-test test Common models of curricular development in Physics Education Research (PER) have typically involved a hierarchical relationship between researchers and students, where researchers lead the design and testing of curriculum for students. We draw from work in Students as Partners and related fields in order to co-design curriculum in partnership with students. Such work has the potential to disrupt typical hierarchical relationships and interactions between students and faculty by involving students in the process of making curricular decisions. We invited undergraduate students to participate in a partnership to co-design a set of curricular materials for topics in quantum mechanics that students often struggle with. Four undergraduate students, one PER graduate student, and one PER faculty member met for a series of co-design meetings. We collected videotapes of the meetings, written artifacts, and meeting reflections. This paper presents a fine-grained analysis of one meeting in which researchers attempted to create space for students to contribute to decision-making about how the collaboration should proceed. Through analyzing the complex dynamics of how participants negotiated decision-making space, including characterizing the types of decisions that were made, we describe how access to those decisions were opened up or cut off, and how those decisions contested or reaffirmed participants’ roles. Working toward partnership is a complex and messy process: attempts to open up space for some forms of decision-making closed off access to other forms of decision-making. In some ways, the interactions between the participants also reified the traditional student/faculty roles that the partnership had intended to disrupt. Through closely analyzing these dynamics, we aim to self-critically reflect on the challenges and tensions that emerge in co-design partnerships. We discuss our own areas for growth and speak to implications for more responsible partnership.

中文翻译：

---

与学生合作设计课程时检查决策的动力：我们应该如何进行？

测试测试物理教育研究（PER）中常见的课程开发模型通常涉及研究人员和学生之间的等级关系，其中研究人员负责为学生设计和测试课程。我们从学生作为合作伙伴和相关领域的工作中汲取灵感，以便与学生合作设计课程。通过让学生参与课程决策过程，这种工作有可能破坏学生与教职员工之间典型的等级关系和互动。我们邀请大学生参加合作伙伴关系，以共同设计一套课程材料，以解决学生经常遇到的量子力学问题。4名本科生，1名PER研究生和1名PER教职员工见面，参加了一系列的协同设计会议。我们收集了会议的录像带，书面文物和会议反映。本文对一次会议进行了细粒度的分析，在一次会议中，研究人员试图为学生创造空间，以帮助他们就如何进行协作做出决策。通过分析参与者如何协商决策空间的复杂动态，包括描述决策类型，我们描述了如何打开或切断对这些决策的访问权限，以及这些决策如何竞争或重申参与者的角色。建立伙伴关系的过程是一个复杂而混乱的过程：尝试为某些形式的决策开放空间会阻止其他形式的决策的获取。在某些方面，参与者之间的互动也证实了合作关系旨在破坏传统的学生/教师角色。通过仔细分析这些动态，我们旨在自我批评地反思协同设计伙伴关系中出现的挑战和紧张局势。我们讨论自己的增长领域，并谈到建立更负责任的伙伴关系的意义。