1. Student Engagement in Curriculum Design
Karin Crawford, Head of Lincoln Higher Education Research Institute E:

2. Three key points
Working in partnership with students to enhance the quality of our curriculum;
There are many approaches to ensuring students can influence curriculum design;
This is not without challenges (and many benefits)!

3. What are we trying to achieve?
We need to be clear about our objectives …
What does engagement in curriculum design really mean? What does it look like? What are we aiming for?
Active participation - students having substantial influence in curriculum design [Higher rungs of the ladder of student participation in curriculum design (Boville and Bulley 2011)];
Underpinned by values of successful student engagement through partnership (Healey et al 2014).

4. Approaches engaging students in curriculum design
Initial curriculum planning and design;
Curriculum monitoring and review;
Curriculum redevelopment and programme (re)validation.
Examples from University of Lincoln, in the context of Student as Producer …
Subject committees
Academic review panels and validation panels
Programme Advisory Panels

5. BUT there are SO many benefits!
Challenges
Wider engagement of all students;
Student time and confidence;
Institutional timeframes or constraints;
Making partnership genuine and meaningful;
Understanding, evaluating and evidencing impact.
BUT there are SO many benefits!

6. Back to the key points and some questions to reflect on
Working in partnership with students to enhance the quality of our curriculum How far can we move up the ladder of participation?
There are many approaches to ensuring students can influence curriculum design; How far are different approaches effective and how do we know?
This is not without challenges (and many benefits)! What are the challenges in your context? How are you working to address the challenges?

7. References
Bovill, C. and Bulley, C.J. (2011) A model of active student participation in curriculum design: exploring desirability and possibility. In Rust, C. Improving Student Learning (18) Global theories and local practices: institutional, disciplinary and cultural variations. Oxford: The Oxford Centre for Staff and Educational Development, pp
Healey, M., Flint, A. and Harrington, K. (2014) Engagement through Partnership: Students as partners in learning and teaching in higher education York: HEA