{"id":1726,"date":"2024-06-12T20:45:07","date_gmt":"2024-06-13T03:45:07","guid":{"rendered":"https:\/\/blogs.ubc.ca\/easeil\/?page_id=1726"},"modified":"2025-09-15T09:55:33","modified_gmt":"2025-09-15T16:55:33","slug":"student-as-partners-models","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/easeil\/student-as-partners-models\/","title":{"rendered":"Student as Partners Models"},"content":{"rendered":"\n<h1 class=\"wp-block-heading has-text-align-center\" style=\"font-size:55px;font-style:normal;font-weight:900;text-transform:none\">Student as Partners Models<\/h1>\n\n\n\n<p class=\"wp-block-paragraph\" style=\"font-size:20px\">Students\u2019 voices, perspectives, experiences and contributions are integral to EaSEIL initiative. We are using a students as partners approach (Bovil et al., 2011) as an opportunity to learn with and from students to inform pedagogical change.&nbsp;&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">These partnerships take different shapes:&nbsp;&nbsp;<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Students partner with the EaSEIL leadership\/faculty developers as leaders or co-developers for instructor resources (<a href=\"https:\/\/blogs.ubc.ca\/easeil\/files\/2024\/06\/Disability-Information-Sheet-for-Instructors-.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">example<\/a>).&nbsp;<\/li>\n\n\n\n<li>Students partner with EaSEIL leadership\/instructors to co-develop and co-design curricular materials and resources (&nbsp;<a href=\"https:\/\/blogs.ubc.ca\/easeil\/files\/2024\/06\/VFT-GSA-Poster-1-1.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">example 1<\/a>;&nbsp;<a href=\"https:\/\/blogs.ubc.ca\/easeil\/3-tier-indigenous-engagement-model\/\" target=\"_blank\" rel=\"noreferrer noopener\">example 2<\/a>).<\/li>\n\n\n\n<li>Students partner in a consultant role bringing their experiences as students to inform instructor and faculty developer decision making (&nbsp;<a href=\"https:\/\/blogs.ubc.ca\/easeil\/files\/2025\/08\/Sherman-et-al.-2024.-What-I-want-my-science-instructors-to-know.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">example 1a<\/a>;&nbsp;<a href=\"https:\/\/blogs.ubc.ca\/easeil\/files\/2023\/08\/Screen-Shot-2023-08-10-at-2.53.31-PM.png\" target=\"_blank\" rel=\"noreferrer noopener\">example 1b<\/a>).<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/ctlt-sap-2021.sites.olt.ubc.ca\/files\/2021\/09\/SAP_DiscussionPaper_2021.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">See additional resources for similar programming&nbsp;<\/a><\/p>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>Impacts of student as partners program<\/strong>s<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">In addition to the co-production with student partners, EaSEIL researches the impact of the students as partners model on student participants. Some publications about this work:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Lukes L., Rocha, L. (2025). Testing Students as Partners Theory: Science and Engineering Students\u2019 Perspectives on a Students as Partner Consultant Model for Supporting an Instructor-Centered Curriculum Development Community of Practice.\u00a0<em>International Journal for Students as Partners<\/em>. <a href=\"https:\/\/doi.org\/10.15173\/ijsap.v9i2.5951.\">https:\/\/doi.org\/10.15173\/ijsap.v9i2.5951.<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Rocha et al., (2023).&nbsp;<a href=\"https:\/\/blogs.ubc.ca\/easeil\/files\/2024\/06\/GSA2023_SaP2-1.pdf\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Impact of an advisory role students as partners model in a field-based science learning curriculum development initiative.<\/em><\/a>&nbsp;Poster presented at GSA Annual meeting, Pittsburgh, USA.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\" style=\"font-size:20px\">Lukes et al (2023).&nbsp;<em><a href=\"http:\/\/dx.doi.org\/10.1002\/tl.20559\" target=\"_blank\" rel=\"noreferrer noopener\">Designing a collaborative faculty-student mentoring model in a large, complex science curriculum development team project.<\/a><\/em>&nbsp;New Directions for Teaching and Learning, 175, Special issue:&nbsp;Nurturing the faculty-student mentoring dynamic in higher Education, 61-70.urgh, USA.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Student as Partners Models Students\u2019 voices, perspectives, experiences and contributions are integral to EaSEIL initiative. We are using a students as partners approach (Bovil et al., 2011) as an opportunity to learn with and from students to inform pedagogical change.&nbsp;&nbsp; These partnerships take different shapes:&nbsp;&nbsp; See additional resources for similar programming&nbsp; Impacts of student as [&hellip;]<\/p>\n","protected":false},"author":3339,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1726","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/easeil\/wp-json\/wp\/v2\/pages\/1726","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/easeil\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/easeil\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/easeil\/wp-json\/wp\/v2\/users\/3339"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/easeil\/wp-json\/wp\/v2\/comments?post=1726"}],"version-history":[{"count":50,"href":"https:\/\/blogs.ubc.ca\/easeil\/wp-json\/wp\/v2\/pages\/1726\/revisions"}],"predecessor-version":[{"id":4936,"href":"https:\/\/blogs.ubc.ca\/easeil\/wp-json\/wp\/v2\/pages\/1726\/revisions\/4936"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/easeil\/wp-json\/wp\/v2\/media?parent=1726"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}