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Hearing the student voice: involving students in curriculum design and development

Hearing the student voice: involving students in curriculum design and development. Ann Rumpus, University of Westminster. The Project:. Initially: To inform staff development and now: To inform curriculum design. ? Your questions………. My questions:.

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Hearing the student voice: involving students in curriculum design and development

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  1. Hearing the student voice: involving students in curriculum design and development Ann Rumpus, University of Westminster

  2. The Project: Initially: • To inform staff development and now: • To inform curriculum design

  3. ? Your questions………..

  4. My questions: • Why are we concerned about “Student Voices” now? • How many voices do we need? • What impact should “Student Voices” have on the curriculum?

  5. Why are we concerned about “Student Voices” now? • Fees • National Students Survey • QAA Quality Enhancement Agenda • League tables and competition • As part of student-centred learning • To show we care • To meet our needs for dialogue

  6. To show we care Student voices: • I feel you are listening more to our feelings and queries • Great to hear that the University is concerned

  7. To meet our needs for dialogue: Staff voices: • It has motivated me to improve my approach • A benefit was that I was able to empathise more with the students • …I found it inspirational • Lecturers can’t guess how students feel, this gave both sides an opportunity to voice concerns and beliefs of what is important to each other

  8. How many voices do we need? Is the “Student Voice” representative? Staff voices: • Entirely anecdotal. No idea whether views are representative of general opinion • I’m not sure how relevant the feedback is to the course which I deliver

  9. Is the student voice representative? • No - but nor is much of the feedback we use • It’s only one item of evidence • It promotes reflection rather than providing an “answer”

  10. Is the student voice representative? Staff voices: • It gave me the confidence to refine my teaching • I will be aware that small comments/ actions of mine can be very important • There is a link to reflective practice • I now understand how different the staff and student experiences are

  11. Is the student voice representative? • I feel I have a better understanding of my students’ motivation and interests • I was surprised by how thoughtful and responsible students were in their comments

  12. Is the student voice representative? • Choose a variety of methods • Be flexible in approach • Reach as many students as you can • Use it as a tool for thinking • Be clear when you have been selective in using extracts

  13. What impact should “Student Voices” have on the curriculum? • On content? Do students know what they will need to know? • On delivery? Student perceptions on how they like to learn. • Who knows best?

  14. What impact should “Student Voices” have on the curriculum? Staff voices • How can we encourage dialogue about learning experiences within the classroom? • How do we give the students the language of understanding teaching and learning?

  15. What impact should “Student Voices” have on the curriculum? • We’re not getting enough critical feedback on our presentations • Discussing aspects with other students help us understand the subject • No forced group work! • Presentations were daunting but I can see how it helps to build confidence.

  16. What impact should “Student Voices” have on the curriculum? • Maybe do more stats questions at home to discuss in class • Good that you relate the metabolic pathways to the uses, rather than cramming in all the detail • Can we have a speaker on the latest work on aging?

  17. What impact should “Student Voices” have on the curriculum? • More case analysis of political situations, how the decisions are made, e.g. why the major economic powers did not sign the Kyoto agreement; why China voted no against the 2007 Burmese; why is whale hunting wrong?

  18. Conclusions • “Student Voices” not to inform the curriculum, but to be a part of it? • Encouraging the students to use their “voice” in general • Making it a two-way dialogue • Enriching the experience as a whole

  19. Thank you

  20. Questions to students • Do you feel encouraged to give your opinions? • Do you feel able to discuss things of importance to you? • What meaningful ways should be used to collect student views? • Do you think changes will be made as a result of your contributions? • Are you able to influence your curriculum?

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