Learning & Teaching

Interactive Teaching Units (ITUs) were introduced to help students connect course content to real-world problems and develop transferable skills through active and collaborative learning. However, student feedback indicated that many students did not perceive the relevance of the ITUs and felt anxious about working in groups with unfamiliar peers. In response, staff partnered with two students who had recently completed the ITUs to redesign the unit, with the aim of improving student engagement, inclusivity and perceptions of value. 

Several practices contributed to the success of the partnership. Students who had recently experienced the ITUs were recruited as partners, enabling the redesign to be informed by relevant lived experience and an understanding of student concerns. Student partners worked collaboratively with staff as equal contributors, participating in meetings where ideas were jointly developed, implemented and evaluated. 

The partnership introduced a range of practical changes to make the ITUs more inclusive and engaging. These included developing new content, creating a pre-ITU exercise to explain the purpose and benefits of the activity, using a larger and more flexible learning space, allowing students to sit with friends, and providing opportunities for students to choose roles within their groups. These adaptations helped reduce anxiety associated with group work and encouraged greater participation. 

Student partners reported feeling valued and appreciated for the responsibility and independence afforded to them within the partnership. They developed subject-specific knowledge through researching and creating new materials and gained teaching experience by co-delivering and evaluating the revised sessions alongside staff. 

Staff benefited from the partnership by gaining unique insights into students' motivations, experiences and barriers to engaging with group learning, enabling activities to be pitched at an appropriate level. The revised ITU format has received consistently positive feedback over the past two academic years. Survey findings indicate that a majority of students viewed the ITUs positively, with 78% reporting that they enjoyed teamwork within the sessions, 75% agreeing that the ITUs contributed to their learning experience, 76% considering them relevant to the course and 66% indicating that participation increased their interest in chemistry. 

Involving students with recent experience of an activity or programme can provide valuable insights into barriers to engagement and opportunities for enhancement. Treating student partners as equal collaborators, giving them meaningful responsibilities and involving them in the implementation and evaluation of initiatives can strengthen both the partnership experience and project outcomes. Small changes to learning environments and structures, such as allowing students greater choice and flexibility, can also play an important role in creating more inclusive and engaging learning experiences. 

Don't think of students as cheap or free labour to do what you think is right or needed for a particular project, rather think of them as partners. If you have that attitude, it will be a success.

Partnerships in practice: Student-Staff Synergy in the School of Chemistry at the University of Glasgow, Student Engagement in Higher Education Journal