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- W2904650704 abstract "CONTEXTAs our student population becomes more diverse, we must adopt different approaches to course improvementin order to ensure learning gains and engagement are achieved. Our current evaluation tools, most commonlyend of semester institutional-level evaluations, do not engage us in a conversation with our students nor do theyallow us to understand what happens for the various sub-sets of students that contribute to cohort diversity. Inaddition, most of us are removed from the current ‘millennial student’ experience being from a differentgeneration further obscuring our understanding of how our courses are received. The move to incorporatestudents as partners (Acai et al, 2017; Cook-Sather, Bovill & Felten, 2014; Matthews, Dwyer, Hine & Turner,2018) is an approach with the potential to address these issues. Engaging in a 2-way conversation will allow us tocommunicate what we are trying to achieve with our curricula and course design, and it will allow students to tellus how our pedagogy is received. This paper describes an initiative to develop student-staff partnerships in alarge research intensive university.PURPOSEIn order to cater for increasingly diverse cohorts that bring quite different knowledge to the table courtesy of theubiquitous nature (and fast development) of technology, we need a better mechanism to understand the student experience. This project involves students and staff in a partnership to better understand the needs of a range of students.APPROACHA team of cross-discipline, later year, engineering students were recruited as course observers. They were given basic training in higher education pedagogies, and the use of observation protocols to ensure reliability during classroom observation sessions. The team was asked to develop procedures for engagement with academics,recruitment of students from the course, contextualising observation protocols, and reporting. Their remit wasto engage as observers within courses that were self-volunteered for participation in the pilot program, and toreport findings without evaluation. If requested, they would be available to discuss potential course changes.RESULTSDespite some initial scepticism from academic staff and wariness about engaging in the scheme, the results ofthe pilot study led to learning for both students and staff. Staff were able to make immediate use of feedbackand change delivery methods to better address the diversity of cohort needs. In addition, the students gained a new appreciation for the effort that goes into designing both courses and curriculum.CONCLUSIONSThere were some challenges associated with the change to cultural practice that this initiative has required but itis apparent that this innovative program has allowed students to contribute to the course improvement processthrough observation of teaching, and in doing so, prove the worth of their input." @default.
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- W2904650704 date "2018-01-01" @default.
- W2904650704 modified "2023-09-24" @default.
- W2904650704 title "Students as partners: developing a dialogue for change" @default.
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