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Resumen de Beyond engagement: learning from students as partnersin curriculum and assessment

Colin Love, J. Crough

  • In the sage words of John Dewey “a problem well put is half-solved” (Dewey, 1938, p. 108) andunderpins this paper. The problem: poor student participation in classes led to a rethinking of thelearning environment and a trial of a Students as Partners (SaP) approach to increase engagementin a second-year biochemistry course. The initiative was implemented through a personal learningenvironment (PebblePad) but “learning rather than technology [drove the] innovations” (Overton &Johnson, 2016, p. 12). As partners in curriculum design, students were invited to choose two topics forthe course and negotiate the number of student-generated questions as assessment for learning. Last,but foremost, students were given the opportunity to provide a reflection of their SaP experience. Asa first foray into SaP, we aimed to be inclusive, collaborative and forge a connection with studentsto extend student learning and knowledge construction, with the student’s voice front and centre inthe decision-making. The collaboration, involving students contributing to the learning experience,coupled with the ability to negotiate the content of the course, provides empowerment or a “buy in”for students. The benefits of SaP to student learning and educator reconceptualization are documented,and a literature review provides further support for SaP. Using a digital platform enabled surprisinglyhonest, uninhibited and extensive student reflections on the partnership including: “I liked the idea ofputting the topic choices to a democratic decision, for the cohort to choose what would be the best for them tolearn, and as to what would prove the most interesting for the entirety” and “Writing a multiple choice questionwas harder than I thought it would be, however, it did help highlight the topics I understand well, and those thatmay need improvement”. This trial of SaP exceeded expectations and demonstrated its value for studentengagement and learning. Moving forward however, SaP as an approach, like academic development,involves iterative practices, informed by lessons learnt (Sheffield & Felton, 2018).


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