Three part harmony: Blending the voices of students, educational developers, and faculty members in curriculum development

Session Time and Location

Thu, 7 Jun 2018
8:00am to 9:30am
Room: Room:
Oakwood A
Session Track
Session Format


Academics routinely engage in collaboration and peer review of one another’s work. Why is it, then, that we tend not to take a similar approach to collaborating with students on issues pertaining to their learning? Curriculum planning should be a shared responsibility that involves students.  We present a case study of a new course for upper-year students to engage in partnerships with faculty and educational developers, and through those partnerships, co-create learning modules that become part of a first-year science course. Participants will engage in discussion and brainstorm possibilities for partnering with students in curriculum development, review, or refinement at their institutions.


  • Session References +

    Bovill, C., Bulley, C. J., & Morss, K. (2011). Engaging and empowering first-year students through curriculum design: perspectives from the literature.Teaching in Higher Education, 16(2), pp. 197-209, doi:10.1080/13562517.2010.515024


    Bovill, C., Cook-Sather, A., Felten, P., Millard, L., & Moore-Cherry, N. (2015). Addressing potential challenges in co-creating learning and teaching: overcoming resistance, navigating institutional norms and ensuring inclusivity in student–staff partnerships.Higher Education, doi:10.1007/s10734-015-9896-4


    Felten, P., Bagg, J., Bumbry, M., Hill, J., Hornsby, K., Pratt, M., & Weller, S. (2013). A call for expanding inclusive student engagement in SOTL.Teaching and Learning Inquiry, 1(2), 63-74, doi:10.20343/teachlearninqu.1.2.63


    Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. York: Higher Education Academy. Retrieved from


    Marquis, E., Puri, V., Wan, S., Ahmad, A., Goff, L., Knorr, K., Vassileva, I., & Woo, J. (2017). Navigating the threshold of student-staff partnerships: A case study from an Ontario teaching and learning institute. International Journal of Academic Development,21(1):4-15, doi:10.1080/1360144X.2015.1113538