A student-staff partnership approach to course enhancement: Principles for enabling dialogue through repurposing subject-specific materials and metaphors

Mechanisms for listening and responding to students need to offer space for diverse voices and meaningful dialogue for greater student-staff partnership. This study explores the beneficial impacts and challenges of using creative pedagogical methods to support rich dialogue for module evaluation. A...

Full description

Saved in:
Bibliographic Details
Published inInnovations in education and teaching international Vol. 58; no. 1; pp. 14 - 24
Main Authors Chilvers, Lucy, Fox, Alice, Bennett, Sarah
Format Journal Article
LanguageEnglish
Published London Routledge 02.01.2021
Taylor & Francis Inc
Subjects
Barriers
College Faculty
Constructivism (Learning)
creative methods
Creative Teaching
Dialogs (Language)
Educational evaluation
Educational partnerships
evaluation
Feedback (Response)
Figurative Language
Foreign Countries
Formative Evaluation
Graduate Students
Inclusive education
inclusive practice
Instructional Design
Learning Activities
Learning Experience
Learning Processes
Listening Skills
Museums
Peer Teaching
Reflection
Student Attitudes
Student participation
student-engagement
Student-staff partnership
Students
Summative Evaluation
Teacher Attitudes
Teacher Response
Teacher Student Relationship
Teaching Methods
United Kingdom (London)
Online AccessGet full text

Cover

More Information
Summary:Mechanisms for listening and responding to students need to offer space for diverse voices and meaningful dialogue for greater student-staff partnership. This study explores the beneficial impacts and challenges of using creative pedagogical methods to support rich dialogue for module evaluation. A variety of evaluation activities were embedded throughout a postgraduate module, using creative materials and metaphorical reflective questions. Whilst there are logistical and perceptive barriers to adopting creative approaches, this paper demonstrates the beneficial impacts on both students' and staffs' experiences of learning and teaching, and the culture of partnership it develops. Deeper reflection and evaluation from students enabled inclusive student-staff dialogue. More nuanced and richer feedback allowed staff a responsive approach to module design, empowering the students and cultivating trusting student-staff relationships. Supporting the transferability of this practice across non-arts disciplines, principles for using discipline-specific materials and metaphors, for triggering reflection and evaluation are proposed.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1470-3297
1470-3300
DOI:10.1080/14703297.2019.1675530