Using Basecamp in student-staff partnerships to organize, communicate, and promote non-hierarchical leadership

Authors

  • Brandon M Sabourin Faculty of Education University of Windsor http://orcid.org/0000-0003-2864-0790
  • John RR Freer University of Windsor & St. Clair College
  • Isabella Bobbie University of Windsor
  • Marissa Bumanlag University of Windsor
  • Alexander Derbyshire University of Windsor
  • Liz Huntingford University of Windsor
  • Swati Sharma University of Windsor

Keywords:

students as partners, Basecamp, Educational research

Abstract

Student-staff partnerships can benefit from using a digital project management platform tool for organization. However, implementing digital technologies in student-staff partnerships requires consideration of how such tools help to promote the values of the partnership. In this review, we explore how our research activities as members of the Partnerships for Research in Education Program (PREP) have been influenced by our adoption of Basecamp as a project management platform.

Author Biographies

Brandon M Sabourin, Faculty of Education University of Windsor

Brandon M. Sabourin is a sessional instructor in the Faculty of Education at the University of Windsor in Windsor, Ontario, Canada. He teaches courses in digital technology, social media, and instructional design. He is involved in several scholarship of teaching and learning (SoTL) and educational development projects, including work with graduate students, sessional instructors and students as partners (SaP). He is a founding partner of the Partnerships for Research in Education Program (PREP).

John RR Freer, University of Windsor & St. Clair College

John Freer is a sessional instructor at the University of Windsor and a professor at St. Clair College in Windsor, Ontario. His research meets at the intersection of educational psychology and special education. He joined PREP in its inaugural year and is currently contributing to projects related to students’ approaches to learning and personality.

Isabella Bobbie, University of Windsor

Isabella Bobbie is an undergraduate student majoring in Developmental Psychology student at the University of Windsor. She is also a member of the Outstanding Scholars program at the University of Windsor, where she participates in research and scholarly activity in partnership with faculty and other undergraduate students. She is interested in researching child clinical psychology, particularly the negative developmental effects of exposure to alcoholism and substance abuse.

Marissa Bumanlag, University of Windsor

Marissa Bumanlag is a second-year teacher candidate from the University of Windsor, specializing in the Primary-Junior division. She completed her Bachelor of Arts (Honours) in Political Science with a Philosophy minor in 2018 and received certification for Governance Training from Ryerson University back in 2017.  Graduating from the Bachelor of Education program from the University of Windsor in May 2020, she aims to work as a teacher and as a leader for educational policy administration in the future.

Alexander Derbyshire, University of Windsor

Alexander Derbyshire is a teacher candidate with a Bachelor of Fine Arts (Honours) in Visual Arts and a Bachelor of Education from the University of Windsor. His interests include visual arts education and the education of LGBT youth. He will be applying to the Master of Education program at the University of Windsor in 2020.

Liz Huntingford, University of Windsor

Liz Huntingford is a graduate of the University of Windsor, earning her Bachelor of Arts (Honours) in History in 2016, and Bachelor of Education in 2020. She has also attended St. Clair College, earning her diploma in Early Childhood Education, and currently works as a Registered ECE in the community. Her research interests include the intersection between public history and education, nineteenth-century Irish social history, and gender and sexuality.

Swati Sharma, University of Windsor

Swati Sharma is a teacher candidate from the Faculty of Education at the University of Windsor, focusing her work within the Intermediate-Senior division, teaching Geography and Social Sciences. With a Bachelor of Arts (Honours) in Psychology from the University of Guelph, Swati has continued to demonstrate her interest in human diversity by assisting ELL learners and students within Special Education throughout her postgraduate studies.

Journal of Educational Innovation, Partnership and Change cover

Downloads

Published

05/15/2020

How to Cite

Sabourin, B. M., Freer, J. R., Bobbie, I., Bumanlag, M., Derbyshire, A., Huntingford, L., & Sharma, S. (2020). Using Basecamp in student-staff partnerships to organize, communicate, and promote non-hierarchical leadership. The Journal of Educational Innovation, Partnership and Change, 6(1). Retrieved from https://journals.studentengagement.org.uk/index.php/studentchangeagents/article/view/1005

Issue

Vol. 6 No. 1 (2020): The Evolving Landscape of Staff-Student Partnership

Section

Technology Review

License

Copyright is held by the journal. The author has full permission to publish to their institutional repository. Articles are published under an Attribution-NonCommercial-NoDerivatives 4.0 International licence.