Student-Faculty Partnerships in Mathematics Undergraduate Coursework
Bibliographic Data
| ID | 22045232 |
|---|---|
| Authors | Alyssa G Cavazos (The University of Texas Rio Grande Valley, corresponding author), Luis Miguel Fernandez (0000-0002-4235-9789, The University of Texas Rio Grande Valley), Isabel del Rosario Amaro (The University of Texas Rio Grande Valley), Elianna Olivo (The University of Texas Rio Grande Valley), Cristina Villalobos (0000-0001-7061-134X, The University of Texas Rio Grande Valley) |
| Year | 2026 |
| Volume | 16 |
| Issue | 2 |
| Pages | 215 |
| Publication date | 2026-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16020215 |
| OpenAlex | W7127171856 |
| Language | EN |
| References cited | 46 |
This study examines how student–faculty partnerships are experienced within undergraduate mathematics coursework at a majority Hispanic Serving Institution (HSI). Drawing on the Student as Partners (SaP) theoretical framework and using an interpretive phenomenological research design, we examined the lived experiences of student and faculty partners who participated in a series of professional development sessions on student-faculty partnerships and equitable teaching and learning practices in mathematics courses. Findings indicate that student partners’ lived experiences in the partnership program contributed to the development of sense of belonging, self-efficacy, and awareness of the need to link real-world and culturally responsive applications to mathematics learning. On the part of the faculty partners, findings indicate that their lived experiences in the student-faculty partnership program contributed to enhanced self-efficacy through professional growth, development of new perspectives on teaching, and awareness of fostering culturally responsive teaching and learning experiences. The study highlights the transformative potential of student-faculty partnerships in bridging traditional mathematics instruction with students’ lived learning experiences and perspectives on fostering real-world, reflective, and student-centered learning environments for all students. Specifically, the study showcases the promise of partnership models in mathematics settings and points to the need for future research on scalable approaches that support the success of culturally and linguistically diverse students in STEM
Coursework · Faculty Development · General partnership · Higher education · Professional development · Professional learning community · Teacher education · Transformative learning · Collaborative Teaching and Inclusion · Higher Education Practises and Engagement · Higher Education Research Studies
Phenomenological research methods
Essentials of interpretative phenomenological analysis.
Anatomy of STEM teaching in North American universities
Through the Eyes of Students
Teachers’ Self-Efficacy
Interpretative phenomenological analysis as a useful methodology for research on the lived experience of pain
Bridging Funds of Distributed Knowledge
Common method biases in behavioral research
Humanizing STEM education through student-faculty pedagogical partnerships
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Desafíos y Bendiciones
Honrando Voces Diversas
Exploring Undergraduate Latine Students’ Learning Experiences in STEM Courses
The Equity Ethic
Naturalistic inquiry
Improving Impact Studies of Teachers' Professional Development
Contributing Factors to Earning Tenure Among Black Male Counselor Educators
Exploring Latine students' perceptions of their high school counselors' capitalization of community cultural wealth
Student voice across contexts
The Lived Experiences of Men in a Master's Counseling Program
| Citation velocity | historical |
|---|---|
| Highly cited | No |