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Co-Creating Reflective Pedagogy: A Student-Staff Partnership Model in Agricultural Sciences

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Title: Co-Creating Reflective Pedagogy: A Student-Staff Partnership Model in Agricultural Sciences
Language: English
Authors: Tin Pham Nguyen, Susanne Schmidt, Nicole Robinson
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: 16
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Teacher Student Relationship, Partnerships in Education, Graduate School Faculty, Graduate Students, Masters Programs, Agricultural Education, Instructional Materials, Material Development, Electronic Publishing, Portfolio Assessment, Curriculum Development, Curriculum Design
Geographic Terms: Australia
Abstract: 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.
Abstractor: As Provided
Entry Date: 20260101
Accession Number: EJ1515815
Database: ERIC
FullText Text:
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  Data: Co-Creating Reflective Pedagogy: A Student-Staff Partnership Model in Agricultural Sciences
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+for+Students+as+Partners%22"><i>International Journal for Students as Partners</i></searchLink>. 2026 10(1).
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  Data: 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
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  Data: 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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      – Text: English
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Agricultural Education
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      – SubjectFull: Material Development
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