| Title: |
A Scalable and Practical Model for Transforming Student Engagement from Passive Consumption to Active Co-Creation |
| Language: |
English |
| Authors: |
Beatriz Castro; Carla Hernandez; Ayush Bansal; Alana N. Diedrick |
| Source: |
International Journal for Students as Partners. 2026 10(1). |
| Availability: |
McMaster University Library Press. McMaster University Library, 1280 Main Street West, Hamilton, ON L8S $L6 Canada. e-mail: scom@mcmaster.ca; Web site: https://mulpress.mcmaster.ca/ijsap |
| Peer Reviewed: |
Y |
| Page Count: |
10 |
| Publication Date: |
2026 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Learner Engagement; Active Learning; Student Participation; Partnerships in Education; Undergraduate Students; Anatomy; Physiology; Student Developed Materials; Science Tests; Test Construction; Homework; Equal Education; STEM Education |
| Abstract: |
This case study describes a students-as-partners initiative embedded within a content-intensive, high-enrollment, two-semester sequence in anatomy and physiology at a North American public university. The project emerged in response to a pedagogical misalignment between course demands and the generic, costly resources provided by commercial publishers. In collaboration with former undergraduate students, the instructor co-developed a suite of custom, inclusive learning tools: interactive eBook modules, HTML-based retrieval practice cards, customized homework activities, and quizzes. Working as co-learners, the team explored digital tools and adopted reciprocal roles throughout the design process. To assess impact, a survey was conducted at the end of the academic year. Respondents (N=991) rated each resource's effectiveness and compared their learning experience with publisher-based courses. Results showed strong student endorsement across all tools, especially quizzes and homework. This case offers a replicable model for co-creating course materials designed to promote equity, accessibility, and disciplinary relevance in STEM education. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1501344 |
| Database: |
ERIC |