13. Student Associates

  1. Overview
  2. FAQs
  3. Answers to FAQs: Information About Student Associates
  4. A Succesful FLC Seminar Involving Students


Some FLC participants find the involvement of student associates an important and straightforward contribution to their faculty development and the FLC, while others find it challenging to take advantage of this component of the program. The document following this page describes ways that students can be selected, involved, and recognized for their contributions.

The objective of having student associates is to enhance the opportunity for meeting the goals and objectives of your FLC, for example,

FAQs About Student Associates

1. What are the qualities of a good student associate?

2. How do you select a student associate?

How do you find out who is available?

One or two student associates?

Ethical consideration: a student in your class?

3. In what joint activities can you engage?

Community seminars

Discussion about focus course, syllabus, SGID, CATs, videotapes

Your teaching project

How often, when, where to meet?

4. What about the Lilly Conference and student leadership?

5. How do you team-teach with a student?

See the article:

Gray, T & Halbert, S. (1996)  “Team teach with a student: New Approach to collaborative teaching.”  College Teaching, 46,  (4).

6.What are the rewards/reimbursements?

Miami University Faculty Learning Communities
Information About Student Associates

The objective of having student associates is to enhance our opportunity for meeting the goals and objectives of our faculty learning community, for example,

After our experiences in previous years, we recommend the following:

Selection. Each participant should select one or two student associates for the first term. Your student can be of any class standing or major. If you choose a graduate student, you should consider selecting an undergraduate for the other term. You may involve a different student each term.

Joint Activities and Topics. Consultations should take place at least twice a month. Informal discussion could include, for example, topics raised at seminars in your community, your teaching project, your focus course, CATs, SGIDs, syllabus, reactions to an article in the Journal on Excellence in College Teaching, and perspectives on innovations you are considering or trying in your classes. Invite your student to join some of your community seminars.

Ethical Considerations. Consider carefully whether or not your student associate should be in one of your current classes. Although this could provide ongoing topics for discussion and helpful suggestions, there might be ethical considerations, for example, student perspectives biased by the current instructor/student relationship.

Seminar Attendance. Students can be invited to attend any or selected community seminars.

Special Faculty/Student Seminar. We may have one seminar focused on our students, in which we share faculty and student perspectives about teaching and learning. In the past, this has been an interesting and effective seminar.

Lilly Conference. Invite your student to chair a presentation session at the Lilly Conference in November. Students can receive wages for their participation. They meet and introduce their session presenters and contribute student perspectives during the session. Have your student see Melody Barton to sign up for the Lilly Conference.

Rewards for Students. Reward/reimburse student(s) for serving. This should secure a commitment that will last throughout the semester. Here are some possibilities:

Undergraduate Associates. The Undergraduate Associates Program (UAP) is administered by the University Honors and Scholars Program. It gives students the opportunity to work closely with a Miami University faculty member to explore careers in academe. The UAP is open to sophomores, juniors, and seniors who have a GPA of 3.2 or higher. As a participant in the UAP, a student will work for a semester or a year with a faculty mentor assisting with many of the tasks addressed by academics (e.g., teaching, grading, attending governance meetings, engaging in research, etc.) A student completing the UAP receives the notation “Undergraduate Associate” on his or her transcript. To receive this designation, a student must submit a final report to the Honors Office summarizing the significance of his or her experience. The report is due at the time the student completes the UAP. Your student should also send a copy to Milt. Applications may be obtained from the Honors Program Office and should be filed during the first three weeks of the semester.

Independent Study. An hour (or more) of credit is available using the independent study 177, 277, 377, or 477 number. These courses are available to undergraduate students. A student can register for an hour (actually up to 5 hours) of independent study each semester. Registration for each course is in accordance with the level of instruction. Independent study projects must be approved by the instructor and department chair.

Student wages. If your teaching project involves a student worker or observer in your class, this student could be your associate, and you could pay your student using Program funds. If you would like your student to visit your class on a regular basis and provide feedback, our Program funds could also be used.

Thank Yous. Provide thank yous for your student. Books, software, vouchers to use at the bookstore, etc. are nice gifts for students. You can use Program funds to purchase these.

Your Role. Your role is two-way, as learner and as teacher. You will learn from your student’s perspectives and your student will learn about teaching, professorial life, and the academy.

As the year unfolds, if you have questions or ideas to share about student associates, mention them in our seminars or give Milt a call. We continue to break new ground here, so let’s share our experiences.

A Successful Seminar: Sharing Student and Faculty Views on Teaching and Learning

Even if you choose not to include the student associates component, you may want to schedule the seminar, “Sharing Student and Faculty Views of Teaching and Learning,” which has been a successful and informative seminar every time it has been offered at Miami. Information about setting up this seminar and ways to report the results of preliminary surveys to the participants follow the next page (see the January 27 memorandum).

This project has been supported in part by grants from the US Department of Education Fund for the Improvement of Post-Secondary Education (FIPSE) and the Ohio Board of Regents.