Students as partners
International conversations on innovation and equity in higher education
DOI:
https://doi.org/10.15173/ijsap.v10i1.6831Keywords:
Students as Partners, Higher Education, Innovation, EquityAbstract
This study contributes to the growing literature on students as partners (SaP) by centering undergraduate voices in the evaluation of virtual reality (VR) simulation-based learning in a speech-language pathology (SLP) practicum course. Three student-researchers engaged in narrative reflection to explore how their clinical personas developed, what changed due to the simulation experience, and the perceived advantages and limitations. Reflections were thematically analyzed using Braun and Clarke’s (2022) framework, emphasizing student agency and shared meaning-making. Unlike prior research focused solely on skill acquisition, this study highlighted the value of collaborative inquiry in shaping clinical identity and adaptive reasoning. The integration of immersive VR simulations, commonly used in teacher education, into clinical SLP training demonstrated the broader applicability of simulation-based learning. The findings underscore the potential of SaP frameworks to foster inclusive, equity-driven pedagogies and inform global best practices. Ultimately, this research has affirmed the transformative impact of student-faculty partnerships on learning, teaching, and the development of innovative educational models.
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Copyright (c) 2026 Joy Kennedy, Camryn Torrence, Chase Felder, Cassidy Gilliam
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