Co-creating a more inclusive design curriculum with virtual student interns as partners

Lotz, Nicole and Hale, Vera (2025). Co-creating a more inclusive design curriculum with virtual student interns as partners. In: The 13th eSTEeM Annual Conference Proceedings: Sharing Best Practice - Implementing What Works (Pawley, Susan and Chang, Daphne eds.), 10-11 Apr 2024, The Open University, UK, pp. 54–63.

DOI: https://doi.org/10.21954/ou.ro.00102267

Abstract

This paper explores the impact of virtual student interns’ working with academic staff on the co-creation of an inclusive design curriculum. Between 2022 and 2024, the Design Group at the Open University partnered with three cohorts of two students from underrepresented groups to co-develop a new design qualification.
The greatest challenge discussed in this paper is creating equitable and trusting partnerships between staff and students, so that students contribute passionately and authentically, and staff recognise and value these contributions during all phases of material development.
The paper’s findings present examples of inclusive design curricula more reflective of the student body, co-producing curriculum content, such as diverse innovation case studies and examples, assessments, glossaries audiovisual content or interactive activities, that aim to decrease awarding gaps and support student success.
By examining the focus of each cohort’s contributions and specific curriculum outcomes, the paper demonstrates how intern selection and pairing, and the phase of module production during which students joined the academic team, influenced the co-creation focus on different aspects of inclusivity of the learning and teaching materials. The findings offer valuable insights for academics and learning designers seeking to implement effective virtual internships to co-create inclusive curricula within student-staff partnerships.

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