Engaging Students as Partners (SaP) in a Collaborative Inquiry to Develop a Course
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| Title: | Engaging Students as Partners (SaP) in a Collaborative Inquiry to Develop a Course |
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| Language: | English |
| Authors: | Rebecca Wilson-Mah, Ann-Kathrin McLean |
| Source: | International Journal for Students as Partners. 2024 8(2):21-37. |
| Availability: | McMaster University Library Press. McMaster University Library, 1280 Main Street West, Hamilton, ON L8S $L6 Canada. e-mail: scom@mcmaster.ca; Web site: https://mulpress.mcmaster.ca/ijsap |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Curriculum Development, Graduate Students, Masters Programs, Tourism, Partnerships in Education, Teacher Student Relationship, Field Studies, Distance Education, Visual Aids, Student Attitudes, Student Experience, Cooperative Learning |
| Geographic Terms: | Canada (Victoria) |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1446653 |
| Database: | ERIC |
| Abstract: | 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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