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Undergraduate students as co-producers in the creation of first-year practical class resources

机译：本科生作为一年级实践课程资源创作的合作者

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Undergraduate students are increasingly working with academic staff to evaluate and design teaching materials in Higher Education, thereby moving from being passive consumers of knowledge to genuine partners in their education. Here we describe a student partnership project run at the University of Cambridge, which aimed to improve undergraduate biology practical class teaching. Student interns were recruited to act as researchers, pedagogical consultants and producers of teaching resources. Research by the interns revealed that students with limited practical experience at high-school level tended to have lower confidence and more negative responses to first-year university practical classes than peers with more experience. Interns and academics therefore redesigned the workflow for practicals to include online pre- and post-practical tutorials to support understanding and consolidation of laboratory-based material, which included student-produced quizzes and videos. We reflect on the process of building the partnership, and explore the value of partnership approaches in Higher Education.
机译：本科生越来越多地与学术人员合作，以评估和设计高等教育中的教材，从而从被动的知识消费者转变为真正的教育合作伙伴。在这里，我们描述了一个在剑桥大学运行的学生合作项目，旨在改善本科生生物学实践课的教学。招募学生实习生担任研究人员，教学顾问和教学资源的制作人。实习生的研究表明，与经验丰富的同龄人相比，在高中阶段实践经验有限的学生往往对一年级大学实践课的信心较低，对他们的负面反应更大。因此，实习生和学者对实用程序进行了重新设计，以包括实践前和实践后在线教程，以支持对基于实验室的材料的理解和整合，其中包括学生制作的测验和视频。我们反思建立伙伴关系的过程，并探讨伙伴关系方法在高等教育中的价值。

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