Abstract
The Students-as-Partners (SaP) paradigm has been widely recognized for its enrichment of pedagogy and research, particularly in the scholarship of teaching and learning; in a time of acute disruption to higher education, the SaP model may further provide key insights into the adaptation of high impact teaching practices, although the changing conditions of partnership require close attention. This paper reports on the qualitative evaluation of a multi-campus, hybrid course-based undergraduate research experience (CURE) delivered in the first year of the COVID-19 pandemic. Analysis of student reflection data was conducted by a research team of two faculty and four CURE-student participants in a process informed by the Students-as-Partners model. In addition to identifying student-reported challenges, solutions, and educational benefits associated with a hybrid CURE, we reflect on both the unique opportunities, and difficulties, offered by student-faculty partnerships formed and conducted in a virtual meeting space.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
