Cavallo-Medved, Dora

Chittle, Laura

English

Scholarship at UWindsor

University of Windsor Scholarship at UWindsor Research Result Summaries 9-2-2022 Fostering students as partners: An examination of student-faculty partnerships in Science Laura Chittle laura.chittle@uwindsor.ca Dora Cavallo-Medved University of Windsor, dcavallo@uwindsor.ca Follow this and additional works at: https://scholar.uwindsor.ca/research-result-summaries Consistent with the TCPS 2 (4.7) this is a research summary provided to participants and should not be considered a formal publication of results. Recommended Citation Chittle, L., & Cavallo-Medved, D. (2022). Fostering students as partners: An examination of student-faculty partnerships in Science. Retrieved from https://scholar.uwindsor.ca/research-result-summaries/152 This Completed Summary is brought to you for free and open access by Scholarship at UWindsor. It has been accepted for inclusion in Research Result Summaries by an authorized administrator of Scholarship at UWindsor. For more information, please contact scholarship@uwindsor.ca. The purpose of this study was to conduct a faculty-wide investigation of student-faculty partnerships within the Faculty of Science at a mid-sized university in Ontario, Canada. Through a mixed methods approach of surveys and semi-structured interviews with undergraduate and graduate students, along with faculty members, we examined the types of student partnerships occurring within the Faculty of Science as well as gathered insights into perspectives of the benefits and challenges they experience engaging in these partnerships. Subject-based research and inquiry and learning, teaching, and assessment partnerships were most commonly reported by participants. 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. Among faculty, benefits included collaboration and relationship building, broadening perspectives and gaining feedback, personal satisfaction, and institutional and career-related benefits. Challenges consisted of difficult interpersonal dynamics and maintaining relationships, student management, time management, and external influences.   

Fostering students as partners: An examination of student-faculty partnerships in Science

https://scholar.uwindsor.ca/cgi/viewcontent.cgi?article=1166&amp;context=research-result-summaries

Fostering students as partners: An examination of student-faculty partnerships in Science

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