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This study conducts a faculty-wide investigation within a Faculty of Science at a mid-sized Ontario university to identify benefits and challenges of student-faculty partnership activities. Using mixed methods—surveys and semi-structured interviews—researchers examine partnership types and capture undergraduate and graduate students’ perspectives. Collaboration on research, teaching assistantships, faculty-guided student leadership, and co-authoring manuscripts are most impactful. Students report social, personal, and career development benefits, while barriers include opportunity access, social constraints, power imbalances, challenging work environments, and personal difficulties. Implications for supporting engagement through advantageous partnerships are discussed.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/fostering-students-as-partners-a-faculty-wide-examination-of-science-undergraduate-and-graduate-students-perspectives-of-pedagogical-partnerships/596387/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/fostering-students-as-partners-a-faculty-wide-examination-of-science-undergraduate-and-graduate-students-perspectives-of-pedagogical-partnerships/596387.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What is the purpose of the study?","Question",{"text":111,"@type":112},"To conduct a faculty-wide investigation identifying the benefits and challenges of engaging in student-faculty partnership activities within a Faculty of Science.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How did the researchers study students’ perspectives?",{"text":116,"@type":112},"They used a mixed-method approach combining surveys and semi-structured interviews with undergraduate and graduate students.",{"name":118,"@type":109,"acceptedAnswer":119},"Which partnership activities were viewed as most impactful?",{"text":120,"@type":112},"Collaborating with faculty on research projects, teaching assistantships, faculty-guided student leadership, and co-authoring manuscripts with faculty members.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},596387,1792085995,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","The Canadian Journal for the Scholarship of Teaching and Learning  \n\n| Volume 15 | Issue 2 | Article 18 |\n| --- | --- |\n| Summer 08-31-2024\u003Cbr>Fostering Students as Partners: A Faculty-wide Examination of Science Undergraduate and Graduate Students’ Perspectives of Pedagogical Partnerships\u003Cbr>Laura Chittle\u003Cbr>University of Windsor, [lchittle@uwindsor.ca](lchittle@uwindsor.ca)[ ](lchittle@uwindsor.ca)Aliyah King\u003Cbr>University of Ottawa, [aking123@uottawa.ca](aking123@uottawa.ca)[ ](aking123@uottawa.ca)Siddhartha Sood\u003Cbr>University of Toronto, [siddh.sood@mail.utoronto.ca](siddh.sood@mail.utoronto.ca)[ ](siddh.sood@mail.utoronto.ca)Isabelle Hinch\u003Cbr>University of Windsor, [hinchi@uwindsor.ca](hinchi@uwindsor.ca)[ ](hinchi@uwindsor.ca)Chris Houser\u003Cbr>University of Waterloo, [chouser@uwaterloo.ca](chouser@uwaterloo.ca)[ ](chouser@uwaterloo.ca)[Dora Cavallo-Medved](Dora Cavallo-Medved)\u003Cbr>University of Windsor, dcavallo@uwindsor.ca\u003Cbr>Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)\u003Cbr>[https://doi.org/10.5206/cjsotlrcacea.2024.2.16378](https://doi.org/10.5206/cjsotlrcacea.2024.2.16378) |  |\n\nRecommended Citation  \nChittle, L., King, A., Sood, S., Hinch, I., Houser, C., & Cavallo-Medved, D. (2024) . Fostering students as partners: A faculty-wide examination of science undergraduate and graduate students’ perspectives of pedagogical partnerships. The Canadian Journal for the Scholarship of Teaching and Learning, 15(2). [https://doi.org/10.5206/cjsotlrcacea.2024.2.16378](https://doi.org/10.5206/cjsotlrcacea.2024.2.16378)  \nFostering Students as Partners: A Faculty-wide Examination of Science Undergraduate and Graduate Students’Perspectives of Pedagogical Partnerships  \nAbstract  \nThere has been a growing discourse within higher education to engage with students as partners and harness the strength of students and faculty working together. Engaging in student-faculty partnerships activities offers benefits to both students and faculty, yet there is less research on these practices within science, technology, engineering and mathematics (STEM) . The purpose of this study was to conduct a Faculty-wide investigation to identify the benefits and challenges of engaging in student-faculty partnerships activities within a Faculty of Science at a mid-sized university in Ontario, Canada. Using a mixed-method approach of surveys and semi-structured interviews with undergraduate and graduate students, we examined the types of student partnership activities existing within a Faculty of Science as well as gathered insights into students’ perspectives of the benefits and challenges they experience engaging in these activities. Collaborating with faculty on research projects, teaching assistantships, being a student leader in an organization with faculty guidance, and co-authoring manuscripts with faculty members were considered the most impactful partnerships activities. Students reported social, personal, and career development benefits from their involvement in student-faculty partnership activities. Common barriers included difficulties finding opportunities to engage in partnership activities, social barriers (e.g., financial stability), power imbalances, difficult working environments, and personal challenges. Implications for supporting student engagement and collaboration through advantageous student-faculty partnerships are discussed.  \nIl y a un discours croissant au sein de l'enseignement supérieur pour engager les étudiants et les étudiantes en tant que partenaires et exploiter la force des étudiants, des étudiantes, des professeurs et des professeures travaillant ensemble. L'engagement dans des activités de partenariat entre étudiants,étudiantes, professeurs et professeures offre des avantages à la fois aux étudiants, aux étudiantes, aux professeurs et aux professeures, mais il y a moins de recherches sur ces pratiques dans le domaine des sciences, de la technologie, de l'ingénierie et de","cbCaihHAWuV3ME5W","https://ap.wps.com/l/cbCaihHAWuV3ME5W","pdf",317381,27,"English","# Abstract\n## Purpose and context\n## Methods\n## Partnership activities identified\n## Benefits and challenges\n## Implications","[{\"question\":\"What is the purpose of the study?\",\"answer\":\"To conduct a faculty-wide investigation identifying the benefits and challenges of engaging in student-faculty partnership activities within a Faculty of Science.\"},{\"question\":\"How did the researchers study students’ perspectives?\",\"answer\":\"They used a mixed-method approach combining surveys and semi-structured interviews with undergraduate and graduate students.\"},{\"question\":\"Which partnership activities were viewed as most impactful?\",\"answer\":\"Collaborating with faculty on research projects, teaching assistantships, faculty-guided student leadership, and co-authoring manuscripts with faculty members.\"}]","Fostering Students as Partners - A Faculty-wide Examination of Science Undergraduate and Graduate Students’ Perspectives of Pedagogical Partnerships | PDF",1792082985,68]