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ISBN: 978-1-951414-00-9

December 2019

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ISBN: 978-1-951414-01-6

December 2019

This chapter of Pedagogical Partnerships opens with a discussion of definitions of curriculum and an overview of the four forms that curriculum-focused pedagogical partnerships take: co-planning a course before it is taught; co-creating or revising while a course is unfolding; redesigning a course after it is taught; and making explicit and challenging the hidden curriculum. Written with the primary audience of faculty and student partners in mind, the examples address both the structures and the experiences of those who participate in this form of pedagogical partnership. The chapter also addresses who might participate in curriculum-focused pedagogical partnerships, what might be the focus of the partnership work, and what the process of such partnership might look like.

Discussion Questions

Chapter 7 focuses on examples of curriculum-focused partnerships. Undertaking these forms of partnership requires being clear on what you understand curriculum to be and deciding when in the process of curricular conceptualization and unfolding you want the partnership to take place.

What is your definition of curriculum?

Consider the definitions offered in this chapter and clarify for yourself what your understanding of curriculum is—and how it does or does not align with your pedagogical commitments and practices.

Given your definition, which forms of curriculum-focused pedagogical partnership can you imagine pursuing in your context?

  • Co-planning a course before it is taught?
  • Co-creating or revising while a course is unfolding (either with students enrolled in the course or students not enrolled)?
  • Redesigning after a course has been taught?
  • Making explicit and challenging the hidden curriculum?
  • Other forms?

Who might participate in curriculum-focused pedagogical partnerships on your campus—faculty, students, librarians, IT staff, others?

How will participants in your context decide on the focus of curricular co-creation? 

  • Responding to institution- or department-wide curricular revision mandates?
  • Drawing on faculty and student lived experiences and identities to co-create from the ground up?
  • Faculty inviting students to re-imagine how best to structure engagement with course content?
  • Other drivers or inspirations?

What techniques from classroom-focused pedagogical partnerships might you use to inform curriculum redesign? Revisit chapter 6 and:

  • Guidelines for Student and Faculty Partners in Classroom-focused Pedagogical Partnerships
  • Visiting Faculty Partners’ Classrooms and Taking Observation Notes
  • Mapping Classroom Interactions
  • Gathering Feedback
  • Representing What Partners Have Explored

What might the process of curricular co-creation look like?

Which and how many people should participate? How might you schedule time and distribute responsibilities?