Engaging students as partners (SaP) in a collaborative inquiry to develop a course
DOI :
https://doi.org/10.15173/ijsap.v8i2.5557Mots-clés :
student partnerships, collaborative inquiry, curriculum design, digital whiteboardRésumé
Aiming to develop a course with students as partners and to explore the process, two faculty initiated a curriculum development partnership with graduate students to design a new field study course. Applying a collaborative inquiry approach, we engaged in a research collaboration with graduate students online. The data collection was organised and facilitated using MURAL, a digital whiteboard that enabled synchronous and asynchronous visual collaboration with pictures, text, links, emojis, diagrams, and drawings. The study concluded with an exploration of the students’ experiences in the project. The co-created course design and pedagogy informed the development of a new field study course which was subsequently approved through the university curriculum approval process. Students shared that they appreciated reflecting, sharing, and contributing together as a group; they felt important and valued; and that it was meaningful to them to contribute to the learning of future students entering the program.
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(c) Tous droits réservés Rebecca Wilson-Mah, Ann-Kathrin McLean 2024
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