ABSTRACT
Including student voices in pedagogical matters and involving them as co-creators of courses and teaching approaches make them better learners. However, trusting students’ expertise and insights in designing learning modules and developing collaborative pedagogy is difficult. This chapter explores the value of faculty–student collaboration (two faculty members and three students) in designing and teaching a short-term overseas experiential learning programme in a residential college within an Asian university. The programme focused on understanding the development dilemmas in Nepal by connecting related theories and concepts to grounded practices through classroom discussions and a 15-day trip to Nepal with 19 student participants (including the three student collaborators). Using a mixed-method design, the case study analysed (a) documented details of the programme proposal and communication materials; (b) survey data from student participants and (c) individual reflective essays, demonstrating the transformative nature of teaching and learning within Students-as-Partners (SaP) hybrid models. Findings reveal that power equalising through recognition, reciprocity and empowerment enabled trust building and created the agency in learning. The inter-changing roles of teacher and learner in pedagogical practices generated significant cognitive and affective learning outcomes. Implications of the findings are mapped onto understanding SaP values in the times of COVID-19.
