This presentation shares data from an IRB-approved mixed-methods research project conducted by undergraduate students who were enrolled in a yearlong students-as-partners (SaP) course. Because our course is a rare example of a SaP program housed within an agricultural college, we offer a unique and valuable perspective for practitioners interested in developing their own SaP programs and scholars interested in conducting similar student-led research projects. In our program, 22 students partner with 11 instructors (2 students: 1 instructor). Each group spent the first semester developing and implementing curricular innovations for a course taught the next semester. To assess the impact of each partner group’s innovations, students co-developed short surveys (approximately 15 items) to gather students’ self-reported evaluations of the instructional value of curricular innovations. These surveys were distributed to students enrolled in the partner courses and data collected indicated that students were likely to report that small innovations (e.g., class playlists, icebreakers) and medium innovations (e.g., guest speakers, games, other interactive activities) added to students’ sense of community and feelings of engagement in their learning in the course. Responses to larger innovations (e.g., replacing exams with projects) were mixed; many students valued opportunities for creative, self- directed work, while others felt these innovations needed refinement. Student partners also led focus groups with students in courses taught by their instructional partners. Before leading focus groups, students participated in a semester-long “training” experience that introduced foundational concepts in qualitative research (e.g., research ethics, data collection, and analysis). Qualitative data from focus groups indicated that while students were critical of some innovations, most students were complimentary of the program’s approach and appreciated that student voices had contributed to instructional innovation in our college. Data gathered from our student partners revealed that they greatly enjoyed the challenge of leading, designing, and facilitating a research project.
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Robert Hirsch, University of Kentucky Emily Bollinger, University of Kentucky Kendra Aldridge, University of Kentucky Maddie Childress, University of Kentucky Caitlyn Cox, University of Kentucky Chloe Ebelhar, University of Kentucky Sylvan Eckel, University of Kentucky Beau Greely, II, University of Kentucky Sam Grinnell-Spiller, University of Kentucky Emilia Grossi, University of Kentucky Sarah Johnson, University of Kentucky Aaron Joseph, University of Kentucky Md Himel Ahamed Joy, University of Kentucky Velina Kuvliev, University of Kentucky Jalyn Lee, University of Kentucky Cecelia McDaniel, University of Kentucky Sophia Nardini, University of Kentucky Maya Nichols, University of Kentucky Brittany Ray, University of Kentucky Lexie Robin, University of Kentucky Margaret Shuman, University of Kentucky Javan Thomas, University of Kentucky Olivia Villanova, University of Kentucky Tristan Young, University of Kentucky