Co-production in curriculum development through student-staff collaboration

Aims: To co-produce a new final year module in Human Factors Psychology through collaboration between students and staff.

Methodology: The approach was bottom-up, driven by a gap/need in the BA Psychology at Strathclyde identified by two BA graduates/PhD researchers. Each member of the team (two students*, one staff) contributed ideas to all aspects of the curriculum plan: Title, intended learning outcomes, topics, teaching and learning activities, assessment, and readings. In addition, the students consulted with the Professional Membership Organisation (Chartered Institute of Ergonomics and Human Factors) regarding its accredited curriculum, and the Strathclyde Careers Service in order to integrate employability into the curriculum.

Results: The output from the collaboration was a curriculum plan for a 10-credit, 13-week, final year module. The module was underpinned by constructive alignment; incorporated flipped, blended, and active learning; involved individual and group teaching and learning activities, promoting peer-learning; involved individual and group (formative and summative) assessment techniques, including authentic assessment; addressed emergent curriculum priorities (e.g. diversification of the curriculum, education for sustainable development); and integrated consideration of employability.

Implications/Relevance: Meaningful approaches to student-staff collaboration offers opportunities for innovation in curriculum development and student learning regarding of principles of good pedagogical practice. Through a form of peer learning, whereby the curriculum is co-produced by peers (i.e. graduates of the BA) it increases the likelihood that a module is better aligned with the needs and expectations of students.