Student-staff partnerships in academic development: the course design studio as a model for sustainable course-wide impact

Fitzgerald, Rachel; Huijser, Henk; Meth, Deanna; Neilan, Kellene

doi:10.1080/1360144x.2019.1631170

Cited by 17 publications

(9 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Seven student partners were employed from across all design disciplines to undertake primary research data collection and work collaboratively with academics and a learning designer. The productive nature of such a three-way curriculum development relationship has been elaborated upon by Fitzgerald et al (2019). Additionally, student partners brought their disciplinary expertise and experiences as students who themselves were on the cusp of graduating and developing their own portfolios, as well as a window to fellow student voices school-wide.…”

Section: Co-creation and The Student Voicementioning

confidence: 99%

The Graduate Professional Portfolio as “synergy tool”: navigating the complex role of portfolios in future-focused design education

Meth¹,

Finger²,

Brough³

2020

Proceedings of DRS

Self Cite

View full text Add to dashboard Cite

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

show abstract

Section: Co-creation and The Student Voicementioning

confidence: 99%

The Graduate Professional Portfolio as “synergy tool”: navigating the complex role of portfolios in future-focused design education

Meth¹,

Finger²,

Brough³

2020

Proceedings of DRS

Self Cite

View full text Add to dashboard Cite

show abstract

“…Collaboration is required among those who develop, teach, and experience online course content (Mercer-Mapstone, 2019) and without collaboration, the educational experience is too one-sided. Partnerships in designing course content, for instance, will help with student persistence (Fitzgerald, Huijser, Meth, & Neilan, 2019), and a good start is finding out what students need and expect. Bovill (2017) wrote that the SaP movement holds the values of respect, responsibility, and reciprocity in high regard, and even though students are valued as partners in curriculum design, there are limitations.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The matrix tracks faculty and student levels of involvement when collaborating on a project, but its premise is that total collaboration may not always desired when student and faculty values are not aligned (Bovill, 2017). Student collaboration on course design is desirable, and there is a Course Design Studio model used for developers, students, and faculty in order to form partnerships (Fitzgerald et al., 2019), and increase academic development.…”

Section: Literature Reviewmentioning

confidence: 99%

Students as Stakeholders: Understanding Expectations Can Increase Student Retention

James

2020

Journal of College Student Retention: Research, Theory & Pr

View full text Add to dashboard Cite

Adult student persistence in online programs is lower than in traditional college classrooms, but more adult learners are enrolling in online programs. Little research is available on students’ needs and expectations for their success in online courses. A quantitative correlational study was conducted on student expectations of online learning using persistence factors of time, technological skills, and difficulty. Nontraditional students experience unique challenges to academic development stemming from problems at home, low-socioeconomic status, minimal off-campus support, and isolating discourse of academia. The intent of this article is to present new data on connections between student expectations and their persistence. Data were collected from 205 participants, 24 years or older, enrolled in at least one course in a series of online courses. Two factors were identified as significant correlations with student persistence: (a) difficulty level of course content and (b) time commitment.

show abstract

“…Cerimagic and Wardak, 2021; Meth et al. , 2020), as well as for academics co-designing with students to develop course content (Fitzgerald et al. , 2020; Northcote and Christian, 2013).…”

Section: Introductionmentioning

confidence: 99%

Co-design for staff professional learning within universities: a case study

Kelly

Brophy

Scharoun

et al. 2023

JARHE

Self Cite

View full text Add to dashboard Cite

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.

show abstract

Student-staff partnerships in academic development: the course design studio as a model for sustainable course-wide impact

Cited by 17 publications

References 24 publications

The Graduate Professional Portfolio as “synergy tool”: navigating the complex role of portfolios in future-focused design education

The Graduate Professional Portfolio as “synergy tool”: navigating the complex role of portfolios in future-focused design education

Students as Stakeholders: Understanding Expectations Can Increase Student Retention

Co-design for staff professional learning within universities: a case study

Contact Info

Product

Resources

About