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Students as co-creators of teaching approaches, course design, and curricula: implications for academic developers

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Abstract:

Within higher education, students' voices are frequently overlooked in the design of teaching approaches, courses and curricula. In this paper we outline the theoretical background to arguments for including students as partners in pedagogical planning processes. We present examples where students have worked collaboratively in design processes, along with the beneficial outcomes of these examples. Finally, we focus on some of the implications and opportunities for academic developers of proposing collaborative approaches to pedagogical planning.

Keywords: co-construction; engagement; learning; pedagogical planning; student voice

Document Type: Research Article

DOI: https://doi.org/10.1080/1360144X.2011.568690

Affiliations: 1: Academic Development Unit, Learning and Teaching Centre, University of Glasgow, Glasgow, UK 2: The Andrew W. Mellon Teaching and Learning Institute, Bryn Mawr College, Bryn Mawr, PA, USA 3: Center for the Advancement of Teaching and Learning, Elon University, Elon, NC, USA

Publication date: 2011-06-01

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