Engaging and empowering first-year students through curriculum design: perspectives from the literature

Bovill, Catherine; Bulley, Catherine; Morss, Kate

doi:10.1080/13562517.2010.515024

Cited by 99 publications

(60 citation statements)

References 14 publications

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“…Students experience an increase in motivation and confidence, take greater responsibility for learning, and improve academic performance (Bovill et al, 2011a). They also better understand the different roles of the academic community (Delpish et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Working as Partners: Course Development by a Student–Teacher Team

Bengtson

Ahlkvist

Ekeroth

et al. 2017

ij-sotl

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A first-year undergraduate course at Uppsala University has been redesigned in a process exploring different levels of student participation. In the first part of the project, the student voice was heard through interviews focusing on the role of the course in the degree program. In the second part, a student-teacher team was formed to develop course curriculum and teaching material in partnership. Among the implemented changes were new seminars focusing on conceptual understanding, redesign of all lectures to include active student participation, and a change of the course literature. The redesigned course significantly increased student satisfaction compared to previous years. Important success factors were involvement of the student organization to promote the project, institutional support, early selection of concrete development tasks, and allowing team members to choose what they wanted to develop according to their own expertise. Keywords Student engagement, Course curriculum, Student voice, Students as partners Creative Commons LicenseThis work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. Cover Page FootnoteWe thank Maja Elmgren for continuous support and helpful comments on the manuscript, and Felix Ho for auditing a project meeting and gathering reflections from project members. We would also like to thank Johan Wickström, Ulrike Schnaas, Susanna Barrineau and Alexis Bergström for helpful discussions. Financial support was obtained from a TUFF pedagogical development grant from the Disciplinary Domain of Science and Technology, Uppsala University. A first-year undergraduate course at Uppsala University has been redesigned in a process exploring different levels of student participation. In the first part of the project, the student voice was heard through interviews focusing on the role of the course in the degree program. In the second part, a student-teacher team was formed to develop course curriculum and teaching material in partnership. Among the implemented changes were new seminars focusing on conceptual understanding, redesign of all lectures to include active student participation, and a change of the course literature. The redesigned course significantly increased student satisfaction compared to previous years. Important success factors were involvement of the student organization to promote the project, institutional support, early selection of concrete development tasks, and allowing team members to choose what they wanted to develop according to their own expertise.

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Section: Introductionmentioning

confidence: 99%

“…Both students and teachers can benefit from partnership (Bovill et al, 2011a, Cook-Sather, 2011, Carey, 2013. Students experience an increase in motivation and confidence, take greater responsibility for learning, and improve academic performance (Bovill et al, 2011a).…”

Section: Introductionmentioning

confidence: 99%

Working as Partners: Course Development by a Student–Teacher Team

Bengtson

Ahlkvist

Ekeroth

et al. 2017

ij-sotl

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“…5 The use of the Coffee Project was designed to engage students with a real-life, relevant 250 research topic, and most importantly, to allow the transfer of ownership and control of the learning process to shift from the instructor to the students. 27 The new module emphasises active learning of research concepts, and this resulted in improved engagement, with students showing more interest and curiosity during the sessions. 5 The Coffee Project also had the advantages of creating stronger alignment between each 255 of the module themes, and giving students the opportunity to apply the new concepts they had acquired through engaging in applied research.…”

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The Coffee Project Revisited: Teaching Research Skills to Forensic Chemists

Hamnett

Korb

2017

J. Chem. Educ.

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“…Barnett and Coate (2005) have pointed to the surprising absence of curriculum studies in higher education. Although a growing body of work is emerging (for example, Bovill et al, 2011), not all of it focuses on research. There has been a major overhaul of the undergraduate curriculum at the Universities of Aberdeen, Hong Kong, Melbourne and Macquarie, to take just four examples, that aimed to change practices and align graduate outcomes with the demands of the 21st century.…”

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confidence: 99%

The role of curriculum: advancing capabilities and functionings for a public good education

Walker¹

2012

Higher Education for the Public Good

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A discussion of the capabilities approach is provided by Hall (chapter two) with reference to the purpose of higher education and by Bozalek and Leibowitz (chapter five) with reference to the social justice in the institution as a whole. This chapter considers how curriculum should focus on human development (Haq, 2003) and, more specifically, form graduate functionings and capabilities -that is, support diverse students' opportunities to be and to do in ways they have reason to value (Sen, 1999; Nussbaum, 2011) as a matter of social justice in higher education. A focus on curriculum re-inserts but also problematises the 'knowledge' bit in the knowledge economy and knowledge society. Knowledge is important both in dominant human capital approaches and also for human capabilities, but in rather different ways. On the one hand, there is the development of knowledge -often thought of as skills -for employability and financial gain; on the other, there is the development of knowledge for cultivating critical and creative intellectual capacities for meaningful lives. These differences are explored in the chapter, and the argument made for human capabilities as the superior approach for curriculum. Knowledge and curriculumKnowledge is central to the higher education project but for particular reasons. Curriculum foregrounds knowledge, the criteria for its selection and inclusion and how it is mediated pedagogically and acquired by learners. 73Leibowitz B (ed.) 2012.Higher Education for the Public Good, Views from the South. Stellenbosch: SUN PRESS

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Engaging and empowering first-year students through curriculum design: perspectives from the literature

Cited by 99 publications

References 14 publications

Working as Partners: Course Development by a Student–Teacher Team

Working as Partners: Course Development by a Student–Teacher Team

The Coffee Project Revisited: Teaching Research Skills to Forensic Chemists

The role of curriculum: advancing capabilities and functionings for a public good education

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