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This chapter outlines the multiple ways in which Scholarship of Teaching and Learning (SoTL) activities might be activated and/or realized through the processes of curriculum and learning design of a degree program. Key dual enablers for these activities are an underpinning curriculum framework, bringing a series of defined developmental steps each underpinned by SoTL, and the Curriculum Design Studio construct as a vehicle for collaborative ways of working between staff, including academics and curriculum designers and students. Drawing on evidence from the practices of four curriculum designers, examples are presented across a wide range of disciplinary areas. In many instances, SoTL not only brings an evidence base to the work, but also the potential for research outputs, thus becoming a useful lever for academic staff to engage in ongoing curriculum design discussions and evidence-informed practice. Such activities serve to mitigate against acknowledged challenges faced by academics such as lack of adequate time for such activities and the pressure to produce research outputs.

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. 1. Introduction Design education today faces a wide range of competing demands from stakeholders, including students, academics, employers and professional and accrediting bodies. As a fundamental part of developing a new Bachelor of Design curriculum at Queensland University of Technology (QUT), Australia, there was a need to examine such expectations and societal needs more closely, with the acknowledgement that courses will be of little value if graduating students are unable to gain the skills, knowledge and capabilities deemed necessary to practice as designers in the future. Development of the new future-focused degree commenced in late 2017, with delivery to the first new cohort commencing in February 2019. The degree offers specialisation in seven

Purpose Feedback is usually given for the primary benefit of the feedback recipient and often involves the unidirectional delivery of information. The purpose of this paper is to reverse this emphasis and examines the impacts on students of giving feedback to staff as an ongoing dialogue in the delivery of a teaching unit. Design/methodology/approach This novel study uses surveys and focus groups for an in-depth case study of the impact of students giving feedback to staff. It examines different aspects of students’ experiences related to their sense of being supported and valued, together with issues of relevance, timeliness and the actionability of feedback. Findings Results show that the regular giving of feedback by students and their subsequent academic actions can help increase students’ sense of being supported and valued. The strongest correlations occurred between the responses of those who felt valued and supported and their perception that their own feedback was acted upon during the semester. There is also some evidence suggesting that students felt valued when observing that other students’ feedback was acted upon either immediately or in the future. Research limitations/implications The single case study approach to this research means that only one cohort of students was tested. Research on further cohorts would help to validate the findings. Practical implications This study could have implications for teaching quality and practice in better directing, communicating, engaging and following up on student feedback. Originality/value Whilst the benefit to the staff of student feedback is well documented, there is little evidence documenting benefits to students. This study addresses this gap in existing research.

PurposeThe paper discusses the use of co-design for staff professional learning within higher education. It suggests that three distinct approaches to professional learning can be characterised as help-yourself platforms/services, drive-by workshops and co-design workshops. It makes pragmatic suggestions for where co-design might be used and heuristics for its successful use, based upon the authors' collective experiences.Design/methodology/approachThis practitioner paper presents a case-study of co-design in a university context. Staff from across disciplinary boundaries were brought together to co-design novel learning experiences for students for a non-traditional context.FindingsFindings from a case study are used to highlight the strengths of a co-design approach, as understood through the lenses of networked learning and self-determination theory. It juxtaposes co-design for staff learning with other approaches and finds it to be valuable and underutilised.Research limitations/implicationsThe research discusses a single case study involving two workshops with a sample size of 112 participants. It is included as an example of co-design for professional learning in higher education.Originality/valueCo-design for professional learning in higher education is poorly understood and presently underutilised. This paper addresses this gap by presenting an example of co-design for professional learning in higher education and theorising its significance.