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Undergraduate students as co-producers in the creation of first-year practical class resources

Hubbard, Katharine E.; Brown, Rachel; Deans, Sam; García, María Paz; Pruna, Mihai-Grigore; Mason, Matthew J.


Rachel Brown

Sam Deans

María Paz García

Mihai-Grigore Pruna

Matthew J. Mason


Undergraduate students are increasingly working with academic staff to evaluate and design teaching materials in Higher Education, thereby moving from being passive consumers of knowledge to genuine partners in their education. Here we describe a student partnership project run at the University of Cambridge, which aimed to improve undergraduate biology practical class teaching. Student interns were recruited to act as researchers, pedagogical consultants and producers of teaching resources. Research by the interns revealed that students with limited practical experience at high-school level tended to have lower confidence and more negative responses to first-year university practical classes than peers with more experience. Interns and academics therefore redesigned the workflow for practicals to include online pre- and post-practical tutorials to support understanding and consolidation of laboratory-based material, which included student-produced quizzes and videos. We reflect on the process of building the partnership, and explore the value of partnership approaches in Higher Education.


Hubbard, K. E., Brown, R., Deans, S., García, M. P., Pruna, M., & Mason, M. J. (2017). Undergraduate students as co-producers in the creation of first-year practical class resources. Higher Education Pedagogies, 2(1), 58-78.

Journal Article Type Article
Acceptance Date Apr 29, 2017
Online Publication Date Jun 21, 2017
Publication Date Jun 21, 2017
Deposit Date Jul 10, 2018
Publicly Available Date Oct 27, 2022
Journal Higher Education Pedagogies
Print ISSN 2375-2696
Electronic ISSN 2375-2696
Peer Reviewed Peer Reviewed
Volume 2
Issue 1
Pages 58-78
Keywords Student partnership; Students as producers; Students as researchers; Practical classes; Online resources
Public URL
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Additional Information Peer Review Statement: The publishing and review policy for this title is described in its Aims & Scope.; Aim & Scope:


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Copyright Statement
© 2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group<br /> This is an Open Access article distributed under the terms of the Creative Commons Attribution License (, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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