A Scalable and Practical Model for Transforming Student Engagement from Passive Consumption to Active Co-Creation
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| Title: | A Scalable and Practical Model for Transforming Student Engagement from Passive Consumption to Active Co-Creation |
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| Language: | English |
| Authors: | Beatriz Castro, Carla Hernandez, Ayush Bansal, Alana N. Diedrick |
| Source: | International Journal for Students as Partners. 2026 10(1). |
| Availability: | McMaster University Library Press. McMaster University Library, 1280 Main Street West, Hamilton, ON L8S $L6 Canada. e-mail: scom@mcmaster.ca; Web site: https://mulpress.mcmaster.ca/ijsap |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Learner Engagement, Active Learning, Student Participation, Partnerships in Education, Undergraduate Students, Anatomy, Physiology, Student Developed Materials, Science Tests, Test Construction, Homework, Equal Education, STEM Education |
| Abstract: | This case study describes a students-as-partners initiative embedded within a content-intensive, high-enrollment, two-semester sequence in anatomy and physiology at a North American public university. The project emerged in response to a pedagogical misalignment between course demands and the generic, costly resources provided by commercial publishers. In collaboration with former undergraduate students, the instructor co-developed a suite of custom, inclusive learning tools: interactive eBook modules, HTML-based retrieval practice cards, customized homework activities, and quizzes. Working as co-learners, the team explored digital tools and adopted reciprocal roles throughout the design process. To assess impact, a survey was conducted at the end of the academic year. Respondents (N=991) rated each resource's effectiveness and compared their learning experience with publisher-based courses. Results showed strong student endorsement across all tools, especially quizzes and homework. This case offers a replicable model for co-creating course materials designed to promote equity, accessibility, and disciplinary relevance in STEM education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501344 |
| Database: | ERIC |
| Abstract: | This case study describes a students-as-partners initiative embedded within a content-intensive, high-enrollment, two-semester sequence in anatomy and physiology at a North American public university. The project emerged in response to a pedagogical misalignment between course demands and the generic, costly resources provided by commercial publishers. In collaboration with former undergraduate students, the instructor co-developed a suite of custom, inclusive learning tools: interactive eBook modules, HTML-based retrieval practice cards, customized homework activities, and quizzes. Working as co-learners, the team explored digital tools and adopted reciprocal roles throughout the design process. To assess impact, a survey was conducted at the end of the academic year. Respondents (N=991) rated each resource's effectiveness and compared their learning experience with publisher-based courses. Results showed strong student endorsement across all tools, especially quizzes and homework. This case offers a replicable model for co-creating course materials designed to promote equity, accessibility, and disciplinary relevance in STEM education. |
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