Promoting diversity through developing a sense of community

Auteurs-es

  • Jeanne-Louise Moys University of Reading

DOI :

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

Mots-clés :

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

Résumé

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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Références

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Bovill, C., Cook-Sather, A., & Felten, P. (2011). Students as co-creators of teaching approaches, course design and curricula: implications for academic developers. International Journal for Academic Development, 16(2): 133-145. Retrieved from https://doi.org/10.1080/1360144X.2011.568690

Cook-Sather, A., & Felten, P. (2017). Ethics of academic leadership: Guiding learning and teaching. In F. Su & M. Wood (Eds.), Cosmopolitan perspectives on academic leadership in higher education (pp. 175-191) London: Bloomsbury.

Dawood, S. (2017). Design industry still 90% white and 60% male, Government figures reveal. Design Week. Retrieved from https://www.designweek.co.uk/issues/31-july-6-august-2017/design-industry-90-white-60-male-government-figures-reveal/

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Healey, M., Flint, A., & Harrington, K. (2014). Students as partners in learning and teaching in higher education. York: Higher Education Academy. Retrieved from https://www.heacademy.ac.uk/system/files/resources/engagement_through_partnership.pdf

Healey, M., Flint, A., & Harrington, K. (2016). Students as partners: Reflections on a conceptual model. Teaching & Learning Inquiry, 4(2): 1-13. Retrieved from https://doi.org/10.20343/teachlearninqu.4.2.3

Higher Education Academy. (2015). Framework for student engagement through partnership. Retrieved from https://www.heacademy.ac.uk/system/files/downloads/student-enagagement-through-partnership-new.pdf

Loveland, P., Moys, J-L., Tollett, H., & Towriss, M. (2016). Typo-resource: developing T&L support materials through collaboration. The Journal of Educational Innovation, Partnership and Change, 2(1). Retrieved from https://doi.org/10.21100/jeipc.v2i1.238

Matthews, K. E. (2017). Five propositions for genuine Students as Partners practice. International Journal for Students as Partners, 1(2): 1-9. Retrieved from https://doi.org/10.15173/ijsap.v1i2.3315

Mercer-Mapstone, L., Dvorakova, S.L., Matthews, K. E., Abbott, S., Cheng, B., Felten, P., Knorr, K., Marquis, E., Shammas, R., & Swaim, K. (2017). A systematic literature review of Students as Partners in Higher Education. International Journal for Students as Partners, 1(1): 1-23. Retrieved from https://doi.org/10.15173/ijsap.v1i1.3119

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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Publié-e

2018-12-04

Comment citer

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

Numéro

Vol. 2 No. 2 (2018)

Rubrique

Case Studies

Licence

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