Involving Students as Partners in a Course Redesign

Authors

  • Alice S. N. Kim Teaching and Learning Research In Action
  • Brad Jennings University of Guelph
  • Emily Tolomei Teaching and Learning Research In Action
  • Christopher Schiafone Teaching and Learning Research In Action
  • Lauren Dafoe University of Guelph

DOI:

https://doi.org/10.29173/isotl611

Keywords:

Students as Partners, SaP, course design, autoethnography, collaborative autoethnography

Abstract

As a team composed of student partners, a course instructor, and a distance learning program development specialist, we share our experiences of working together on a course development project. We used a collaborative autoethnographic approach to document and reflect on our experiences. Although our individual reflections reveal that our experiences of working together varied, we all valued working with each other and were engaged in the project. A change that we would make for future collaborations of this nature would be to invest more effort into team building and cohesion at the start of the project. We also found that individually, we all experienced our collaboration differently, which we believe is important to keep in mind when we think about inclusivity with respect to course instruction and design.

Downloads

Download data is not yet available.

Author Biographies

Brad Jennings, University of Guelph

Brad Jennings (bradj@uoguelph.ca) has a Master of Education degree and works as an Instructional Designer at the University of Guelph. He is interested in the areas of student engagement, gamification, and authentic learning.

Emily Tolomei, Teaching and Learning Research In Action

Emily Tolomei (emily.tolomei@tlraction.com) has a Bachelor of Applied Science in Psychology (honours) from the University of Guelph and a General Arts and Science Diploma and Certificate in Research Skills and Analysis from Humber College. She is currently conducting research on the student experience in post-secondary education, inclusive instruction, and curriculum.

Christopher Schiafone, Teaching and Learning Research In Action

Christopher Schiafone (christopher.schiafone@tlraction.com) holds a Bachelor of Applied Science in Psychology from the University of Guelph in addition to a General Arts and Science Diploma and Certificate in Research Skills and Analysis from the Humber College Institute of Technology. His research focuses on accessible content delivery in higher education.

Lauren Dafoe , University of Guelph

Lauren Dafoe (ldafoe@uoguelph.ca) is pursuing an honours degree in Psychology and Marketing at the University of Guelph.

References

Alexander, B. K. (2004). Passing, cultural performance, and individual agency: Performative reflections on Black masculine identity. Cultural Studies/Critical Methodologies, 4(3), 377–404. https://doi.org/10.1177/1532708603259680

Bovill, C. (2014). An investigation of co-created curricula within higher education in the UK, Ireland and the USA. Innovations in Education and Teaching International, 51(1), 15–25. https://doi.org/10.1080/14703297.2013.770264

Bovill, C., Cook-Sather, A., & Felten, P. (2011). Students as co-creators of teaching approaches, course design, and curricula: Implications for academic developers. International Journal for Academic Development, 16(2), 133–145. https://doi.org/10.1080/1360144X.2011.568690

Chang, H. (2013). Individual and collaborative autoethnography as method: A social scientist’s perspective. In S. H. Jones, T. E. Adams, & C. Ellis (Eds.), Handbook of autoethnography (pp. 107–122). Left Coast Press.

Cordner, A., Klein, P. T., & Baiocchi, G. (2012). Co-designing and co-teaching graduate qualitative methods: An innovative ethnographic workshop model. Teaching Sociology, 40(3), 215–226. https://doi.org/10.1177/0092055X12444072

Hanna-Benson, C., Kroeze, S., Gandhi, R., Haffie, T., & Wahl, L. M. (2020). Students as partners in collaborative course design and educational research. International Journal for Students as Partners, 4(2), 61–80. https://doi.org/10.15173/ijsap.v4i2.4237

Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. The Higher Education Academy. https://www.heacademy.ac.uk/engagement-through-partnership-students-partners-learning-and-teaching-higher-education

Hess, G. (2008). Collaborative course design: Not my course, not their course, but our course. Washburn Law Journal, 47(2), 367–387.

Hudd, S. S. (2003). Syllabus under construction: Involving students in the creation of class assignments. Teaching Sociology, 31(2), 195–202. https://doi.org/10.2307/3211308

Hufford, T. L. (2011). The role of the undergraduate student in teaching and learning biology. Atlas Journal of Science Education, 1(2), 38–42. https://doi.org/10.5147/ajse.v1i2.73

Kaur, A., Awang-Hashim, R., & Kaur, M. (2019). Students’ experiences of co-creating classroom instruction with faculty—A case study in eastern context. Teaching in Higher Education, 24(4), 461–477. https://doi.org/10.1080/13562517.2018.1487930

Lubicz-Nawrocka, T. M. (2018). Students as partners in learning and teaching: The benefits of co-creation of the curriculum. International Journal for Students as Partners, 2(1), 47–63. https://doi.org/10.15173/ijsap.v2i1.3207

Moreno-Lopez, I. (2005). Sharing power with students: The critical language classroom. Radical Pedagogy. http://radicalpedagogy.icaap.org/content/issue7_2/moreno.html

Ngunjiri, F. W., Hernandez, K. C., & Chang, H. (2010). Living autoethnography: Connecting life and research. Journal of Research Practice, 6(1), 1–18. http://jrp.icaap.org/index.php/jrp/article/view/241/186

Popovic, C., Kim, A., Saleh, S., & Farrugia, L. (2021). Turning the tables: Involving undergrads as researchers in SoTL. Imagining SoTL, 1, 99–115. https://doi.org/10.29173/isotl531

Poulos, C. N. (2009). Accidental ethnography: An inquiry into family secrecy. Left Coast Press.

Rodriguez, D. (2009). The usual suspect: Negotiating White student resistance and teacher authority in a predominantly White classroom. Cultural Studies/Critical Methodologies, 9(4), 483–508.

Downloads

Published

2022-12-20