Tawhida Ahmed, Sarah Daniel, Romeesah Jalil, Helin Usual, Alice Porcaro and Lorisa Ibrahimi
This paper evaluates the experiences of a module leader and 5 student module representatives on a module which applied a partnership method of curriculum development to a second year law module. The approach taken in the module was to engage with student module representatives on a continuous (weekly) basis during the module to (i) to maintain frequent communication and feedback between the module leader, module representatives and the wider student cohort on the module and (ii) to use these insights to develop the teaching materials and content of module delivery, which would most effectively meet the needs of the student cohort, whilst achieving learning objectives. The use of this partnership method enabled the module leader to better understand the perspective of students through regular feedback on module materials and module delivery (how students received information, what they struggled with and what was helpful). It also provided an effective avenue for students to better understand the aims of the module, and the purpose of module tasks and assignments, and thus enabled ‘buy-in’ from students regarding the importance of tasks which challenged their education experience on the module. This paper assesses the ‘fit’ of the partnership methods used in this module within different models of partnership developed (eg Bovis and Bullet 2011), and discusses how the approach used in this module might be enhanced in future years. The approach taken in this module could be useful to colleagues seeking to understand the reception by students of their teaching styles and materials, and who wish to benefit from early and continuous feedback from students, to design course materials and course delivery methods. The approach significantly improved student engagement on the module taught, and student ownership of their own learning processes, and engaged them in a process of learning reflection. This process of reflection and the related feedback provided by students can be useful beyond the specific module, to inform the understanding of Year leaders and Programme leaders.
3 minute introduction slide outlining approach taken in module and rationale
10 minutes student perspective presentation
3 minutes – outlining questions for discussion, eg: What are the benefits of this approach to the educator and the learner? What are the challenges? How can this be adapted for courses the audience is involved in?
Remainder of session will involve discussing these questions and any other questions which arise from the audience.
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Bovill, C and Bulley, CJ, ‘A model of active student participation in curriculum design: exploring desirability and possibility’, in Rust, C. Improving Student Learning (18) Global theories and local practices: institutional, disciplinary and cultural variations (2011 Oxford, The Oxford Centre for Staff and Educational Development) pp176-188
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