hide avia_textblock'  itemprop=\"text\" ><table>\n<tbody>\n<tr>\n<th style=\"text-align: center; vertical-align: middle;\">Construct<\/th>\n<th style=\"text-align: center; vertical-align: middle;\">Subconstruct<\/th>\n<th style=\"text-align: center; vertical-align: middle;\">Definition<\/th>\n<\/tr>\n<tr>\n<td style=\"text-align: center; vertical-align: middle;\">Level 1 Achievement<\/td>\n<td style=\"text-align: center; vertical-align: middle;\">Change of perspective New skills<\/td>\n<td>The extent to which students are provided with an insight into the complex world of higher education to question the adequacy of a passive role in their learning, and the extent of students\u2019 learning gains in knowledge and skills through partnership (e.g. being reflective, team working, increased confidence and so forth).<\/td>\n<\/tr>\n<tr>\n<td style=\"text-align: center; vertical-align: middle;\">Level 2 Applicability<\/td>\n<td style=\"text-align: center; vertical-align: middle;\">University studies<\/td>\n<td>Students\u2019 recognition and application of the change of perspective and learnt skills from current contexts to new (e.g. learning strategies in other academic courses) contents.<\/td>\n<\/tr>\n<tr>\n<td style=\"text-align: center; vertical-align: middle;\">Level 3 Motivation<\/td>\n<td style=\"text-align: center; vertical-align: middle;\">Active learning Engagement Commitment Autonomy<\/td>\n<td>The extent to which students are motivated by the partnership to become more active in learning, enhance engagement, develop a sense of commitment, and enhance autonomy.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div><\/section>\n<section  class='av_textblock_section av-11ywyck-2f9444ece64ae7c6a4642b397bba0c4f'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p>More information about CAES SaP initiative can be found on: <a href=\"https:\/\/caes.hku.hk\/sap\/\" target=\"_blank\" rel=\"noopener\">https:\/\/caes.hku.hk\/sap\/<\/a><\/p>\n<\/div><\/section>\n<div  class='hr av-zus984-1c23ce7524f0325e3ed6d3f6d4caadd2 hr-default  avia-builder-el-15  el_after_av_textblock  el_before_av_iconlist '><span class='hr-inner '><span class=\"hr-inner-style\"><\/span><\/span><\/div>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-yb05k4-85d66cde04b42e5ec0d3548ea7e5f016\">\n#top .avia-icon-list-container.av-yb05k4-85d66cde04b42e5ec0d3548ea7e5f016 .iconlist_icon{\nbackground-color:#ffa939;\n}\n<\/style>\n<div  class='avia-icon-list-container av-yb05k4-85d66cde04b42e5ec0d3548ea7e5f016  avia-builder-el-16  el_after_av_hr  el_before_av_one_third '><ul class='avia-icon-list avia_animate_when_almost_visible avia-icon-list-left av-iconlist-big av-yb05k4-85d66cde04b42e5ec0d3548ea7e5f016 avia-iconlist-animate'>\n<li><div class='iconlist_icon av-whcwec-12b3eb86e5c147bdea8d77692909d870 avia-font-entypo-fontello'><span class='iconlist-char' aria-hidden='true' data-av_icon='\ue83c' data-av_iconfont='entypo-fontello'><\/span><\/div><article class=\"article-icon-entry av-iconlist-empty\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class=\"iconlist_content_wrap\"><header class=\"entry-content-header\"><h4 class='av_iconlist_title iconlist_title  '  itemprop=\"headline\" >Talk about SaP with Dr Lisa Cheung<\/h4><\/header><div class='iconlist_content '  itemprop=\"text\" ><\/div><\/div><footer class=\"entry-footer\"><\/footer><\/article><div class=\"iconlist-timeline\"><\/div><\/li>\n<\/ul><\/div>\n<div class='flex_column av-t45ro-5c2d8a5655b6e820a4f74e91715fe421 av_one_third  avia-builder-el-17  el_after_av_iconlist  el_before_av_two_third  first flex_column_div '     ><style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-lcy959jg-a9cfc40a71b7135146a494d77d18d219\">\n.avia-image-container.av-lcy959jg-a9cfc40a71b7135146a494d77d18d219 img.avia_image{\nbox-shadow:none;\n}\n.avia-image-container.av-lcy959jg-a9cfc40a71b7135146a494d77d18d219 .av-image-caption-overlay-center{\ncolor:#ffffff;\n}\n<\/style>\n<div  