« As digital technologies proliferate, so do programs for supporting faculty and students in their use. And since students seem to have more knowledge and experience with technology, numerous programs position students as mentors to faculty and their peers for effective applications of technology for learning purposes. At times, however, faculty and students come together in collaborations involving technology and learning outside of formal mentoring programs. Yet, our knowledge of these informal, ad-hoc collaborations involving digital matters is limited. In particular, we need to learn more about how students experience these partnerships with faculty members — collaborations that cross traditional roles and responsibilities.
This article explores undergraduates’ perceptions of themselves and their professors collaborating in a partnership similar to a “participatory culture” (Jenkins, 2009) that evolved as faculty and peer mentors, in dyads, engaged in informal curriculum planning for enhancing student learning.