HomeAnnotated BibliographiesStudent-Faculty Partnership Increasing the Participation of Underrepresented Minorities in STEM Classes through Student-Instructor Partnerships Share: Section NavigationSkip section navigationIn this sectionAnnotated Bibliographies Capstone Experiences Conditions for Meaningful Learning Global Learning Internships Learning Communities Mentoring Service-Learning Student-Faculty Partnership Undergraduate Research Work-Integrated Learning Writing Transfer In and Beyond the University Reference List Entry:Narayanan, Desika, and Sophia Abbot. 2020. "Increasing the Participation of Underrepresented Minorities in STEM Classes through Student-Instructor Partnerships." In The Power of Partnership: Students, Staff, and Faculty Revolutionizing Higher Education, edited by Lucy Mercer-Mapship and Sophia Abbot, 181-195. Elon, NC: Center for Engaged Learning.About this Book Chapter:In this chapter, we explore the impact of a student-faculty partnership on increasing the participation of underrepresented minority students in an astrophysics class. We describe the evolution of one class aimed at prospective majors in the fall of their sophomore year, and one class aimed at first-year students as an introduction to the field broadly. We discuss the techniques employed in our partnership to make sense of students’ experiences and offer feedback on teaching. The chapter is conversational and dialogic as Desika (the instructor) and Sophia (the former student) reflect together on themes that overlap between their course experience and the partnership experience itself: clarifying expectations, pausing and checking in, and reassuring and acknowledging. Chapter DOI: https://doi.org/10.36284/celelon.oa2.12
