2021 Research in Undergraduate Mathematics Education Reports
2021
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Promoting Student Agency and Engagement Through Student Partnerships: A Case of an Introduction to Analysis Course
Page: 117
Most advanced mathematics courses are taught via lecture, in which it is hard to foster meaningful student engagement, agency, and community. In this paper, we discuss an academic support resource called The Students as Partners Program that was implemented in an Introduction to Analysis course with 26 students at a private institution in the Northeastern United States. This model of support positioned three currently-enrolled students in this course as “Student Partners” who were tasked with communicating information to the instructor about student experiences that the instructor could then use to respond dynamically to student needs. In this exploratory study, we examined how student-partnerships can promote student agency, which allowed instructors to implement instructional design structures that supported and facilitated student engagement in- and out-of-class and classroom community.