class='avia-image-container av-lcy959jg-a9cfc40a71b7135146a494d77d18d219 av-styling- avia-align-center  avia-builder-el-18  avia-builder-el-no-sibling '   itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\" ><div class=\"avia-image-container-inner\"><div class=\"avia-image-overlay-wrap\"><img decoding=\"async\" class='wp-image-3024 avia-img-lazy-loading-not-3024 avia_image ' src=\"https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2023\/01\/ProfilePic_LisaCheung-772x1030.jpg\" alt='' title='ProfilePic_LisaCheung'  height=\"1030\" width=\"772\"  itemprop=\"thumbnailUrl\" srcset=\"https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2023\/01\/ProfilePic_LisaCheung-772x1030.jpg 772w, https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2023\/01\/ProfilePic_LisaCheung-225x300.jpg 225w, https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2023\/01\/ProfilePic_LisaCheung-768x1025.jpg 768w, https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2023\/01\/ProfilePic_LisaCheung-528x705.jpg 528w, https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2023\/01\/ProfilePic_LisaCheung.jpg 1005w\" sizes=\"(max-width: 772px) 100vw, 772px\" \/><\/div><\/div><\/div><\/div>\n<div class='flex_column av-57mtl0-911675304a2b8b8248e18277d7ff749d av_two_third  avia-builder-el-19  el_after_av_one_third  el_before_av_one_half  flex_column_div '     ><p><section  class='av_textblock_section av-v3k7d0-b0e32aebfb5de1ffbe6ca4cbbce50f1e'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p><b>What is your working definition of Students as Partners (SaP)?<\/b><\/p>\n<div style=\"text-align: justify;\"><b>Lisa:<\/b> Student partnership is seen as \u201ca collaborative, reciprocal process through which all participants have the opportunity to contribute equally, although not necessarily in the same ways, to curricular or pedagogical conceptualization, decision making, implementation, investigation, or analysis\u201d (Cook-Sather, Bovill &amp; Felten, 2014: 6-7). Effective partnership is respectful, mutually beneficial learning where students and staff work collaboratively on all aspects of educational endeavours.<\/div>\n<\/div><\/section><br \/>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-t6cckk-2aebdb7277f9ce8571e737f1ee4db122\">\n#top .hr.hr-invisible.av-t6cckk-2aebdb7277f9ce8571e737f1ee4db122{\nheight:30px;\n}\n<\/style>\n<div  class='hr av-t6cckk-2aebdb7277f9ce8571e737f1ee4db122 hr-invisible  avia-builder-el-21  el_after_av_textblock  el_before_av_textblock '><span class='hr-inner '><span class=\"hr-inner-style\"><\/span><\/span><\/div><br \/>\n<section  class='av_textblock_section av-rniywk-ed0884d4679f60f82dbf35dff1b42488'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p><b>What metaphor would you use to describe the relationship with your student partners?<\/b><\/p>\n<div style=\"text-align: justify;\"><b>Lisa:<\/b> \u2018Twister Board\u2019 symbolises the equal relationship between students and teachers in student partnership. A promising collaboration would not happen if there are no mutual efforts to \u2018balance\u2019 the power on each side to ensure each party has the same right and opportunity to listen and say.<\/div>\n<\/div><\/section><br \/>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-pwcvmc-d77398870a4902620d308da2edaf9319\">\n#top .hr.hr-invisible.av-pwcvmc-d77398870a4902620d308da2edaf9319{\nheight:30px;\n}\n<\/style>\n<div  class='hr av-pwcvmc-d77398870a4902620d308da2edaf9319 hr-invisible  avia-builder-el-23  el_after_av_textblock  avia-builder-el-last '><span class='hr-inner '><span class=\"hr-inner-style\"><\/span><\/span><\/div><\/p><\/div>\n<div class='flex_column av-4iobwk-d4f0a985f6d1f86222083fcd222b9cbb av_one_half  avia-builder-el-24  el_after_av_two_third  el_before_av_one_half  first flex_column_div column-top-margin'     ><p><section  class='av_textblock_section av-o9qbok-eba3705087e44ea557ba29f3946a5743'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p><b>What obstacles to partnership did you encounter? How did you overcome it?