Integrating students-as-partners into college-level mathematics courses

Authors

  • Angelynn Alvarez Embry-Riddle Aeronautical University, Prescott https://orcid.org/0000-0003-0208-2831
  • Cameron Williams Embry-Riddle Aeronautical University, Prescott
  • Karol Planadeball Fernandez Embry-Riddle Aeronautical University, Prescott
  • Juliana Sinobio Embry-Riddle Aeronautical University, Prescott https://orcid.org/0009-0004-2449-5498

DOI:

https://doi.org/10.15173/ijsap.v10i1.6713

Keywords:

Mathematics, Pillar courses, Co-Creation of the Curriculum, career mentoring, mathematics pedagogy

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Author Biographies

Angelynn Alvarez, Embry-Riddle Aeronautical University, Prescott

Angelynn Álvarez, PhD is an Assistant Professor of Mathematics at Embry-Riddle Aeronautical University, Prescott and teaches various levels of undergraduate mathematics. She is also a Faculty Fellow for the campus' Center for Teaching and Learning Excellence. 

Cameron Williams, Embry-Riddle Aeronautical University, Prescott

Cameron Williams, PhD is an Assistant Professor of Mathematics at Embry-Riddle Aeronautical University, Prescott and teaches various levels of undergraduate mathematics. He is also a Faculty Fellow for the campus' Center for Teaching and Learning Excellence.

Karol Planadeball Fernandez, Embry-Riddle Aeronautical University, Prescott

Karol Planadeball Fernandez is a recent graduate from Embry-Riddle Aeronautical University with a Bachelor of Science degree in Software Engineering and a minor in Mathematics.

Juliana Sinobio, Embry-Riddle Aeronautical University, Prescott

Juliana (Jules) Sinobio is a recent graduate from Embry-Riddle Aeronautical University with a Bachelor of Science degree in Aerospace Engineering and a minor in Mathematics.

References

Cavazos, A. G., Chapa, L., & Cavazos-Vela, J. (2023). Exploring the impact of student-faculty partnership program at a Hispanic serving institution. To Improve the Academy: A Journal of Educational Development, 42(2), Article 2. https://doi.org/10.3998/tia.2903

Dvorak, K., Bleakney, J., Rosinski, P., & Carpenter R. (2019). Effectively integrating course-embedded consultants using the students as partners model. The National Teaching & Learning Forum, 29(1), 7–9. https://doi.org/10.1002/ntlf.30222

Foran, G., Knorr, K., & Taylor, R. L. (2020). Evaluating factors contributing to positive partnership work in a students-as-consultants partnership program. International Journal for Students as Partners, 4(2), 27–44. https://doi.org/10.15173/ijsap.v4i2.4095

Signorini, A., Pohan, C.A., & Zimmerman, J. (2023). Partnerships between undergraduate students and faculty in the assessment of teaching and learning: A program design model. In O. J. Neisler (Ed.), The Palgrave handbook of academic professional development centers. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-80967-6

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Published

2026-01-27

How to Cite

Alvarez, A., Williams, C., Planadeball Fernandez, K., & Sinobio, J. (2026). Integrating students-as-partners into college-level mathematics courses. International Journal for Students as Partners, 10(1). https://doi.org/10.15173/ijsap.v10i1.6713

Issue

Vol. 10 No. 1 (2026)

Section

Reflective Essays

License

Copyright (c) 2026 Angelynn Alvarez, Cameron Williams, Karol Planadeball Fernandez, Juliana Sinobio

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