Student pedagogical partnerships to advance inclusive teaching during the COVID-19 pandemic


  • Tracie Marcella Addy Lafayette College
  • Ethan Berkove Lafayette College
  • Manuela Borzone Centre College
  • Mike Butler Lafayette College
  • Fatimata Cham Lafayette College
  • Annie deSaussure Lafayette College
  • Annemarie Exarhos Lafayette College
  • Mark Mancuso Lafayette College
  • Monica Rizk Lafayette College
  • Tobias Rossmann Lafayette College
  • Christopher Ruebeck Lafayette College
  • Hamna Younas Lafayette College



students as partners, inclusion, social justice, faculty, pandemic


The current health crisis brought about by the COVID-19 pandemic not only had a global impact, it also exacerbated the inequalities experienced by students of diverse backgrounds in the United States. Implementing inclusive and anti-racist pedagogical practices has gained a heightened and overdue sense of urgency, especially during the period of emergency remote teaching. At Lafayette College, a small liberal arts college in Pennsylvania, USA, the Inclusive Instructors Academy is a semester-long program aimed at supporting faculty from all disciplines to develop and incorporate inclusive practices that promote equity and belonging in their teaching. A critical aspect of the Inclusive Instructors Academy is its employment of student fellows under the Student-as-Partners model. The student fellows who participated in Fall 2020 and Spring 2021 provided feedback to their faculty partners on inclusive teaching approaches. This case study highlights how student-faculty partnerships can be a highly effective strategy for fostering more socially just learning environments.



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How to Cite

Addy, T. M., Berkove, E., Borzone, M., Butler, M., Cham, F., deSaussure, A., Exarhos, A., Mancuso, M., Rizk, M., Rossmann, T., Ruebeck, C., & Younas, H. (2022). Student pedagogical partnerships to advance inclusive teaching during the COVID-19 pandemic. International Journal for Students as Partners, 6(1), 81–89.



Special Section: Partnership in fostering socially-just pedagogy