A Swot (Strengths, Weaknesses, Opportunities and Threats) Evaluation of University Student-Staff Partnerships in Co-creating Educational Resources, Peer Support and Research With in STEM (Science, Technology, Engineering & Mathematics) Subjects

Abstract

This work was carried out as a collaboration between all authors. Author AD led the design of the study, planned the data collection, led the workshop discussion on co-creation of research and led the writing of the manuscript. Author DM provided guidance on methods of qualitative analyses, supported coordination of the data collection and assisted in shaping the paper. Authors JH, AEK, AP led the workshop discussions on co-creation of education resources (JH) and peer support (AK and AP) and, provided subject-specific knowledge in these areas in the paper. Author NTG provided extensive support in coordinating the workshop, carried out much of the data analysis for the paper in collaboration with Author AD and produced the tables of data. All authors read and approved the final manuscript.

Reflections on disciplinary perspectives on students as partners

“…A review of 27 publications across STEM disciplines found that they encompassed course design and redesign and pedagogy-focused approaches, many with a focus on making STEM education more equitable and inclusive (Cook-Sather et al, in press). Diaz et al (2015) identify three broad forms of co-creation/partnership practiced in STEM: cocreated resources, co-created research, and co-created peer learning, indicating broad support for SaP within STEM. Woolmer et al (2016) discuss practicing two of these forms of co-creation where students and staff worked in partnership to design and deliver an interdisciplinary course to develop scientific skills within STEM disciplines.…”

Sharing SoTL Findings with Students: An Intentional Knowledge Mobilization Strategy

“…Diaz, Hill, Jenkins, Kay, Pye, Morley, and Gravito (2015) emphasize that co-creation involves active learning, which creates potential for student engagement, employability skills, and empowerment. According to Diaz et al (2015), positioning students as partners helps develop students' metacognitive awareness and personal development, which supports Barnett's (2004) calls for an open, bold, and engaging epistemology of higher education.…”

“…There is a growing interest in working with students as partners in the scholarship of teaching and learning in the last decades (Diaz et al 2015;Healey and Healey 2018). Diaz, Hill, Jenkins, Kay, Pye, Morley, and Gravito (2015) emphasize that co-creation involves active learning, which creates potential for student engagement, employability skills, and empowerment.…”