By Design. Engaging Graphic Design Students in Curriculum Development

Authors

  • Jeanne-Louise Moys University of Reading
  • Joy Collier University of Reading
  • Diane Joyce University of Reading

Keywords:

Student Engagement, Curriculum Design

Abstract

To achieve this, we aimed to develop a new first-year module. As part of our continuing student collaboration process, we sought to take a partnership approach to the design of the module by inviting students to participate in a focus group to share their ideas about what a new module needed to cover and what forms of assessment they thought would be appropriate.  Their ideas were then either adopted and built into the new module from the outset or applied , as relevant to other modules within the curriculum.  The information shifted the emphasis and level of detail we built into the module planning.  It also provided helpful guidance to early career colleagues involved in developing learning resources and assessment tasks for the module.  The case study is being used to encourage colleagues across different disciplines to embed student engagement initiatives within the curriculum design process.

Author Biographies

Jeanne-Louise Moys, University of Reading

Dr Jeanne-Louise Moys is a lecturer in Typography & Graphic Communication at the University of Reading. Building on her varied professional experience working across a range of design and publishing genres, Jeanne-Louise’s research has two strands: the first explores ways of ensuring that pedagogy, practice, research and theory inform each other effectively; the second investigates how changes in typographic presentation can influence users’ judgments and engagement with information across different genres. She is affiliated to the Centre for Information Design Research (CIDR), serves on the committee of the Information Design Association (IDA) and is a member of the E-Read COST action research network.

Joy Collier, University of Reading

Joy Collier is an Academic Developer in the Centre for Quality Support and Development at the University of Reading. With a background in 14-19 education, Joy is passionate about the creative potential of students to contribute to the design and development of their education. She founded, and led the University-wide roll-out of, the PLanT (Partnerships in Learning &Teaching) scheme at Reading which funds curriculum based collaborative projects where students and staff work in partnership to influence T&L in a local context. She leads a number of student engagement initiatives, often in collaboration with the Students’ Union, most recently as project lead on a TSEP/HEFCE funded pilot of student voice mechanisms in Annual Provider Review. Joy is a Senior Fellow of the HEA.

Diane Joyce, University of Reading

Diane Joyce works in the Academic Development and Enhancement team at the University of Reading.  She started her career producing and directing for a number of independent production companies before moving into teaching film and video at undergraduate level.  At Reading, she has produced a number of short films to support blended delivery on the Academic Practice Programme and to disseminate good practice in teaching and learning. 

References

Bovill, C., Cook-Sather, A., and Felten, P. (2011) ‘Students as co-creators of teaching approaches, course design and curricula: implications for academic developers.’ International Journal for Academic Development 16(2), 133–145. Available at: https://www.tandfonline.com/doi/full/10.1080/1360144X.2011.568690 (Accessed: 15 March 2018).

Ellmers, G.N. (2014) Graphic Design Education: Fostering the conditions for transfer in a project‐based and studio‐based learning environment, through a structured and critical approach to reflective practice. PhD, University of Wollongong. Available at: http://ro.uow.edu.au/theses/4189/ (Accessed: 14 February 2018).

Healey, M., Flint, A. and Harrington, K. (2014) Engagement through partnership: students as partners in learning and teaching in higher education. York: Higher Education Academy.

Logan, C.D. (2006) ‘Circles of practice: educational and professional graphic design.’ The Journal of Workplace Learning 18(6): 331-343. Available at: https://www.emeraldinsight.com/doi/full/10.1108/13665620610682062 (Accessed: 15 March 2018).

Loveland, P., Moys, J.L., Tollett, H. and Towriss, M. (2016) ‘Typo-resource: developing T&L support materials through collaboration.’ Journal of educational innovation, partnership and change. 2(1). Available at: https://journals.gre.ac.uk/index.php/studentchangeagents/issue/view/42 (Accessed: 14 February 2018).

Park, J.Y. and Kastanis, L. (2009) ‘Reflective learning through social network sites in design education.’ The International Journal of Learning 16(8), 11–21. Available at: http://eprints.qut.edu.au/29596/ (Accessed: 15 March 2018).

Journal of Educational Innovation, Partnership and Change cover

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Published

04/04/2018

How to Cite

Moys, J.-L., Collier, J., & Joyce, D. (2018). By Design. Engaging Graphic Design Students in Curriculum Development. The Journal of Educational Innovation, Partnership and Change, 4(1). Retrieved from https://journals.studentengagement.org.uk/index.php/studentchangeagents/article/view/752

Issue

Vol. 4 No. 1 (2018)

Section

Video article

License

Copyright (c) 2018 The Journal of Educational Innovation, Partnership and Change

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Copyright is held by the journal. The author has full permission to publish to their institutional repository. Articles are published under an Attribution-NonCommercial-NoDerivatives 4.0 International licence.