Dr Katharine Hubbard K.Hubbard@hull.ac.uk
Reader in Biology Education
Dr Katharine Hubbard K.Hubbard@hull.ac.uk
Reader in Biology Education
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. https://doi.org/10.1080/23752696.2017.1338529
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 |
DOI | https://doi.org/10.1080/23752696.2017.1338529 |
Keywords | Student partnership; Students as producers; Students as researchers; Practical classes; Online resources |
Public URL | https://hull-repository.worktribe.com/output/919562 |
Publisher URL | https://www.tandfonline.com/doi/full/10.1080/23752696.2017.1338529 |
Additional Information | Peer Review Statement: The publishing and review policy for this title is described in its Aims & Scope.; Aim & Scope: http://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=rhep20 |
Article
(3.4 Mb)
PDF
Publisher Licence URL
https://creativecommons.org/licenses/by/4.0/
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 (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Circadian oscillations of cytosolic free calcium regulate the Arabidopsis circadian clock
(2018)
Journal Article
Challenging, Exciting, Impersonal, Nervous: Academic experiences of large class teaching
(2020)
Journal Article
About Repository@Hull
Administrator e-mail: repository@hull.ac.uk
This application uses the following open-source libraries:
Apache License Version 2.0 (http://www.apache.org/licenses/)
Apache License Version 2.0 (http://www.apache.org/licenses/)
SIL OFL 1.1 (http://scripts.sil.org/OFL)
MIT License (http://opensource.org/licenses/mit-license.html)
CC BY 3.0 ( http://creativecommons.org/licenses/by/3.0/)
Advanced Search