Year: 2025
Type: article
Abstract: Despite strong academic foundations, many graduates are perceived, both by employers and graduates themselves, as underprepared for the workplace. Addressing these skill gaps is crucial in future curriculum design. Student–staff co-creation has been found to be beneficial and promote the development of instructional rubrics and assessment literacy; it was used in this study to design a final year undergraduate synoptic materials science module with a view of promoting holistic content review and application alongside practical, professional, and industrial skills. The use of student–staff co-creation successfully allowed a range of novel perspectives and fresh ideas to be brought into the design of a new materials science and engineering synoptic group project module that effectively mimics the challenges students will face in the engineering workforce.
Source: Journal of Chemical Education
Authors: Georges Chahni, James Griffiths, Harry Leach, Erin Medcalf, Louis Medlock, Arya Nicum, Amanda Catherine Cruchley, Michael John Jenkins, Sam Cruchley
Institution: University of Birmingham
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $4,500
Funder: University of Birmingham
OpenAlex ID: W4414962773