<\/b><\/p>\n<div style=\"text-align: justify;\">\n<p><b>Lisa:<\/b> One major obstacle is to enhance Teacher and Student Motivation.<\/p>\n<p>We have found that recognition and reward can be extremely powerful ways of motivating students to engage in student partnership. Students can be recognized in the form of either a monetary reward (e.g. paid as Casual Helpers at HKU) or a transfer of academic credits (through the HKU Horizons Office program). At the same time, students can be encouraged to co-present or co-write with teachers on effective SaP practices, which can then be disseminated through student learning conferences or festivals at university level.<\/p>\n<p>On the other hand, it is also important to encourage both extrinsic and intrinsic motivation for teaching staff to engage in SaP. These efforts had encouraged colleagues to see the need to change the status: 1) Seek to use their SaP practices as evidence for professional development. (e.g. application for the HEA fellowship); 2) Utilize their prior or existing SaP experiences to mentor less experienced or junior colleagues in practicing SaP.<\/p>\n<\/div>\n<\/div><\/section><br \/>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-2945qs-95975816d73e815d49736dad4dfcbd0e\">\n#top .hr.hr-invisible.av-2945qs-95975816d73e815d49736dad4dfcbd0e{\nheight:30px;\n}\n<\/style>\n<div  class='hr av-2945qs-95975816d73e815d49736dad4dfcbd0e hr-invisible  avia-builder-el-26  el_after_av_textblock  el_before_av_textblock '><span class='hr-inner '><span class=\"hr-inner-style\"><\/span><\/span><\/div><br \/>\n<section  class='av_textblock_section av-lfk4k4-ec3642e1fd58b937227a223c582c96f8'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p><b>What lessons did you learn or what benefits did you see from engaging in student-staff partnerships?<\/b><\/p>\n<div style=\"text-align: justify;\">\n<p><b>Lisa:<\/b> The success and the lessons learnt from the SaP initiative would be extremely useful for a wider University community.<\/p>\n<p>There is a need to promote a SaP ethos for colleagues through: 1) relating internal professional development themes to SaP, and 2) Recognizing SaP efforts by giving hours to colleagues who participate or lead a SaP project.<\/p>\n<p>There is also a need to disseminate effective SaP approaches to a wider University community through: 1) Giving external seminars to share the impact of student partnership work with HKU colleagues; 2) Inviting scholars or visiting professors with experience of or a proven track record of effective SaP approaches from other institutions to share their practices with colleagues; 3) embedding SaP into Centre-wide or University-wide strategy documents.<\/p>\n<\/div>\n<\/div><\/section><\/p><\/div>\n<div class='flex_column av-1zwsqc-190e10cc3bba32dfcfa77c05919cb061 av_one_half  avia-builder-el-28  el_after_av_one_half  el_before_av_hr  flex_column_div column-top-margin'     ><style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-lcy8rmt3-f1d8d080e8442889747c2b4da139ed80\">\n.avia-image-container.av-lcy8rmt3-f1d8d080e8442889747c2b4da139ed80 img.avia_image{\nbox-shadow:none;\n}\n.avia-image-container.av-lcy8rmt3-f1d8d080e8442889747c2b4da139ed80 .av-image-caption-overlay-center{\ncolor:#ffffff;\n}\n<\/style>\n<div  class='avia-image-container av-lcy8rmt3-f1d8d080e8442889747c2b4da139ed80 av-styling- avia-align-center  avia-builder-el-29  avia-builder-el-no-sibling '   itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\" ><div class=\"avia-image-container-inner\"><div class=\"avia-image-overlay-wrap\"><a href=\"https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2023\/01\/CAES_CaseStudy_2560w-727x1030.jpg\" data-srcset=\"https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2023\/01\/CAES_CaseStudy_2560w-727x1030.jpg 727w, https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2023\/01\/CAES_CaseStudy_2560w-212x300.jpg 