Student as Partners – Partnership Toolkit

Within the Students as Partners framework, students and faculty place equal value on each other’s perspectives and expertise. As each partner brings a unique set of skills and ideas with them to the partnership, defining roles for students and faculty helps establish an environment wherein partners are providing inputs according to their unique strengths and learning from one another. While agreeing upon responsibilities amongst partners helps ensure that project items are being executed, it also contributes to a sense of equal merit in the partnership, mutual respect, and shared commitment to goals.

Another reason to define roles and responsibilities between student and faculty partners is to dismantle limiting notions that students and faculty might have about their respective places in the academy.

Thus, the first thing you might want to do in your partnership is think about the power that you and your partner(s) hold in different capacities.

Reflections for students

• What motivated you to participate in this course redesign?
• How do you feel empowered or disempowered in your academic environment?
• How would your perspective as a student enhance this course redesign?
• How can you keep your faculty partner accountable for balancing power in the partnership?
• What strategies can be employed to foster a healthy and constructive accountability dynamic?

Reflections for faculty

• What motivated you to bring a student perspective to your course redesign?
• In what ways do you feel you hold or not hold power as a faculty member?
• How might you actively consider and address power dynamics in this partnership?
• How might your student partner keep you accountable for balancing power in the partnership?
• What strategies can be employed to foster a healthy and constructive accountability dynamic?

Establishing the goals of your project is an important step for setting the tone of your unique partnership. Actively taking time to develop a shared understanding of your project’s purpose can help ensure alignment between student partners’ learning objectives and faculty partners’ pedagogical goals.

Defining the goals and deliverables of your project also helps you and your partner(s) measure your project progress and evaluate the efficacy of your partnership in achieving your shared goals. This fosters accountability and encourages active input from all partners, as the goals and deliverables you decide upon integrate the motivations and experiences of all partners involved. Thus, setting the project objectives, goals, and deliverables enacts a framework for how you and your partner(s) do partnership.

“I think it’s about collaboration and setting expectations with each other, clear expectations at the onset because, recognizing that in a partnership not everybody comes into this space with the same type and level of experience as well as their goals may be different in what they’re hoping to get out of this experience. So it’s really important to sit down properly and flush those conversations out before embarking on this wonderful partnership together.” – Faculty Partner

Reflections for students

• What specific goals do you hope to achieve through this partnership experience?
• What elements from past courses that you’ve taken do you hope to build upon or improve?
• How do you envision this experience contributing to your academic and professional development?
• What are some deliverables you have in mind for this partnership experience?

Reflections for faculty

• What specific goals do you hope to achieve through this partnership experience?
• What elements from past courses that you’ve taught do you hope to build upon or improve?
• How do you envision this experience contributing to your instructional development?
• What are some deliverables you have in mind for this partnership experience?

Effective partnerships are built on open and transparent communication, fostering trust and understanding between collaborators. An open exchange of dialogue is critical not only for the success of your project but also for cultivating a strong, healthy partnership. Thus, establishing communication methods, allotting time for synchronous and asynchronous collaboration, and communicating about project timelines are important for streamlining the workflow of your partnership.

Clear communication methods ensure that information is exchanged effectively between partners, facilitating the sharing of ideas, feedback, and updates on the project. This might involve consistent messaging via email, a virtual platform, or through face-to-face meetings on a recurring basis.

“I prefer more frequent touch points because they keep the work moving forward. When meetings are too far apart, it’s easy to forget important points or lose notes, and emails can get lost in the inbox. More regular touch points would make communication more effective and ensure smoother progress in the work.” – Faculty Partner

Setting timelines for your project allows student and faculty partners to manage their respective time and resources effectively while also being mindful of their partner’s (or partners’) commitments to the project. This encourages mutual respect in the partnership and promotes understanding between partners to consider different schedules, capacities, and concerns in the partnership.

Reflections for students and faculty

• What strategies can you employ to ensure open and timely communication within your partnership?
• How can technology be used to facilitate communication and collaboration?
• When should collaboration and communication between you and your partner(s) be synchronous versus asynchronous?
• How often should you meet your partner(s)? What might some of the goals of meeting with your partner(s) at this frequency be?
• How do you plan to balance your academic responsibilities with the time commitment required for this project?
• How can you manage your time effectively?
• When might a deadline be ‘soft’ or ‘hard’?

You may want to create a partnership agreement that will help you learn about your partners and incorporate some structure or boundaries around your partnership.

When distributing project responsibilities among yourself and your partner(s), it is important to consider each partner’s unique perspective, skill set, and expertise. Thus, equitable distribution ensures that each partner can contribute meaningfully to the project according to their strengths and that their respective roles are valued and recognized. This ultimately sees the project leverage each partner’s strengths and maintain a camaraderie and sense of shared ownership. Moreover, this helps build mutual trust and respect between partners. When responsibilities are allocated fairly and transparently, it demonstrates a commitment to equity and inclusivity within the partnership. This fosters a positive and supportive work environment where everyone feels valued and empowered to contribute their best efforts.

