Assessing the impact of a student-faculty pedagogical partnership to infuse equity and improve the student learning experience at a minority-serving institution
DOI:
https://doi.org/10.15173/ijsap.v10i1.6849Keywords:
student-faculty partnership, minority serving institution, equity, impact, pedagogical support, assessment, student learningAbstract
This study examined the impact of a student–faculty pedagogical partnership by collecting evidence on whether enrolled students at a minority-serving institution perceived and experienced faculty-implemented changes made in response to their learning needs. Undergraduate student partners gathered feedback in three introductory humanities courses and discussed student perspectives with respective course faculty to inform instruction. Near the end of the term, SATAL student partners administered a six-question impact survey, first individually and then in groups of three to five students, to collect the class’s reactions to the faculty’s interventions. Qualitative and quantitative findings indicated that most enrolled students (>80%) observed the implemented changes and expressed satisfaction with the faculty's response to their feedback. Students’ open-ended responses were analyzed following Saldaña’s (2015) coding process. Students described how the changes “encouraged a more open and respectful exchange of ideas” and helped create an environment where “everyone felt comfortable participating and building new connections.” This assessment article, co-authored by staff, students, and faculty, presents a compelling case to explore the impact of pedagogical partnership on enrolled students and has implications for adoption at other institutions.
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Copyright (c) 2026 Adriana Signorini, Yang Lor, Tommy Tran, Elena Navarro, Tina Li, Adelina Murillo, Francisco Guerrero, Myron Ramirez, Adya Misra
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