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“I don’t know anything about chemistry,” I thought, as I read an email informing me that my first placement as a student consultant with the Students as Learners and Teachers (SaLT) Program would be in an organic chemistry lab. I was a political science major. What could possibly qualify me to work with a STEM professor? Following that first placement, I was partnered with an interim faculty member who was teaching an introductory statistics class for non-majors. My third and final partnership was with a physics professor who taught an entry-level course for aspiring majors and pre-med students. In this essay, I consider my role as a student consultant across these three partnerships. Each placement challenged me to adapt to new and unfamiliar subjects, different classroom cultures, and a variety of goals and intentions for the partnership. All three partnerships proved to be valuable opportunities for personal growth and development in my practice as a consultant, and together they convinced me that my non-STEM identity was an asset to my faculty partners and our work together.

Growing into pedagogical partnerships over time and across disciplines: My experience as a non-STEM student consultant in STEM courses