Why “Students as Partners”?
What happens when students do more than take a course—when they help shape it? When students move from writing for a grade to collaborating on the design of the learning experience itself, education becomes a shared process rather than a one-way transaction.
Students as Partners (SaP) reframes teaching and learning as collaborative work. Rather than positioning students as consumers and faculty as providers, SaP treats both as co-creators of knowledge. Students contribute insight into learning experiences, while faculty contribute disciplinary expertise and pedagogical judgment. When these perspectives intersect, learning becomes more reflective, humane, and responsive.
Educational researchers describe partnership as a collaborative and reciprocal process in which participants contribute in different but equally valued ways. In contemporary higher education—shaped by AI tools, hybrid learning, and shifting expectations—SaP offers a model grounded in shared responsibility and trust.
What “Students as Partners” Looks Like
SaP initiatives vary across institutions, but all emphasize collaboration between students and faculty. Common partnership models include:
Curriculum Co-Design – Students collaborate with faculty to shape course topics, revise assignments, or co-develop projects.
Collaborative Research – Students act as co-researchers who help analyze data, interpret results, and co-author scholarship on teaching and learning.
Peer Mentoring and Leadership – Students co-facilitate workshops or mentoring programs, strengthening communication between students and instructors.
Program and Assessment Redesign – Students assist with survey design, feedback interpretation, and program revision.
Faculty Development Collaboration – Students co-lead professional development sessions on topics such as AI literacy, course design, or inclusive pedagogy.
Students as Partners at Embry-Riddle Aeronautical University
At Embry-Riddle Aeronautical University (ERAU), a STEM-focused institution, the SaP program grew out of a strong mentoring culture supported by the Center for Teaching and Learning Excellence (CTLE). Faculty collaboration, reflective teaching, and distributed leadership already shaped campus pedagogy. Extending these practices to include students as partners was a natural progression.
Program Overview
The ERAU Students as Partners program positions selected students as collaborators in the design, revision, or delivery of course content. Partnerships foster dialogue about why instructional decisions are made and how effectively those decisions support learning goals.
Student partners may provide feedback on assignments, Canvas design, accessibility, and classroom engagement. Although faculty initiate partnerships, CTLE facilitates the collaboration to ensure mutual benefit. Students receive hourly compensation, and both partners receive structured support throughout the term.
Shared Principles: Statement of Work
The program is guided by a Statement of Work that defines partnership as a professional relationship grounded in mutual respect and thoughtful communication. Faculty identify broad project goals—such as improving course design or engagement—but students and faculty collaborate on how those goals are achieved.
Types of Engagement
The ERAU SaP program currently supports three primary areas of collaboration:
Canvas Course Design – Students contribute user-experience insight related to navigation, layout, and accessibility.
Course Content – Students who previously completed the course offer feedback on clarity, inclusivity, and pedagogy.
Classroom Community and Engagement – Embedded student partners observe class sessions and suggest strategies to strengthen participation and belonging.
Program Structure and Expectations
Each partnership follows a structured timeline facilitated by CTLE. Participants attend an orientation, complete surveys, and submit reflections throughout the term. The expected workload averages one hour per week.
Faculty Responsibilities
- Attend CTLE orientation
- Complete informational and pre/post surveys
- Submit bi-weekly reflections and approve student hours
- Meet twice per term with CTLE
- Maintain professional communication
Student Responsibilities
- Attend CTLE orientation
- Complete informational and pre/post surveys
- Submit weekly reflections
- Meet twice per term with CTLE
- Maintain professional communication
Program Assessment and Reflection
The SaP pilot program was assessed by a committee that included students, faculty, instructional technologists, and CTLE leadership. Assessment methods included pre- and post-surveys and a student-facilitated focus group.
The focus group explored recruitment, preparation, collaboration dynamics, and learning outcomes. Students also reflected on whether partnerships felt reciprocal or directive and how the program influenced campus culture.
Potential Benefits and Impact
SaP reframes engagement as shared responsibility rather than student compliance.
For students:
- Increased engagement, confidence, motivation, and sense of belonging
- Greater awareness of learning processes
For faculty:
- Deeper understanding of student experiences
- New pedagogical insights
- Stronger collaboration and trust
At the institutional level, SaP strengthens academic community by positioning students as collaborators in teaching and learning.
Lessons Learned: Building Your Own SaP Program
Start Small – Focused pilot projects can generate momentum and institutional support.
Center Relationships – Successful partnerships begin with shared expectations, communication norms, and mutual curiosity.
Make Labor Visible – Compensation, credit, or recognition affirms that partnership work is real work.
Build in Reflection – Structured reflection helps maintain reciprocity and prevents drift toward hierarchy.
Embrace Complexity – Discomfort and negotiation are normal and productive elements of collaboration.
Connect to Institutional Networks – Linking SaP to existing initiatives provides sustainability and visibility.
Share Successes and Challenges – Public storytelling encourages participation and normalizes learning through experimentation.
Conclusion: Toward a Culture of Partnership
Students as Partners emphasizes reciprocity, respect, and reflection. At ERAU, SaP has reshaped how students and faculty understand learning. Students contribute lived experience and digital fluency; faculty contribute mentorship and disciplinary expertise. Together, they co-create courses and communities that benefit the entire institution.
