Co-creating reflective pedagogy
A student-staff partnership model in agricultural sciences
DOI:
https://doi.org/10.15173/ijsap.v10i1.6774Keywords:
Student-staff-partnership, ePortfolio, agricultural sciences education, students as partners, higher educationAbstract
This case study explores the transformative role of a student-staff partnership (SSP) in redesigning assessment and learning experiences for the core master’s-level course, Global Challenges in Agriculture (AGRC7047). At the heart of this initiative was a diverse team of student and staff partners who co-developed new learning materials and assessment structures to better engage a heterogeneous cohort. A key outcome of this collaboration was the design and implementation of a reflexive ePortfolio assessment. This innovation emerged from the SSP’s commitment to inclusivity, pedagogical alignment, and global citizenship education. Rather than positioning the ePortfolio as the central course, this paper foregrounds the SSP process: how students and staff worked as co-creators, how diverse disciplinary and cultural perspectives enriched the project, and how this model can inform broader efforts to co-create curriculum in agricultural sciences and beyond. By documenting the application of SSP within agricultural sciences, an area where partnership-based pedagogical research remains limited, this study contributes new insights into how co-creation can reshape teaching practices in applied and interdisciplinary STEM-adjacent fields. The findings offer valuable insights into how SSPs can lead to sustainable pedagogical innovation and shift disciplinary cultures toward more reflective and student-centred practices.
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Copyright (c) 2026 Tin Nguyen, Susanne Schmidt, Nicole Robinson
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