Publication Date

2023

Abstract

This article explores the experiences of OTD students and one faculty who redesigned assignments as a method for students to co-create their own learning. Twenty-two students completed five newly designed renewable assignments in a clinical orthopedic course. Students then provided feedback individually and as a group at midterm and the end of the semester on the assignments including templates, grading rubrics, and assignment instructions. Redesigning course assignments can take more time before and during the semester. The gain is more student involvement and effective engagement with the course materials in the teaching-learning process.

Author Biography

Dr. Cindy Hayden is a Professor in the Department of Occupational Science and Occupational Therapy at Eastern Kentucky University. She teaches in the Occupational Science, entry level, and post-professional OT Doctorate programs. She has SoTL publications and is an editor of the Journal of Occupational Therapy Education.

Hayley Rickard is a student in the Department of Occupational Science and Occupational Therapy at Eastern Kentucky University. She received a Bachelor of Exercise Science from Kentucky Wesleyan College in 2019 and a Bachelor of Occupational Science from Eastern Kentucky University in 2022.

Amanda Hansford is a student in the Department of Occupational Science and Occupational Therapy at Eastern Kentucky University. She received her certification as an Occupational Therapy Assistant at Madisonville Community College. She has received her Bachelor of Science in Occupational Science and a Veteran Studies Certificate at Eastern Kentucky University.

Tyler Bush is a student at EKU in the entry-level OTD program. He graduated prior to EKU from University of the Cumberlands with a bachelor’s degree in Public Health and Exercise Science.

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Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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A Student-Faculty Partnership in Redesigning Renewable Assignments

This article explores the experiences of OTD students and one faculty who redesigned assignments as a method for students to co-create their own learning. Twenty-two students completed five newly designed renewable assignments in a clinical orthopedic course. Students then provided feedback individually and as a group at midterm and the end of the semester on the assignments including templates, grading rubrics, and assignment instructions. Redesigning course assignments can take more time before and during the semester. The gain is more student involvement and effective engagement with the course materials in the teaching-learning process.