Exploring representation (EDI) in Students as Partners (SaP) initiatives: a case study of equity, diversity and inclusion in the Students as Partners Program (SaPP) at Carleton University

Abstract

ABSTRACT Students as Partners (SaP) initiatives have been gaining traction in the past decade, and many institutions are praising the SaP model as a method to enhance collaborative, reciprocal, and equitable learning. In this paper, we offer insights on student and faculty experiences of the Students as Partners Program (SaPP) at Carleton University in Ottawa, Canada. Our research is motivated by the question: to what extent are Students as Partners Programs (SaPP) compatible with goals of equity, diversity and inclusion? We take a qualitative, case study approach to explore student (n = 51), and faculty (n = 67), experiences of the Students as Partners Program in 2020. Our findings reveal strong participation by students with a disability, and female, and BIPOC students, and an overrepresentation of white, able-bodied participants at the faculty level. To improve EDI in SaP initiatives, we share recommendations from student and faculty participation.