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.
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Document Type: Research Article
Academic Development Unit, Learning and Teaching Centre, University of Glasgow, Glasgow, UK
The Andrew W. Mellon Teaching and Learning Institute, Bryn Mawr College, Bryn Mawr, PA, USA
Center for the Advancement of Teaching and Learning, Elon University, Elon, NC, USA
Publication date: 2011-06-01
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