“Everyone comes to the table with different strengths. By capitalizing on and utilizing each person’s specific strengths, and having clear guidelines and goals for the project from the beginning, you can determine who is best suited for each aspect based on their skill set.” – Faculty Partner

“Our team includes faculty, staff, undergraduate, and graduate students, each bringing unique strengths and different views. Working together towards a common goal, it’s crucial to be on the same page at a certain point. Everyone can use their diverse backgrounds to contribute to a clear, shared objective. The most interesting part of this project is seeing how these diverse contributions lead to great outcomes.” – Faculty Partner

Reflections for students and faculty

• Have we clearly defined the roles and responsibilities of each team member in the course redesign process?
• Are the assigned tasks aligned with individuals’ strengths, expertise, and interests? How can we optimize the distribution of work to leverage student partners’ and faculty partners’ respective skills and expertise?
• How can we ensure that everyone understands their role and contribution to the project?
• Are there any areas where tasks may be overlapping between student and faculty partners? What about gaps in responsibility between student and faculty partners?

When partners engage in a feedback loop, it creates a dynamic learning environment for both students and faculty. Both partners gain insights into their strengths and areas for development while also honing skills such as communication, critical thinking, and self-reflection. Students gain confidence in expressing their ideas and responding to criticism constructively, while faculty may gain new insights from their student partners to enhance their instruction. This symbiotic relationship fosters a positive learning environment where everyone feels empowered to contribute and learn from one another.

“As an educator you kind of get blinders on. You forget what it’s like to be a student. You forget what it means to learn. You forget that you are a singular course within the entire program, so you don’t fully have the full picture of how your content is being scaffolded and integrated in the curricula. So how do you create something that’s effective? And the only way to do that, I think, is with feedback from students.” – Faculty Partner

“The experience was really validating and opened my eyes to the importance of my ideas and performance. It made me feel like an equal when working on the project, recognizing that my contributions were high-level and applicable. This significantly helped me grow and develop as a student.” – Student Partner

Reflections for students and faculty

• Is each partner receptive to receiving feedback and open to considering alternative perspectives or suggestions for improvement?
• How can we create a safe and non-judgmental environment where partners feel comfortable seeking and receiving feedback from each other?
• Is the feedback provided clear, specific, and actionable, allowing recipients to understand what worked well and areas for improvement?
• Are there instances where feedback could have been more detailed or focused to better address specific aspects of the partnership?
• Was feedback provided in a timely manner to facilitate continuous improvement throughout the partnership?
• Are there opportunities to increase the frequency of feedback exchanges to ensure that project goals and timelines are adhered to?
• Can feedback be delivered in a respectful and constructive manner, focusing on behaviours and outcomes rather than personal attributes?
• Are there strategies we can employ to ensure that feedback exchanges remain positive and supportive, fostering a culture of growth and development?

Regular check-ins are essential for maintaining a healthy partnership, especially when students and faculty are collaborating as equals on a project. These check-ins provide an opportunity to assess progress, address any challenges or concerns, and ensure that all partners are aligned with the project’s goals and expectations. Without consistent communication and evaluation, misunderstandings can arise, leading to inefficiencies, conflicts, and ultimately, a less successful partnership.

Throughout the duration of a project, circumstances may change, priorities may shift, and unforeseen obstacles may emerge. Regular check-ins allow for flexibility and adaptability, enabling the partnership to navigate these changes effectively. Moreover, they foster transparency and trust between students and faculty, creating an environment where everyone feels valued and heard.

By checking in regularly, both students and faculty can provide feedback, share insights, and brainstorm solutions collaboratively. This fosters a sense of ownership and investment in the project, motivating everyone to contribute their best efforts. Additionally, check-ins serve as a mechanism for accountability, helping to ensure that tasks are being completed on time and that any issues are promptly addressed before they escalate.

You may want to complete an interactive activity (PDF) with your partners to help you gain insights into how regular check-ins and reflective discussions around your partnership can effectively nurture it.

Reviewing project goals, objectives, and the overall experience towards the end of your partnership is crucial for several reasons. Firstly, it provides an opportunity to assess the extent to which the project has achieved its intended outcomes. By revisiting the initial goals and objectives set forth at the beginning of the partnership, students and faculty can evaluate their progress and determine whether they have successfully met their targets. This reflection allows for a comprehensive understanding of what has been accomplished and what may still require attention or refinement.

Moreover, reviewing the project goals and objectives facilitates a deeper understanding of the partnership dynamics and collaborative process. By examining how the goals were pursued and the strategies employed to achieve them, students and faculty can gain insights into the effectiveness of their collaboration. This includes assessing communication styles, teamwork dynamics, and problem-solving approaches. Understanding the strengths and weaknesses of the partnership dynamics can inform future collaborations.

Additionally, reflecting on the project goals and objectives allows students and faculty to celebrate achievements and acknowledge areas of growth. By recognizing successes and milestones reached, partners can feel a sense of accomplishment and pride in their collaborative efforts. Conversely, identifying areas for improvement provides opportunities for learning and development. By acknowledging challenges and lessons learned, students and faculty can leverage these experiences to enhance their future partnerships and endeavors.

