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dc.contributor.authorHubbard, KEen
dc.contributor.authorBrown, Ren
dc.contributor.authorDeans, Sen
dc.contributor.authorGarcía, MPen
dc.contributor.authorPruna, M-Gen
dc.contributor.authorMason, Matthewen
dc.date.accessioned2017-08-17T14:56:50Z
dc.date.available2017-08-17T14:56:50Z
dc.identifier.issn1479-7860
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/266587
dc.description.abstractUndergraduate students are increasingly working with academic staff to evaluate and design teaching materials in Higher Education, thereby moving from being passive consumers of knowledge to genuine partners in their education. Here we describe a student partnership project run at the University of Cambridge, which aimed to improve undergraduate biology practical class teaching. Student interns were recruited to act as researchers, pedagogical consultants and producers of teaching resources. Research by the interns revealed that students with limited practical experience at high-school level tended to have lower confidence and more negative responses to first-year university practical classes than peers with more experience. Interns and academics therefore redesigned the workflow for practicals to include online pre- and post-practical tutorials to support understanding and consolidation of laboratory-based material, which included student-produced quizzes and videos. We reflect on the process of building the partnership, and explore the value of partnership approaches in Higher Education.
dc.description.sponsorshipThis work was supported by the University of Cambridge Teaching and Learning Innovation Fund [AHAV].
dc.language.isoenen
dc.publisherTaylor & Francis
dc.rightsAttribution 4.0 Internationalen
dc.rightsAttribution 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en
dc.subjectstudent partnershipen
dc.subjectstudents as producersen
dc.subjectstudents as researchersen
dc.subjectpractical classesen
dc.subjectonlineen
dc.titleUndergraduate students as co-producers in the creation of first-year practical class resourcesen
dc.typeArticle
prism.endingPage78
prism.issueIdentifier1en
prism.publicationNameHigher Education Pedagogiesen
prism.startingPage58
prism.volume2en
dc.identifier.doi10.17863/CAM.12701
dcterms.dateAccepted2017-04-29en
rioxxterms.versionofrecord10.1080/23752696.2017.1338529en
rioxxterms.versionVoRen
rioxxterms.licenseref.urihttp://creativecommons.org/licenses/by/4.0/en
rioxxterms.licenseref.startdate2017-04-29en
dc.contributor.orcidMason, Matthew [0000-0001-7845-0720]
dc.identifier.eissn2375-2696
rioxxterms.typeJournal Article/Reviewen
cam.issuedOnline2017-06-21en


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Attribution 4.0 International
Except where otherwise noted, this item's licence is described as Attribution 4.0 International