Reflections on co-leading module reviews in partnership for academic staff to design an inclusive curriculum

Abstract

Module reviews have been offered at the University of Hertfordshire for the last few years. It offers opportunities for academic staff to have conversations on their teaching with both staff and students in a safe environment. Module reviews are offered throughout the year to academic staff, to help guide their online module design, to look at how they can create an inclusive curriculum and help guide their students through their content in the online learning environment. They consist of either a learning and teaching specialist or digital capabilities manager, a student technology mentor, and the Module Leader (the academic staff member who booked the session). They are normally an hour long, with discussions on module design, assessment, inclusivity, and teaching between all parties. Key to these discussions are the student voice and perspective when guiding academic staff through. This reflective essay will present the perspectives and reflections from both staff and students working in partnership, who have co-led module curriculum design reviews with academic staff.