Student-Instructor Partnership Program
First cohort: Fall 2026 | Applications now closed
Generously sponsored by the Shape the Future Fund, the Student-Instructor Partnership Program brings instructors and students together as collaborators in the course design process.
This innovative program centres students as partners in teaching and learning, recognizing that students bring valuable lived experience and insights that can help instructors create more engaging, accessible, and learner-centred courses.
How the partnership works
The program pairs one instructor with two student partners to collaborate on course development or redesign over a four-month period. In these triads, instructors lead the project, contributing their subject-matter expertise and pedagogical goals. Student partners offer their invaluable experience-based perspectives as current learners to provide feedback and testing of course components.
Throughout the program, the student-instructor triads will:
- Explore course design through the perspectives of both instructors and students.
- Collaboratively identify opportunities to enhance learning experiences.
- Develop practical strategies to improve clarity, accessibility, engagement, and inclusion.
To support this collaboration, the program includes:
- An orientation session introducing student-instructor partnerships, evidence-informed course design principles, and strategies for effective collaboration.
- Self-directed resources and CTL consultations to support teams in navigating course design questions and project challenges.
- Regular CTL-facilitated cohort check-ins where triads share progress, connect with peers, and explore topics such as AI in teaching and learning, designing for large-enrollment and first-year courses, and creating inclusive, accessible learning experiences.
Funding and administration
Sponsored by the Office of the Provost, the Student-Instructor Partnership program is centrally funded by the Shape the Future Fund.
A $2,500 maximum stipend is provided per student to support up to 100 hours of collaborative work over the four-month cycle.
Why participate?
| For instructors: | For students: |
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Key outcomes By participating, instructors will be able to:
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Key outcomes By participating, students will be able to:
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How to get involved?
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Program eligibility Faculty, Academic Teaching Staff (career-status), and Faculty Service Officers (FSOs) with continuing teaching assignments are welcome to apply for this program. Applicants must be available to attend all mandatory meetings, including:
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Program eligibility Undergraduate students who have completed at least one term at the University of Alberta are welcome to apply. Applicants must be available to attend all mandatory meetings, including:
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Application process Interested instructors are asked to fill out and submit our instructor application form. Applicants will be asked to provide:
Successful applicants will be notified of the next steps. |
Application process Interested students are asked to fill out and submit our student application form. Applicants will be asked to provide:
Successful applicants will be notified of the next steps. |
Student Partners vs. Graduate Teaching Assistants: What’s the difference?
While both roles help support the academic ecosystem, their focus is entirely different. A teaching assistant helps deliver a course; student partners help re-imagine it.
| Undergraduate Student Partner | Graduate Teaching Assistantship |
|---|---|
| Restricted to undergraduate students. | Typically restricted to graduate students. |
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Role and responsibilities Triads (instructors and students) work collaboratively to identify course improvements. While instructors have final autonomy over their course design, student partners are valued as equal partners who bring the essential perspective of the learner to the development process. Example tasks for student partners include:
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Role and responsibilities Teaching assistants are hired primarily to support teaching and teaching-related duties. While they may be asked by instructors to provide feedback on course development, their primary focus is on helping execute daily instructional activities. Example tasks for a graduate teaching assistant might include:
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Funding and pay Participating instructors are supported in the hiring of student partners through the Shape the Future Fund. |
Funding and pay Teaching assistants are paid in accordance with the Graduate Student Assistantship Collective Agreement. |