To review project goals, objectives, and experiences effectively towards the end of a collaboration, partners might engage in several activities. This may include holding structured discussions or meetings to reflect on progress and outcomes, conducting surveys or evaluations to gather feedback from one another, and compiling data or evidence to assess the impact of the partnership. Additionally, documenting key insights, lessons learned, and recommendations for future collaborations can ensure that valuable knowledge is captured and shared with others.

Reflections for students and faculty

• Have we successfully achieved the objectives and goals set forth at the beginning of the course redesign project? What specific outcomes or milestones have we accomplished, and how do they align with our initial goals?
• Are there any objectives or goals that were not fully achieved, and what factors may have contributed to this outcome?
• How have the dynamics of our partnership evolved over the course of the project?
• What were some key strengths and challenges in our collaboration, and how did they impact our ability to achieve project goals?
• How did communication, teamwork, and mutual support contribute to the success of the project, and what areas could be improved upon in future collaborations?
• What are the most significant lessons we have learned from our experience in partnership? What can we bring to future collaborative environments?

Dissemination refers to the process of sharing research findings, knowledge, or information with a broader audience beyond the immediate research community. It involves communicating research outcomes, insights, and implications in a way that is accessible, understandable, and relevant to various stakeholders, including academics, practitioners, policymakers, and the general public. This may be through the publication of a scholarly article, presentation at a conference, or the development of an open educational resource.

Students and faculty might want to disseminate their research findings to contribute to the advancement of knowledge in their respective fields. By sharing their discoveries, insights, and discoveries, they can enrich the academic discourse and build upon existing research to generate new ideas and perspectives. Moreover, the dissemination of reflexive research insights––such as the experience of engaging in a student-faculty partnership––can help promote efficacious practices around partnership and equitable collaboration between students and faculty as co-creators of knowledge.

“The project itself opened a lot of doors for me, sparking a greater interest in education and pedagogy. Presenting our project at a recent conference showed me that this is a viable and fascinating field of engagement. This is something I probably never would have discovered on my own if it hadn’t been for the project.” – Student Partner

Reflections for students and faculty

• What is the purpose of disseminating our research findings to a broader audience?
• How can sharing our findings contribute to the advancement of knowledge in our field or address real-world challenges? What potential impact do we hope to achieve by sharing our research with others?
• Are there ethical responsibilities or obligations that guide our decision to share our findings with others?
• How can disseminating our research findings foster collaboration and engagement with other researchers, practitioners, and stakeholders?
• Are there opportunities to leverage dissemination activities to build partnerships, exchange ideas, and co-create knowledge with others?
• How does disseminating our research findings contribute to our professional development and academic growth?
• Are there opportunities to enhance our visibility, credibility, and reputation within our academic community or field of study through dissemination activities?

The end of a partnership between students and faculty marks a significant milestone in their collaborative journey, offering an opportunity for reflection, learning, and planning for the future. As the partnership concludes, it is important for both students and faculty to reflect on their unique experiences and roles, considering what they have achieved, learned, and how they can apply these insights moving forward.

“I think that it just gives me a sense of what this work can look like, because I didn’t know anything about it. There’s lots of postgraduate things you can do that you’ll need to show evidence and have a built CV… To show that you’ve done certain types of work have certain soft skills and leadership skills. And I just really thought this was a good opportunity to build those skills.” – Student Partner

“It was really valuable to see the perspective of the learner which isn’t something typically done in regular courses. Normally, we give assignments and grades without knowing exactly where the gaps are. Being able to sit down with students and tweak these learning outcomes using their own wording was incredibly valuable to me.” – Faculty Partner

“While generating the outputs for this project is important, the real value comes from learning how to partner with students. I learned that with enough guidance, direction, and agency, students can surprise you with their ideas and work, sometimes even exceeding what I could have done myself. This experience has taught me to apply these strategies in my future work.” – Faculty Partner

Reflections for students

• What was my role within the partnership and how did it align with my skills, interests, and contributions?
• Reflecting on our partnership, what were some of the key strengths and challenges we encountered while working together?
• How has my experience working in partnership with faculty contributed to my personal and professional development?
• How did I feel empowered to collaborate as an equal with my faculty partner?
• How effectively did I communicate with faculty during the partnership, and how did we exchange feedback to improve our collaboration?
• What impact did my contributions have on the partnership and the overall project outcomes, and how do I feel about my level of involvement?
• Based on my experience, what are some areas for improvement in future partnerships, and what strategies can I employ to enhance my collaboration skills?

Reflections for faculty

• How effectively did I engage my student partner in the partnership, and what strategies did I use to foster their active participation and contribution?
• How clear were the roles and responsibilities of students within the partnership, and did they align with their skills, interests, and learning objectives?
• How has my experience working in partnership with my student(s) contributed to my personal and professional development?
• Reflecting on our partnership, what were some of the key strengths and challenges I encountered while working together with my student partner(s)?
• How did I provide mentorship and support throughout the partnership, and what opportunities did I create for their learning and growth?
• What impact did students’ contributions have on the partnership and the overall project outcomes, and how do I feel about their level of involvement?
• Based on our experience, what are some areas for improvement in future partnerships with students, and what strategies can I employ to enhance our collaboration and maximize student engagement and learning?