Students as co-creators of curricula Dr Catherine Bovill, Senior Lecturer, Academic Development Unit Dublin Region Higher Education Alliance 30 th November 2012

Overview  Background and why co-create curricula?  A ladder model to explore possible and desirable levels of participation  The importance of context  Key design decisions made by staff  Implications

First year as step 1 on a ladder  Retention, engagement and empowerment  Academic and social integration (Tinto, 1987)  Importance of early feedback, active learning, group work (Bovill et al, 2008)  Developing academic learning skills (Harvey et al, 2006)  Need good teachers in first year

What do we mean by ‘curriculum’? Fraser & Bosanquet’s (2006) curriculum definitions a) Structure and content of a unit b) Structure and content of a programme of study c) The students’ experience of learning d) A dynamic and interactive process of teaching and learning (p272)

Background to co-creating curric  Students as participants, researchers, change agents, co- creators, co-producers… (Bovill et al, 2011& 2009; Dunne & Zandstra, 2011; McCulloch, 2009; Neary, 2010; SFC, 2008)  Influence of critical pedagogy and student voice in schools (Cook-Sather, 2007; Darder et al, 2003; Fielding, 2004; Giroux, 1983; Rogers and Freiberg, 1969)

Why would you co-create curricula?  “My course is broken”  My students are not engaged  I want to make my classroom more democratic  The benefits look worth exploring  The university is going through a structural change  There is a small amount of funding available

Student benefits Enhanced meta-cognitive understanding of the learning process  collective and individual responsibility  group cohesion  autonomy and self-directed learning  confidence and motivation Enhanced student performance in assessments Enhanced meta-cognitive understanding of the teaching process (See for e.g. Bovill et al 2011; Delpish et al, 2011; Mihans et al, 2008)

Risky / nerve wracking Intense / demanding Enhanced meta-cognitive understanding of the learning and teaching process Rewarding experience from genuine dialogue with students and witnessing benefits for students Transformatory Staff outcomes

Ladder of student participation in curriculum design Partnership - a negotiated curriculum Students increasingly active in participation Students in control Student control of some areas of choice Students control of prescribed areas Wide choice from prescribed choices Limited choice from prescribed choices Dictated curriculum – no interaction Participation claimed, tutor in control Students control decision-making and have substantial influence Students have some choice and influence Tutors control decision-making informed by student feedback Tutors control decision-making Bovill & Bulley, (2011)

Ladder of student participation in curriculum design Partnership - a negotiated curriculum Students in control Student control of some areas of choice Students control of prescribed areas Wide choice from prescribed choices Limited choice from prescribed choices Dictated curriculum – no interaction Participation claimed, tutor in control Students control decision-making and have substantial influence Students have some choice and influence Tutors control decision-making informed by student feedback Tutors control decision-making Students as full members of curriculum design team Designing a VLE Students increasingly active in participation Students designing their own learning outcome(s) Students writing their own essay question Gathering feedback from students…

Words of caution… Higher up the ladder is not necessarily ‘better’ Beware of chasing the ‘nirvana’ of total participation and totally equal participation Different points on the ladder might be possible or desirable in different contexts The ladder is simply a model to facilitate discussion

Examples of student participation students choosing the topic for their research project students co-designing marking criteria with staff students and staff collaborate to choose a course text book students influencing the content of the curriculum students’ work forming the basis of the curriculum students co-creating course resources students co-designing the assessment

Some big questions… We have a professional body that constrains what we can do with our curriculum… I only teach these students for two weeks and the course is co- ordinated by someone else… We are all overstretched and this sounds like more work… My first years don’t have 20 years of experience like me, to know what needs to be in the content of the first year chemistry curriculum…

Turning the ladder on its side? Various factors might suggest an appropriate co- creation approach eg: Class size Teaching space Your experience Students’ experience

What is possible in your context? What is particular about the context in which you work with first year students?

Pre-design decisions (1) Tutors act as gatekeepers of curriculum design Which students do you involve? Retrospective Current Future If not all students - interview/criteria? Will you reward students? Bovill (forthcoming)

Pre-design decisions (2) Course, programme or extra-curricular involvement? Designing curriculum processes or content? Bovill (forthcoming)

Implications Where will this take us? Evaluation and evidence growing, but more needed You may be doing this already - can you develop ideas further? Can you evaluate what you are doing? Feels risky for many staff, so start with smaller initiatives Speak to colleagues and discuss possibilities Talk to students Don’t forget second year…

Let’s make the first year… Engaging Memorable Inspiring Empowering Motivating Energising Confidence building Positive