Democracy in action: students as design partners

Authors

  • Andrea Todd University of Chester

DOI:

https://doi.org/10.47408/jldhe.vi22.681

Keywords:

students as partners, student voice, curriculum design, feedback, democracy, Covid-19

References

Bovill, C. (2017) ‘Breaking down staff-student barriers: moving towards pedagogic flexibility’, in Kinchin, I. M. and Winstone, N. (eds.) Pedagogic frailty and resilience in the university. Rotterdam: Brill Sense, pp.151-161.

Cook-Sather, A., Bovill, C. and Felten, P. (2014) Engaging students as partners in learning and teaching: a guide for faculty. San Francisco: Jossey-Bass.

Gravett, I., Kinchin, M. and Winstone, N. E. (2020) ‘More than customers: conceptions of students as partners held by students, staff, and institutional leaders’, Studies in Higher Education, 45(12), pp.2574-2587. https://doi.org/10.1080/03075079.2019.1623769.

Downloads

Published

27-10-2021

How to Cite

Todd, A. (2021) “Democracy in action: students as design partners”, Journal of Learning Development in Higher Education, (22). doi: 10.47408/jldhe.vi22.681.

Issue

No. 22 (2021): Special Edition, Compendium of Innovative Practice: Learning Development in a Time of Disruption

Section

Students as partners in course delivery

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).