The Students as Partners Fund which provided Students as Partners in Course Design Grants at UBC redefined course development by involving students as active collaborators in course design alongside faculty, fostering mutual respect, skill development, and innovation to create more engaging, inclusive, and effective learning environments. The Students as Partners Fund which provided Students as Partners in Course Design Grants at UBC redefined course development by involving students as active collaborators in course design alongside faculty, fostering mutual respect, skill development, and innovation to create more engaging, inclusive, and effective learning environments.
In traditional higher education approaches, course design has largely been the responsibility of faculty, with students serving as passive recipients of knowledge rather than active contributors. Syllabi, learning objectives and assessments are typically designed without direct student input, often resulting in courses that may not fully align with students’ evolving needs, perspectives, or learning goals. This top-down approach reinforces traditional hierarchical divisions between instructors and learners, limiting opportunities for collaboration, innovation, and inclusivity in curriculum development.
Involving students in the design and delivery of their courses offers a transformative alternative to this approach. Rather than viewing students as passive learners, this approach positions them as partners and co-creators, working alongside faculty to shape curricula, assessments, and learning experiences.
Investing in student-faculty collaboration
It is with this goal in mind that the Students as Partners (SaP) in Course Design grants were created. Funded through the Student Support Initiative, these grants supported UBC Vancouver undergraduate students to work in partnership with faculty to redesign UBCV undergraduate courses, thus positioning students as collaborators in UBC’s academic mission.
Since its launch in February 2022, the SaP fund has issued five calls for proposals, with the most recent in February 2024. Over this period, the initiative has supported 52 projects across 10 faculties at UBC Vancouver, funding 133 undergraduate students to collaborate with 65 faculty members and 23 staff on course design and redesign efforts. The initiative has awarded a total of $287,904, with 99% of the funding allocated to student wages, emphasizing its commitment to compensating students as equal partners in the teaching and learning process.
As the SaP initiative took shape, project teams received dedicated support from the Centre for Teaching, Learning and Technology to ensure successful collaboration. Through a structured program, participants engaged in workshops on course design, partnership practices, project evaluation, and inclusive teaching, equipping them with essential skills for co-creation. In addition, faculty and students benefitted from one-on-one mentorship, where staff provided guidance on learning design and partnership development, fostering a supportive environment for innovation and shared decision-making.
By bringing students and faculty together as collaborators, the SaP initiative has transformed not just course design, but also the experiences of those involved.
Redefining teaching and learning through partnership
The Students as Partners initiative at UBC went beyond course redesign – it transformed the way student and faculty partners engage with teaching and learning. By promoting collaboration, SaP empowered students with agency and professional skills while providing faculty with valuable insights that enhance their teaching practices.
For student partners, this experience marked a significant shift in their learning journey, transforming them from passive recipients of knowledge into active collaborators with a direct role in shaping their education. As equal partners, they not only contributed to course design but also built professional relationships and gained a deeper understanding of academic operations.
“I think it helped me understand the workings of course development and maybe a different side of academia that I hadn’t seen before. […] I wanted to participate in this project and see what impact I could have in terms of course redesign and have that course just be better for students.” – Student Partner
Additionally, many student partners found that working closely with faculty boosted their confidence, career readiness, and networking opportunities, opening doors for graduate school applications, job prospects, and deeper academic engagement.
“Something that really helps me feel like I’m being treated as a partner… is just someone trusting that I have the capacity and the capability to do good work that matters.” – Student Partner
For faculty partners, the SaP initiative provided a unique opportunity to reimagine course design through direct collaboration with students. By valuing student input, faculty gained fresh insights that enhanced the relevance and applicability of their courses, ensuring that learning experiences aligned more closely with student needs.
“Working closely with students in this capacity has been incredibly rewarding. The mutual respect and collaboration fostered through these partnerships have started to break down traditional hierarchies, allowing for a more inclusive and engaging learning environment. Seeing students gain confidence and actively contribute to academic discussions has been one of the most fulfilling aspects of this experience.” – Faculty Partner
Beyond course improvements, faculty found that mentoring student partners deepened their understanding of student learning outcomes, allowing for more student-centered and inclusive teaching approaches. Integrating students into curriculum development and decision-making also helped refine pedagogical methods, making courses more effective and engaging. Ultimately, these collaborations not only strengthened professional relationships between students and faculty but also shifted traditional academic dynamics, fostering an environment of mutual respect and shared innovation.
“Working closely with students in this capacity has been incredibly rewarding. The mutual respect and collaboration fostered through these partnerships have started to break down traditional hierarchies, allowing for a more inclusive and engaging learning environment.” – Faculty Partner
The lasting impact of SaP
The potential positive impacts of working in partnership extend beyond the projects supported. As redesigned courses reach new cohorts of students, their improved structure and relevance can benefit and influence entire programs, as well as the broader academic community.
Throughout the program a partnership approach has been successfully implemented across ten faculties at UBC Vancouver, demonstrating its versatility and broad applicability. By engaging students as active collaborators, SaP projects have enriched the teaching and learning experience in a wide range of disciplines, from the sciences and professional programs to the humanities and business. Regardless of the field, student-faculty partnerships have led to more relevant, engaging, and innovative courses. The success of SaP across such diverse academic settings highlighted its potential as a transformative model for higher education, encouraging deeper learning and stronger connections between instructors and students.
For many students, participating in the SaP initiative was just the beginning. The skills, confidence, and professional connections they developed opened doors to opportunities beyond their projects, including sharing project outcomes and findings at scholarly conferences and events through the SaP Dissemination Fund.
“Presenting at a scholarly conference was a game-changer for me. It not only boosted my confidence but also provided a platform to share our findings with a broader academic audience. The feedback and networking opportunities were invaluable.” – Student Partner
Engaging in course design, scholarly presentations, and faculty collaboration provided students with valuable experience that could help them stand out in their future careers. By positioning them as active contributors to higher education, the SaP Initiative not only transformed courses but also empowered students to take the next steps in their academic and professional journeys.
The Student as Partners in Course Design grants has been an overwhelmingly successful initiative, with participants reporting transformative experiences and meaningful contributions to course design. Surveys and interviews conducted before and after the projects revealed significant skill development, improved relationships, and a strong sense of partnership among both students and faculty. Across multiple evaluations, 100% of respondents felt like equal contributors, 90% felt their voices were heard, and 95% felt like valued members of their projects. These results highlight the positive impacts of SaP, demonstrating that student-faculty collaboration strengthens a culture of respect, shared ownership, and meaningful engagement in higher education.
The Student as Partners in Course Design grants has been an overwhelmingly successful initiative, with participants reporting transformative experiences and meaningful contributions to course design. Surveys and interviews conducted before and after the projects revealed significant skill development, improved relationships, and a strong sense of partnership among both students and faculty. Across multiple evaluations, 100% of respondents felt like equal contributors, 90% felt their voices were heard, and 95% felt like valued members of their projects. These results highlight the positive impacts of SaP, demonstrating that student-faculty collaboration strengthens a culture of respect, shared ownership, and meaningful engagement in higher education.
“As an educator you kind of get blinders on. You forget what it’s like to be a student. You forget what it means to learn. You forget that you are a singular course within the entire program, so you don’t fully have the full picture of how your content is being scaffolded and integrated in the curricula. So how do you create something that’s effective? The only way to do that, I think, is with feedback from students.” – Faculty partner
