Student-staff partnerships in academic development: the course design studio as a model for sustainable course-wide impact |
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| Authors: | Rachel Fitzgerald Henk Huijser Deanna Meth Kellene Neilan |
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| Institution: | 1. Learning and Teaching Unit, Queensland University of Technology , Brisbane, Australia r8.fitzgerald@qut.edu.au https://orcid.org/0000-0003-2905-6895;3. Learning and Teaching Unit, Queensland University of Technology , Brisbane, Australia https://orcid.org/0000-0001-9699-4940;4. Learning and Teaching Unit, Queensland University of Technology , Brisbane, Australia https://orcid.org/0000-0002-8749-3164;5. Connected Learning, Victoria University , Victoria, Australia |
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| Abstract: | ABSTRACT Sector-wide research has shown the benefits of student-staff partnerships in course design whilst highlighting the complexity of this work, and the difficulties in gaining traction to create sustained ways of working. Reflections by academic developers on the roles and partnerships in course design at one Australian university reveal the critical three-way partnership among academic developers, students, and academics. The benefits brought by a Course Design Studio model in providing a liminal space to sustain positive three-way collaborations are outlined. This paper offers a conceptual argument that addresses areas of concern often encountered in traditional course design student-staff partnership relationships. |
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| Keywords: | Academic development course design liminal space students-as-partners |
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https://orcid.org/0000-0003-2905-6895;3. Learning and Teaching Unit, Queensland University of Technology , Brisbane, Australia