Flipping the roles: Analysis of a university course where students become co-creators of curricula

In this paper I present the transformation of a university course inspired by the theoretical background of the student voice approach (Fielding, 2004a and 2004b; Cook-Sather, 2006) and, in particular, the ways students are encouraged to be “co-creators of curricula” through partnership with faculty (Bovill, Cook‐Sather & Felten, 2011). I introduce active learning practices centered on “student generated content” (Sener, 2007; Bates et al., 2012), allowing a new rendering of the traditional lesson cycle: frontal lesson, individual study, and final exam. The change in students’ attitude towards study and final exam support the effectiveness of this methodology.