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This year, the Bachelor of Education program at RMIT was a testing ground for a new 'Students as Partners' approach. To try to embed the approach into existing program structures, we embedded the partnership approach in the program's Student Staff Consultative...
We used a card sorting activity in an early, exploratory workshop to ask students specifically about how they would like to work, and what communication tools and approaches they felt would be most effective.
Whether you are half-way through your projects, or have arrived at the end point, it’s useful to do activities that help people reflect on the process and identify what could be done differently next time.
“The 4Ls” activity is an opportunity for people to reflect on the highlights and lowlights of their project experience, but also provides invaluable information for the organisers.
Design thinking approaches encourage an empathetic and solutions focused approach to solving problems and designing new tools or services.
Trello is a free project tool that allows you to create project boards, organise the board into a workflow or timeline, and then add individual tasks and responsibilities.
Establishing a team contract early in the group ‘forming’ stage is a way to clarify roles, expectations, timelines, and agree a process for when things don’t go to plan.
What are students and staff going to be doing in your project? Do everyone’s expectations match? To address these questions, the Oxford Brookes University InStePP project developed contracts and role cards.
If you’re starting to explore the world of students as partners, Professor Mick Healey’s website is an essential starting place, with an extensive collection of handouts, case studies and bibliographies.
How much decision-making power do you want to have in your project? Bovill and Bulley’s Ladder of student participation in curriculum design (2011) identifies eight levels of involvement.