212w, https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2023\/01\/CAES_CaseStudy_2560w-768x1088.jpg 768w, https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2023\/01\/CAES_CaseStudy_2560w-1085x1536.jpg 1085w, https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2023\/01\/CAES_CaseStudy_2560w-1446x2048.jpg 1446w, https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2023\/01\/CAES_CaseStudy_2560w-1059x1500.jpg 1059w, https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2023\/01\/CAES_CaseStudy_2560w-498x705.jpg 498w, https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2023\/01\/CAES_CaseStudy_2560w-scaled.jpg 1808w\" data-sizes=\"(max-width: 727px) 100vw, 727px\" class='avia_image' ><img decoding=\"async\" class='wp-image-3023 avia-img-lazy-loading-not-3023 avia_image ' src=\"https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2023\/01\/CAES_CaseStudy_2560w-727x1030.jpg\" alt='' title='EN220306-HKU-CAES-Design of A1 poster_OPA_V004'  height=\"1030\" width=\"727\"  itemprop=\"thumbnailUrl\" srcset=\"https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2023\/01\/CAES_CaseStudy_2560w-727x1030.jpg 727w, https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2023\/01\/CAES_CaseStudy_2560w-212x300.jpg 212w, https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2023\/01\/CAES_CaseStudy_2560w-768x1088.jpg 768w, https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2023\/01\/CAES_CaseStudy_2560w-1085x1536.jpg 1085w, https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2023\/01\/CAES_CaseStudy_2560w-1446x2048.jpg 1446w, https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2023\/01\/CAES_CaseStudy_2560w-1059x1500.jpg 1059w, https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2023\/01\/CAES_CaseStudy_2560w-498x705.jpg 498w, https:\/\/er.talic.hku.hk\/sap\/wp-content\/uploads\/2023\/01\/CAES_CaseStudy_2560w-scaled.jpg 1808w\" sizes=\"(max-width: 727px) 100vw, 727px\" \/><\/a><\/div><\/div><\/div><\/div>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-jeo0ys-8e6c306a2947a0d3ad9137f801c4c45d\">\n#top .hr.hr-invisible.av-jeo0ys-8e6c306a2947a0d3ad9137f801c4c45d{\nheight:30px;\n}\n<\/style>\n<div  class='hr av-jeo0ys-8e6c306a2947a0d3ad9137f801c4c45d hr-invisible  avia-builder-el-30  el_after_av_one_half  el_before_av_textblock '><span class='hr-inner '><span class=\"hr-inner-style\"><\/span><\/span><\/div>\n<section  class='av_textblock_section av-hb9wms-c1b89bd9128e08303160922ba606f89f'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p><b>What did your students gain from the student-staff partnership?<\/b><\/p>\n<div style=\"text-align: justify;\">\n<p><b>Lisa:<\/b> The following shows a list of new skills that student partners have developed or improved in the partnership projects:<\/p>\n<ul>\n<li>Communication skills<\/li>\n<li>Teaching skills and experience<\/li>\n<li>Time management<\/li>\n<li>Advising skills<\/li>\n<li>Confidence boost<\/li>\n<li>Leadership<\/li>\n<li>Project theme\/topic related skills: IT Skills and editing\/reviewing skills<\/li>\n<li>Learning strategies (e.g. how to interpret and internalize teacher\u2019s lecture, how to learn terminology)<\/li>\n<li>Problem solving mindset\/skills<\/li>\n<li>Project management\/collaboration skills<\/li>\n<\/ul>\n<p>Regarding applicability, all student partners believed that the skills learnt in this partnership experience can be applicable to other courses or future workplace. The experience in participating and running the projects is also regarded as valuable in leading, managing and collaborating in future projects or group work by four student partners.<\/p>\n<p>Considering motivation, a significant number of student partners have observed willingness to use a critical approach to information and problems that they encounter in their learning. A majority of student partners agreed that they have taken on their shared responsibility in the project, which is a core value of engagement under motivation. It is also promising to see all student partners appreciated the autonomy given throughout the collaborative process , in deciding some aspects of the project while some enjoyed freedom to take initiatives.