Students as Bridges: Translating the student voice for effective curriculum evaluation

Raymart D Walker; Theresa Ashford

Back

Students as Bridges: Translating the student voice for effective curriculum evaluation

Conference paper

Open access

Peer reviewed

Students as Bridges: Translating the student voice for effective curriculum evaluation

Raymart D Walker and Theresa Ashford

Refereed papers from the 40th HERDSA Annual International Conference, pp.415-422

Annual Conference of the Higher Education Research and Development Society of Australasia (HERDSA): Curriculum Transformation, 40th (Sydney, Australia, 27-Jun-2017–30-Jun-2017)

Higher Education Research and Development Society of Australasia (HERDSA)

2017

Files and links (2)

pdf

Students as Bridges - Translating the student voice for effective curriculum evaluation333.38 kBDownload View

Published Version Open Access

url

https://www.herdsa.org.au/research-and-development-higher-education-vol-40-415View

Published Version

Abstract

Education Systems

student voice

student as partners

curriculum evaluation

engineering

This paper shares the experience of a student led curriculum research project in a regional university. Overall, higher education (HE) curriculum development, design and evaluation are exclusively an academic exercise. Very often curriculum and discipline experts create sequences of learning for students without any real engagement or consultation with the student body who will undertake the program or courses. Any recognition to a student voice in curriculum (re)design is often limited to formal and informal course evaluations, which have become problematic due to systemic issues of low response rates and potential for extreme feedback. This student led curriculum project suggests a different model for student feedback (student-lecturer as partners) and one that can leverage a new dialogue space (student to student) to foster more accurate and authentic feedback. The setting for this project is exploring the use of new visualisation technologies at the University of the Sunshine Coast (USC). In these enhanced learning spaces, USC is developing in-house knowledge about how to effectively use simulation, immersive and collaboration-based learning activities. The 'Student as Bridge' model used for this research leverages a 'plugged in' peer-to-peer interaction and 'student as researcher' observation in classes using this new technology. This paper proposes that a 'student as bridge' model increases the authenticity of feedback and is a strategic shift away from viewing students as passive consumers of curriculum towards a view of students as stakeholders and partners.

Details

Title: Students as Bridges: Translating the student voice for effective curriculum evaluation
Authors: Raymart D Walker (Author) - University of the Sunshine Coast - Faculty of Science, Health, Education and Engineering
Theresa Ashford (Author) - University of the Sunshine Coast - Faculty of Science, Health, Education and Engineering
Contributors: Ruth Walker (Editor)
Simon Bedford (Editor)
Publication details: Refereed papers from the 40th HERDSA Annual International Conference, pp.415-422
Conference details: Annual Conference of the Higher Education Research and Development Society of Australasia (HERDSA): Curriculum Transformation, 40th (Sydney, Australia, 27-Jun-2017–30-Jun-2017)
Publisher: Higher Education Research and Development Society of Australasia (HERDSA)
Date published: 2017
Organisation Unit: Development Office - Legacy; School of Social Sciences - Legacy; University of the Sunshine Coast, Queensland; Marketing and External Engagement - Legacy; Technical and Work Integrated Learning (WIL) Operations - Legacy; Community Engagement; Student Services and Engagement; School of Law and Society
Language: English
Record Identifier: 99450313402621
Output Type: Conference paper

Metrics

70 File views/ downloads

482 Record Views