Involving Students as Partners in a Course Redesign

Alice S. N. Kim; Brad Jennings; Emily Tolomei; Christopher Schiafone; Lauren Dafoe

doi:10.29173/isotl611

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.

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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.

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