Promoting diversity through developing a sense of community

Authors

  • Jeanne-Louise Moys University of Reading

DOI:

https://doi.org/10.15173/ijsap.v2i2.3547

Keywords:

curriculum development, diversity, graphic design, inclusion, reciprocity, students as partners

Abstract

This case study explores how a students-as-partners approach is helping students in the Graphic Communication programme at the University of Reading gain experience of community through a curriculum design project. The “I am, we are … different by design” project began as a partnership initiative aimed at identifying strategies to extend students’ experience of diversity in the curriculum. Drawing on a mid-project evaluation, the case study presented here explores student partners’ perceptions of achievements and challenges, including developing a sense of community and the impact on career development. It also highlights how supporting opportunities for visibility and recognition throughout a project may contribute to sustaining a culture of reciprocity in partnership.

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References

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Moys, J-L., Collier, J., & Joyce, D. (2018). By design: engaging Graphic Communication students in curriculum development. The Journal of Educational Innovation, Partnership and Change, 4(1). Retrieved from https://doi.org/10.21100/jeipc.v4i1.752

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Published

2018-12-04

How to Cite

Moys, J.-L. (2018). Promoting diversity through developing a sense of community. International Journal for Students as Partners, 2(2), 135–143. https://doi.org/10.15173/ijsap.v2i2.3547

Issue

Vol. 2 No. 2 (2018)

Section

Case Studies

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