The staff–student co-design of an online resource for pre-arrival arts and humanities students

Abstract

Successful induction has been evidenced to strengthen students’ learning, engagement and feelings of belonging. Technology offers opportunities for enhancing the student induction experience, especially pre-arrival, but has been under-utilised. This article provides an evaluation of an online induction learning resource for pre-arrival students in the Faculty of Arts at the University of Warwick in 2019. There will be particular focus on the method of co-designing the resource with a group of current students. The article will demonstrate how online learning resources for pre-arrival students can support successful induction. It argues that co-designing digital student experience resources in collaboration with students aids the development of materials that students find engaging and that co-design has a range of benefits for staff and students who are involved in the process.

Using Codesign to Develop a Novel Oral Healthcare Educational Intervention for Undergraduate Nursing Students

“…A degree of apprehension was reported by students in this study. While the study by Woods and Homer [ 16 ] with a codesign between staff and pre-arrival first-year students did not evaluate the students’ experiences of working with staff, they were able to produce codesigned learning activities in a manner similar to this study. Students’ perceptions in this study of perceived consequences of working with academics could be due to previous experiences with faculty staff within the classroom, including issues with staff commitment and rapport.…”

Enhancing Engagement and Inclusivity Through Activities Co-Designed With Undergraduates - A Case of Induction Week for Business Management

“…While conventional student representation is normally unpaid, this project involves both a substantial commitment of time during vacation, and plus one of the central roles in this project is consultancy which would typically be paid. Several of the most successful student co-design initiatives have involved students being paid, including Birmingham City University (Freeman [14], Warwick University (Woods & Homer [15]), McMaster University (Healey et al [16]) and an Ontario teaching and learning institute (Marquis [17]).…”