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3 books match the query 'Student participation in curriculum planning'

cover of Collaborate

Collaborate

Mary Catherine Coleman

American Library Association, 2022

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cover of Reinventing The University: Literacies and Legitimacy in the Postmodern Academy

Reinventing The University

Literacies and Legitimacy in the Postmodern Academy

Christopher L. Schroeder

Utah State University Press, 2001

Christopher Schroeder spends almost no time disputing David Bartholomae's famous essay, but throughout ReInventing the University, he elaborates an approach to teaching composition that is at odds with the tradition that essay has come to represent.

On the other hand, his approach is also at odds with elements of the pedagogies of such theorists as Berlin, Bizzell, and Shor. Schroeder argues that, for students, postmodern instability in literacy and meaning has become a question of the legitimacy of current discourse of education. Schroeder is committed, then, to constructing literacies jointly with students and by so doing to bringing students to engage more deeply with education and society.

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cover of User Experience as Innovative Academic Practice

User Experience as Innovative Academic Practice

Kate Crane

University Press of Colorado, 2022

Situating itself in the Technical and Professional Communication discipline, this edited collection provides case studies from various points of instruction and curricular design to illustrate how a user experience (UX) methodology provides invaluable insight into understanding and including student-users. Drawing on research on student-users as they developed student-user profiles, journey maps, diary entries, course reflections, and affinity diagramming, among other sources, the authors of the chapters in this book argue that UX design is not only a worthy practice, but also a necessary one. Collectively, they argue that the UX design approach allows student-users to become co-creators of class material and academic products rather than the byproducts of such work. Together, the work in this collection offers an impetus of a new way of thinking about instruction and programs: designing courses and programs not only for students but with them.
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