<\/p>\n<\/div>\n<\/div><\/section>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-f6x2as-a36645b8afccaf7ae09db2e4dffbaa37\">\n#top .hr.hr-invisible.av-f6x2as-a36645b8afccaf7ae09db2e4dffbaa37{\nheight:30px;\n}\n<\/style>\n<div  class='hr av-f6x2as-a36645b8afccaf7ae09db2e4dffbaa37 hr-invisible  avia-builder-el-32  el_after_av_textblock  el_before_av_textblock '><span class='hr-inner '><span class=\"hr-inner-style\"><\/span><\/span><\/div>\n<section  class='av_textblock_section av-dkr87o-1ca4d0753f10243f222012ce1df9123b'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock'  itemprop=\"text\" ><p><b>What takeaway message do you have for teachers who want to try out student-staff partnerships?<\/b><\/p>\n<div style=\"text-align: justify;\">\n<p><b>Lisa:<\/b> Since a promising collaboration can significantly contribute to improvement of education and successful student learning, it is important to acknowledge the complexity of factors that would shape success and examine the student perceptions of partnering with teachers.<\/p>\n<p>It is important to carefully plan a SaP project to draw upon the new skills that student can possibly gain (or the skills that students can possibly transfer to other courses at HKU) from such partnership experience.<\/p>\n<\/div>\n<\/div><\/section>\n<div  class='togglecontainer av-ck7fdw-7fa85dce5e1e906391a314975d284acf av-minimal-toggle  avia-builder-el-34  el_after_av_textblock  avia-builder-el-last  av-desktop-hide av-medium-hide av-small-hide av-mini-hide toggle_close_all' >\n<section class='av_toggle_section av-a9qgo4-83ceb2b2d60ab4698174a87453e8e00a'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div role=\"tablist\" class=\"single_toggle\" data-tags=\"{All} \"  ><p data-fake-id='#toggle-id-3' class='toggler   '  itemprop=\"headline\"  role='tab' tabindex='0' aria-controls='toggle-id-3'>What is your working definition of Students as Partners (SaP)?<span class=\"toggle_icon\"><span class=\"vert_icon\"><\/span><span class=\"hor_icon\"><\/span><\/span><\/p><div id='toggle-id-3' class='toggle_wrap  '  ><div class='toggle_content invers-color '  itemprop=\"text\" ><div style=\"text-align: justify;\">Student partnership is seen as \u201ca collaborative, reciprocal process through which all participants have the opportunity to contribute equally, although not necessarily in the same ways, to curricular or pedagogical conceptualization, decision making, implementation, investigation, or analysis\u201d (Cook-Sather, Bovill &amp; Felten, 2014: 6-7). Effective partnership is respectful, mutually beneficial learning where students and staff work collaboratively on all aspects of educational endeavours.<\/div>\n<\/div><\/div><\/div><\/section>\n<section class='av_toggle_section av-8ue1gk-4eba810d6b86bf74c90d9cb3966dc473'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div role=\"tablist\" class=\"single_toggle\" data-tags=\"{All} \"  ><p data-fake-id='#toggle-id-4' class='toggler   '  itemprop=\"headline\"  role='tab' tabindex='0' aria-controls='toggle-id-4'>What metaphor would you use to describe the relationship with your student partners?<span class=\"toggle_icon\"><span class=\"vert_icon\"><\/span><span class=\"hor_icon\"><\/span><\/span><\/p><div id='toggle-id-4' class='toggle_wrap  '  ><div class='toggle_content invers-color '  itemprop=\"text\" ><div style=\"text-align: justify;\">\u2018Twister Board\u2019 symbolises the equal relationship between students and teachers in student partnership. A promising collaboration would not happen if there are no mutual efforts to \u2018balance\u2019 the power on each side to ensure each party has the same right and opportunity to listen and say.