Staff and students co-creating curricula Dr Catherine Bovill, Lecturer, Academic Development Unit, University of Glasgow QAA Enhancement Themes Conference 7-8 March 2012

Overview  Background rationale and evidence  Possible and desirable levels of participation  Examples of different types of participation  Challenges and possible solutions  Your practice

What is the 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)

HE Lit supporting co-created curric  Students as co-creators/co-producers of their learning (Bovill et al, 2011& 2009; McCulloch, 2009; Neary, 2010; SFC, 2008)  Literature calling for student participation in curriculum design from critical pedagogy and popular education (Darder et al, 2003; Dewey, 1916; Fischer, 2005; Freire, 1993; Giroux, 1983; Rogers and Freiberg, 1969)  Specific student participation in curriculum design  Breen & Littlejohn (2000) Language teaching  Samson & Scandrett (1999) Environmental justice  Fischer (2005); Delpish et al ( 2010) Education  Bovill et al, (2011); Cook-Sather (2010) non-disciplinary specific

Enhanced graduate attributes Student outcomes  Performance in assessments  Individual and group responsibility  Collaborative learning  Group cohesion  Autonomy  Confidence and motivation  Understanding of the learning process  Understanding of curricular design as a complex process (Bovill forthcoming; Bovill et al, 2011; Cook-Sather, 2008)

Staff outcomes  Understanding of the learning process  Confidence and motivation  Satisfaction from witnessing student outcomes Rich experience from genuine dialogue with students Intense / demanded a lot Nerve-wracking Transformatory ( Bovill, forthcoming; Bovill et al 2011; Delpish et al, 2010) Impact on staff

Examples of student participation student course questionnaire feedback students choosing the topic for their research project students co-designing marking criteria with staff students and staff collaborating to choose a course text book students influencing the content of the curriculum students as full members of a programme curriculum design team students designing the VLE for a programme students designing (one of?) their own learning outcomes

Ladder of student participation in curriculum design Partnership - a negotiated curriculum Stud ents incre asin gly activ e in parti cipat ion 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 Gathering feedback from students… Depends what you do with the feedback Students as full members of curriculum design team Designing a VLE Students designing their own learning outcome(s)

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 co-created curricula 1) Do you have any examples of co-created curricula? 2) Where would you place them on the ladder?

Pre-design decisions Tutors as gatekeepers… Which students? Retrospective, current or future design? Selecting students – if not all students by interview/criteria Do you reward your students? Course, programme or extra-curricular? Students involved in designing curriculum process or content? Bovill (forthcoming)

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… I teach first years and they don’t have 20 years of experience like me to know what needs to be in the content of the first year chemistry curriculum…

Challenges and solutions In small groups, raise up to 3 key challenges to students and staff co-creating curricula Swap papers with another group and come up with solutions to the challenges you have been set.

After today… Write down a short plan of what you plan to do next… -What do you need to find out more about? -What area of your practice do you intend to consider making a change to? -Who do you plan to speak to about your ideas? Who could perhaps support you in this work? -What would help you ensure that your idea is translated into reality?