A scalable and practical model for transforming student engagement from passive consumption to active co-creation

This case study describes a students-as-partners initiative embedded within a content-intensive, high-enrollment, two-semester sequence in anatomy and physiology at a North American public university. The project emerged in response to a pedagogical misalignment between course demands and the generic, costly resources provided by commercial publishers. In collaboration with former undergraduate students, the instructor co-developed a suite of custom, inclusive learning tools: interactive eBook modules, HTML-based retrieval practice cards, customized homework activities, and quizzes. Working as co-learners, the team explored digital tools and adopted reciprocal roles throughout the design process. To assess impact, a survey was conducted at the end of the academic year. Respondents (N=991) rated each resource’s effectiveness and compared their learning experience with publisher-based courses. Results showed strong student endorsement across all tools, especially quizzes and homework. This case offers a replicable model for co-creating course materials designed to promote equity, accessibility, and disciplinary relevance in STEM education.