Connecting Faculty to Student Academic Partners

The Canvas Shell Exploration allows SAPs to review a course Canvas shell from a student-centered perspective and provide feedback on organization, clarity, accessibility, and navigation. The process begins with an introductory email requesting TA access to the Canvas shell. SAPs independently explore the course using a structured rubric, without a pre-meeting, to support an unbiased student perspective. SAPs document strengths and opportunities related to course organization, materials, instructions, accessibility, consistency, and ease of navigation. A debrief with the professor follows to share observations and discuss suggestions for improvement.

The Classroom Observation allows SAPs to observe a course from a student-centered perspective and provide feedback on classroom engagement, interaction, inclusivity, and learning. The process begins with an introductory email requesting the class schedule and coordinating an observation week. SAPs independently observe the course using a structured rubric, without a pre-meeting, and the specific observation date is not disclosed to maintain an unbiased assessment. Following the observation, SAPs compile their feedback and meet with the professor for a debrief to discuss strengths and opportunities for improvement. Feedback is collaborative and intended for course improvement, not formal evaluation.

The Syllabus Exploration allows SAPs to review a course syllabus from a student-centered perspective and provide feedback on clarity, accessibility, organization, tone, and transparency. The process begins with an introductory email requesting the syllabus and any specific areas where the professor would like feedback. SAPs independently review the syllabus using a structured rubric and complete the exploration within five to seven days. SAPs identify both strengths and areas where additional clarity, organization, or supportive language may improve student understanding. A debrief with the professor follows to share feedback and discuss suggestions for supporting student success.

Student Panels provide professors, programs, organizations, and campus partners with an opportunity to hear directly from students about their experiences, perspectives, and needs. The process begins with a request outlining the topic or focus area, after which SAPs form a panel of at least four students representing a range of relevant experiences and perspectives. SAPs meet with the requesting partner beforehand to identify key topics and guiding questions. During the panel, SAPs facilitate an open discussion and share honest, constructive perspectives that can help inform decisions and improve student experiences.

Collaborative Classroom Discussions (CCDs) allow professors to hear directly from students about their experiences, perspectives, and needs within a specific course. The process begins with a request outlining the course and focus area, followed by collaboration between SAPs and the instructor to develop guiding questions. SAPs facilitate the discussion without the professor present to maintain an unbiased assessment and create space for students to share openly. Following the session, SAPs organize and summarize student feedback into key themes and perspectives to support instructor reflection and pedagogical practice.

The Long-Term Partnership provides ongoing, personalized collaboration between professors and SAPs throughout the semester. The process begins with an introductory email to establish the partnership and identify the professor’s goals and areas of focus. SAPs and the professor collaboratively determine the structure, communication style, and focus areas, with meetings scheduled according to the professor’s preferred frequency. Throughout the partnership, SAPs and professors work together on projects, strategies, or areas identified at the outset. With the professor’s permission, resources and strategies developed through the partnership may also be adapted for use in other classrooms or departments.