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Potter, Andrew and Butler, Diane
(2024).
Abstract
Online education faces a challenge: inclusion of all learners in student co-creation projects. Traditional unpaid in-person internships often exclude underrepresented students. This session explores a solution – paid virtual internships – implemented within a STEM faculty co-creation project at the Open University. Interns were recruited exclusively from underrepresented student groups identified by the university's access and participation policies. A scholarly evaluation of the project was undertaken via student focus groups and supervisor interviews.
This session focuses on the project's impact on inclusion:
•Removing Barriers: Paid virtual internships ensured participation from a wider range of students, enriching teaching and learning practices.
•Empowering Students: Evaluations emphasised the importance of intern autonomy in project design, leading to impactful contributions.
•Improved Staff Experiences: Student voices directly informed staff development, promoting better understanding of diverse student needs.
In addition, the session explores the following challenges:
•Virtual Collaboration: Strategies for fostering collaboration and engagement in a virtual environment.
•Supervision and Development: Approaches to providing meaningful mentorship and fostering skills relevant to STEM careers.
This session presents a practical case study for educators seeking to implement inclusion initiatives within online learning. Paid virtual internships offer a model for promoting student co-creation, ensuring a wider range of voices are heard, and fostering employability for underrepresented students in STEM fields.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)
