Reimagining Partnerships to Generate New Learning Opportunities; how student partnership supports staff development at Hertfordshire

Abstract

This paper examines the Student Technology Mentors (STM) programme at the University of Hertfordshire, a longstanding initiative that exemplifies the power of staff-student partnerships in enhancing the learning environment. The programme prioritises investment in partnership development, fostering a sense of shared ownership and capitalising on student expertise. The STMs play a vital role in curriculum reviews and module design, ensuring a focus on inclusivity and accessibility that caters to the diverse needs of the student body. This collaborative approach builds mutual learning, with staff gaining valuable insights into student perspectives and students developing their digital skills and confidence in providing constructive feedback.

The STMs enduring success can be attributed to its unwavering commitment to collaborative practices. Open communication, shared ownership of tasks, and a focus on mutual support create a foundation for a thriving partnership. This collaborative approach demonstrably improves the quality of the learning environment for both staff and students. The STMs serve as a successful model for building staff-student partnerships within the university and across the wider educational sector. Moving forward, continued dedication to collaborative practices will remain instrumental in enriching learning environment for all at the university.