The added value of students co-creating HE teaching as seen from the student perspective – a case study from Bochum, Germany
This paper offers insight into the still largely untapped transformative potential of university students becoming actively involved in co-creating not only their own learning, but also the teaching of their peers.
It does so by examining the outcomes and implications of HERMAION, a student-run project which was organised at the faculty of philology at Ruhr-Universität Bochum from Autumn 2017 until Autumn 2018. Furthermore, it does so explicitly from a student perspective, based on the belief that student involvement should not end at the stage of implementation of student-run projects, but continue into the evaluation phase and beyond.
ISSN 2593-9602
This paper was presented at the 2019 European Learning & Teaching Forum and reflects the views of the named authors only.
