• compulsory
• 20 credits
• development of undergraduate competences
• supports transition to university for all students
• promotes personal development and PDP
• MaaL tutor acts as personal development adviser

IT Skills
Academic Literacy and Study
Skills
Personal Effectiveness Skills

Involving students in curriculum design
• Student representatives given greater responsibility – bringing ideas from their class and attending a student focus group
• Focus groups included 2 nd year students in the role of consultants
• Decisions made at the focus group about content and delivery of 3 tutorials plus an idea proposed for development in a lecture
• Student decisions shared with staff with guidelines about how content could be delivered
• Tutors used a responsive planning approach in tutorials
• Wider student body evaluated the process

Key themes chosen by students
Time management/organisation*
Communication and presentation skills
Working as part of a team
Peer assessment*
Professionalism*

120
100
80
60
40
20
0
Did you use skills from this part of the module in school?
97
Yes
5
No
Student responses
7
No response
97 of 109 respondents (89% of those responding) had used skills covered in this part of the module during their school placement. 5 respondents (5% of those responding) did not make use of skills covered in this part of the module. 7 participants (6%) had not responded to this question.

“ Did not seem daunting, I had done this in MaaL.”
“ Very good teaching in MaaL helped this.”
“ The skills I have are mainly from previous experience but MaaL taught me more about myself as a learner.”
“ My skills were more effective due to the practice in the tutorial.”

100
80
60
40
20
0
This part of the module was designed with the help of the module reps. Has this part of the module been effective?
91
8 10
Yes No No response
120
100
80
60
40
20
0
Should students be used to help design the curriculum?
99
Yes
1
No
9
No response

• How representative were the student reps?
• Did making decisions at the focus group give adequate time for reflection?
• Was the success of the project related to the nature of the discipline and the professional placement?
• How can students’ previous experience be considered more seriously?

Students cannot develop graduate attributes without first having a robust set of undergraduate competences that are refined and honed over the course of their degree programme.

References
Campbell, F., Beasley, L., Eland, J. and Rumpus, A. (2007) Hearing the Student Voice – promoting and encouraging the effective use of the student voice to enhance professional development in
learning, teaching and assessment. Edinburgh: Napier University.
Campbell, F., L., Eland, J., Rumpus, A.and Shacklock, R.(2009) Hearing the Student Voice
involving students in curriculum and delivery. Final report. Edinburgh: Napier University.
Eland, J. (2010, April 20). Hearing the Student Voice. Powerpoint presentation, Higher Education
Academy Seminar, London. Retrieved June 20, 2010 from http://www2.napier.ac.uk/studentvoices/curriculum/download/SVLondonApril10.pptx
Lines, D. (2005). The first-year learning experience. In The Quality Assurance Agency for Higher
Education, Responding to Student Needs: Student evaluation and feedback toolkit. Gloucester: The
Quality Assurance Agency for Higher Education.
Morrison, K.A. (2009). Making Teacher Education More Democratic: Incorporating Student Voice and Choice, Part Two. Educational Horizons. 87:2, 102-115. Winter 2009.