Higher Education systems are at a crossroads in addressing the needs of their stakeholders through curriculum. Currently, institutional practices alienate students from the learning process and impede their ability to address diverse personal and professional goals within a scholastic environment. This article reviews six case studies of curricular innovations designed to better incorporate student voice through collaboration.
An analysis finds that the barriers to an implementation of collaborative efforts are rooted in ingrained expectations established by institutional culture. The paper concludes with a call for greater emphasis on changing institutional culture to encourage equitable and collaborative interaction with course content and design by all stakeholders.
|Keywords:||Social Sciences, Evidence-informed Pedagogy, Higher Education|
M.S.S. Candidate, Bryn Mawr Graduate School of Social Work and Social Research, Pennsylvania, USA