<\/div>\n<\/div><\/div><\/div><\/section>\n<section class='av_toggle_section av-7ig7tw-cbf22d65c8a34f7e928a81da02f4b711'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div role=\"tablist\" class=\"single_toggle\" data-tags=\"{All} \"  ><p data-fake-id='#toggle-id-5' class='toggler   '  itemprop=\"headline\"  role='tab' tabindex='0' aria-controls='toggle-id-5'>What obstacles to partnership did you encounter? How did you overcome it?<span class=\"toggle_icon\"><span class=\"vert_icon\"><\/span><span class=\"hor_icon\"><\/span><\/span><\/p><div id='toggle-id-5' class='toggle_wrap  '  ><div class='toggle_content invers-color '  itemprop=\"text\" ><div style=\"text-align: justify;\">\n<p>One major obstacle is to enhance Teacher and Student Motivation.<\/p>\n<p>We have found that recognition and reward can be extremely powerful ways of motivating students to engage in student partnership. Students can be recognized in the form of either a monetary reward (e.g. paid as Casual Helpers at HKU) or a transfer of academic credits (through the HKU Horizons Office program). At the same time, students can be encouraged to co-present or co-write with teachers on effective SaP practices, which can then be disseminated through student learning conferences or festivals at university level.<\/p>\n<p>On the other hand, it is also important to encourage both extrinsic and intrinsic motivation for teaching staff to engage in SaP. These efforts had encouraged colleagues to see the need to change the status: 1) Seek to use their SaP practices as evidence for professional development. (e.g. application for the HEA fellowship); 2) Utilize their prior or existing SaP experiences to mentor less experienced or junior colleagues in practicing SaP.<\/p>\n<\/div>\n<\/div><\/div><\/div><\/section>\n<section class='av_toggle_section av-5xs6h0-8b6c2e88c435553d0977b7601f6a66a4'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div role=\"tablist\" class=\"single_toggle\" data-tags=\"{All} \"  ><p data-fake-id='#toggle-id-6' class='toggler   '  itemprop=\"headline\"  role='tab' tabindex='0' aria-controls='toggle-id-6'>What lessons did you learn or what benefits did you see from engaging in student-staff partnerships? <span class=\"toggle_icon\"><span class=\"vert_icon\"><\/span><span class=\"hor_icon\"><\/span><\/span><\/p><div id='toggle-id-6' class='toggle_wrap  '  ><div class='toggle_content invers-color '  itemprop=\"text\" ><div style=\"text-align: justify;\">\n<p>The success and the lessons learnt from the SaP initiative would be extremely useful for a wider University community.<\/p>\n<p>There is a need to promote a SaP ethos for colleagues through: 1) relating internal professional development themes to SaP, and 2) Recognizing SaP efforts by giving hours to colleagues who participate or lead a SaP project.<\/p>\n<p>There is also a need to disseminate effective SaP approaches to a wider University community through: 1) Giving external seminars to share the impact of student partnership work with HKU colleagues; 2) Inviting scholars or visiting professors with experience of or a proven track record of effective SaP approaches from other institutions to share their practices with colleagues; 3) embedding SaP into Centre-wide or University-wide strategy documents.<\/p>\n<\/div>\n<\/div><\/div><\/div><\/section>\n<section class='av_toggle_section av-42pww4-48a9843b6f649ce618a89d7facc4ea67'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div role=\"tablist\" class=\"single_toggle\" data-tags=\"{All} \"  ><p data-fake-id='#toggle-id-7' class='toggler   '  itemprop=\"headline\"  role='tab' tabindex='0' aria-controls='toggle-id-7'>What lessons did you learn or what benefits did you see from engaging in student-staff partnerships? <span class=\"toggle_icon\"><span class=\"vert_icon\"><\/span><span class=\"hor_icon\"><\/span><\/span><\/p><div id='toggle-id-7' class='toggle_wrap  '  ><div class='toggle_content invers-color '  itemprop=\"text\" ><div style=\"text-align: justify;\">\n<p>The following shows a list of new skills that student partners have developed or improved in the partnership projects:<\/p>\n<ul>\n<li>Communication skills<\/li>\n<li>Teaching skills and experience<\/li>\n<li>Time management<\/li>\n<li>Advising skills<\/li>\n<li>Confidence boost<\/li>\n<li>Leadership<\/li>\n<li>Project theme\/topic related skills: IT Skills and editing\/reviewing skills<\/li>\n<li>Learning strategies (e.g. how to interpret and internalize teacher\u2019s lecture, how to learn terminology)<\/li>\n<li>Problem solving mindset\/skills<\/li>\n<li>Project management\/collaboration skills<\/li>\n<\/ul>\n<p>Regarding applicability, all student partners believed that the skills learnt in this partnership experience can be applicable to other courses or future workplace. The experience in participating and running the projects is also regarded as valuable in leading, managing and collaborating in future projects or group work by four student partners.<\/p>\n<p>Considering motivation, a significant number of student partners have observed willingness to use a critical approach to information and problems that they encounter in their learning. A majority of student partners agreed that they have taken on their shared responsibility in the project, which is a core value of engagement under motivation. It is also promising to see all student partners appreciated the autonomy given throughout the collaborative process , in deciding some aspects of the project while some enjoyed freedom to take initiatives.<\/p>\n<\/div>\n<\/div><\/div><\/div><\/section>\n<section class='av_toggle_section av-2lnrgk-8eb75779c2ffa43c9f000187a7bb33bc'  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div role=\"tablist\" class=\"single_toggle\" data-tags=\"{All} \"  ><p data-fake-id='#toggle-id-8' class='toggler   '  itemprop=\"headline\"  role='tab' tabindex='0' aria-controls='toggle-id-8'>What takeaway message do you have for teachers who want to try out student-staff partnerships?<span class=\"toggle_icon\"><span class=\"vert_icon\"><\/span><span class=\"hor_icon\"><\/span><\/span><\/p><div id='toggle-id-8' class='toggle_wrap  '  ><div class='toggle_content invers-color '  itemprop=\"text\" ><div style=\"text-align: justify;\">\n<p>Since a promising collaboration can significantly contribute to improvement of education and successful student learning, it is important to acknowledge the complexity of factors that would shape success and examine the student perceptions of partnering with teachers.<\/p>\n<p>It is important to carefully plan a SaP project to draw upon the new skills that student can possibly gain (or the skills that students can possibly transfer to other courses at HKU) from such partnership experience.<\/p>\n<\/div>\n<\/div><\/div><\/div><\/section>\n<\/div>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"categories":[],"tags":[],"_links":{"self":[{"href":"https:\/\/er.talic.hku.hk\/sap\/wp-json\/wp\/v2\/pages\/2964"}],"collection":[{"href":"https:\/\/er.talic.hku.hk\/sap\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/er.talic.hku.hk\/sap\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/er.talic.hku.hk\/sap\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/er.talic.hku.hk\/sap\/wp-json\/wp\/v2\/comments?post=2964"}],"version-history":[{"count":35,"href":"https:\/\/er.talic.hku.hk\/sap\/wp-json\/wp\/v2\/pages\/2964\/revisions"}],"predecessor-version":[{"id":3570,"href":"https:\/\/er.talic.hku.hk\/sap\/wp-json\/wp\/v2\/pages\/2964\/revisions\/3570"}],"wp:attachment":[{"href":"https:\/\/er.talic.hku.hk\/sap\/wp-json\/wp\/v2\/media?parent=2964"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/er.talic.hku.hk\/sap\/wp-json\/wp\/v2\/categories?post=2964"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/er.talic.hku.hk\/sap\/wp-json\/wp\/v2\/tags?post=2964"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}