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µþ²â:ÌýAbi Horton, Sr. Student Pedagogical Consultant

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Students as Partners is a unique project with a unique dynamic. While there are various programs where students work with educators, these programs usually position students under them. Students are usually given instructions and may be unable to provide full input, especially if the faculty partner controls their job. Students as Partners allows a true partnership between students and faculty, where both parties can lend their expertise and work together. Because this dynamic is rarely seen in full, starting the partnership can be intimidating and confusing. What does it look like? What makes a successful partnership? In many ways, the beauty of Students as Partners is that there is no one answer to this, but these potential tools can be used for a successful partnership.Ìý

Potential Tools

• Meeting Consistently and FrequentlyÌýHelps Partners Communicate and Provides Adequate Space to Brainstorm Project Ideas: A recommended baseline is meeting for 30 minutes weekly or an hour biweekly. However, it is best to negotiate with your partner to determine the best schedule for both of you.
• Establish Goals Early onÌýand Do Not Fixate on the Perfect Project or an Ideal Way to Transform the Class: Rather, express clearly what the teaching partner’s goals are and what the student partner can do. Create a plan and put it into writing. This can be revised later, but the sooner partners start working, the better.
• Stay Flexible with Both Your Project and Schedule: If you start your project with narrow constraints, it will be harder to get the full benefits of the partnership. Make sure to find a system that works well for both partners and be willing to change it.
• Respect mutual contributions: The student partner offers their time, energy, and perhaps most importantly, their opinion, which they are not usually asked for when it comes to pedagogy. The teaching partner, on the other hand, opens up their classroom, asks for help, and agrees to entrust their material to someone else. These contributions are valuable, and a partnership cannot continue successfully if a partner does not acknowledge what the other side is offering.
• Admit room for growth: Partnerships involve admitting areas of unfamiliarity. While this may feel vulnerable, the goal is for your partner to assist you and strengthen this area of concern. This isn’t inherently negative. A partnership goal should be transformation, which involves accepting areas that might benefit from change.
• Respect vulnerability: Vulnerability is mutual for pairs.Ìý It is uncomfortable for educators to open themselves up to criticism, just as it is for students to offer ideas in an area without formal experience. Both sides must exercise respect and patience, as expressing vulnerability is a difficult process and not everyone works at the same speed.Ìý

Overall, communication is your strongest asset. Be sure to convey your goals and specialties to your partner. Since everything is decided as a pair, expressing what you want is important. Additionally, respecting and appreciating the partnership is incredibly important. Both parties are opening up and learning from each other. The program's strength is how much control you have over your projects, but for that strength to be utilized, there needs to be a healthy partnership with clear expectations.