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Strengthening Graduate Programs by Engaging Students as Co-Designers: A Critical Pedagogy Approach

Strengthening Graduate Programs by Engaging Students as Co-Designers: A Critical Pedagogy Approach

Robin M. Bishop, Jaede K. Ishikawa
Copyright: © 2021 |Pages: 22
ISBN13: 9781799848363|ISBN10: 1799848361|ISBN13 Softcover: 9781799864868|EISBN13: 9781799848370
DOI: 10.4018/978-1-7998-4836-3.ch004
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MLA

Bishop, Robin M., and Jaede K. Ishikawa. "Strengthening Graduate Programs by Engaging Students as Co-Designers: A Critical Pedagogy Approach." Reshaping Graduate Education Through Innovation and Experiential Learning, edited by Toby S. Jenkins, IGI Global, 2021, pp. 59-80. https://doi.org/10.4018/978-1-7998-4836-3.ch004

APA

Bishop, R. M. & Ishikawa, J. K. (2021). Strengthening Graduate Programs by Engaging Students as Co-Designers: A Critical Pedagogy Approach. In T. Jenkins (Ed.), Reshaping Graduate Education Through Innovation and Experiential Learning (pp. 59-80). IGI Global. https://doi.org/10.4018/978-1-7998-4836-3.ch004

Chicago

Bishop, Robin M., and Jaede K. Ishikawa. "Strengthening Graduate Programs by Engaging Students as Co-Designers: A Critical Pedagogy Approach." In Reshaping Graduate Education Through Innovation and Experiential Learning, edited by Toby S. Jenkins, 59-80. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-4836-3.ch004

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Abstract

This chapter will tell the story of how a cohort of master's students were engaged in a project-based course in which their problem to be tackled was the re-design of their larger program curriculum. In addition to gaining transferable skills from this co-designer's experience, these students left with a sense of legacy and the satisfaction that the program would better serve future cohorts. The authors discuss how students-as-partners approaches are informed by tenets of project-based learning and inquiry-based learning. They explore how students navigate frustrations within the ambiguity of these learning environments, and how the navigation of this initial uncertainty may contribute to the development of greater agency. Finally, the authors offer a consideration of how these teaching approaches may help fulfill the goals of critical pedagogy.

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