SaP in the development of inclusive assessment, Universiti Utara Malaysia

Postgraduates partner with faculty in the design, development, implementation and evaluation of contextually sensitive assessment protocol as inclusive assessment for linguistically diverse learners, for instance, determining appropriate assessment modes, creating rubrics, etc.

Peer Assisted Learning scheme, Bournemouth University, UK

Peer Assisted Learning (PAL) scheme encourages cross-year student-to-student support on the same discipline or course.

PAL is currently operating in the majority of undergraduate programmes. Students are trained to be PAL Leaders to lead collaborative group discussion and help their peers in the study of the subject matter of their course, as well as their university life.

Design-Your-Own-Module (DYOM) initiative, National University of Singapore

The Design-Your-Own-Module (DYOM) initiative empowers undergraduates to create a module in teamwork under the supervision of a faculty mentor. The initiative encourages student engagement in curriculum design in a non-graded nature.

Students as Learniers and Teachers (SaLT) Programme, Bryn Mawr and Haverford Colleges, US

Undergraduate students are invited to be Pedagogical Consultants to faculty members. In a one-one, semester long collaboration, student consultants are responsible to conduct class observation and provide feedback for faculty members in regular weekly meetings to improve their pedagogical practice.

Students as Co-creators of Course Design, Elon University, US

Students partner with faculty and academic development staff as “Course Design Team” (CDT) to co-create or re-create course syllabus. The CDT uses a ‘backward design’ approach, developing pedagogical strategies and learning assessments on the foundation of identified course goals.

Students as Co-producers, University of Nottingham Ningbo China

Students across cohorts collaborate as Co-producers in a multidisciplinary software development project.

Four consecutive teams of Computer Science students across two cohorts co-developed a note-taking software application for academic clients from other disciplines to facilitate student note-making and research.

Students as Producers, University of Lincoln, UK

Students act as Producers to partner with faculty in the production of knowledge through real research projects, or projects which echo with the research in their discipline. The “Students as Producer” initiative has been developed and implemented to advocate research-engaged learning across the institution.

Students as Change Agents, University of Nottingham Ningbo China

Students representatives act as Change Agents to bring about changes on teaching and learning through the Learning Community Forum (LCF), a student-led teaching and learning forum with academic staff.

The student representatives also receive relevant training on employability skills to facilitate their roles in educational enhancement and quality assurance through LCF.

Student Academic Partners (SAP) Scheme, Birmingham City University, UK

Student Academic Partners (SAP) Scheme encourages student engagement in the teaching and pedagogical research community of the University.

Students are invited to propose educational development projects with staff, and participate in academic discussion. The projects are designed to enhance specific aspects of teaching and learning practice, which may contribute to innovations and changes in learning resources and curriculum design.