Advice on launching co-created humanities modules

When designing modules, humanities course leaders must contend with shrinking resources and pressure to become more efficient, while balancing institutional priorities and evolving cultural changes. They must also ensure courses are inclusive, relevant, valuable and enjoyable. If this seems like a lot, it is!

Working with external partners, such as museums, archives, galleries and libraries, can lead to exciting courses. They require careful design and implementation, and investment from students. 

1. Take chances

Let colleagues know that you’re open to collaboration. This might involve working outside your department and connecting with organisations beyond the university. Share your idea with others and strengthen it by aligning the concept with your institution’s strategic priorities. For example, if your university is taking a skills-focused approach to learning design, consider how a potential collaboration might support this.

2. If at first you don’t succeed, try, try again

Think about how you want to shape your long-term module design goal and work backwards. In the first year, firm up plans with partners by communicating students’ expected time commitments, your institution’s pedagogy requirements and ideas on how assessments might work. The organisation will have different priorities from your university, so be adaptable while also advocating for your students. The second year may involve working alongside your faculty director of education to discuss the design of your module. They may be aware of strategic priority areas for development. 

Once approved, trial aspects with students through formative assessments or group work during seminars. Testing an idea in a low-stakes environment can help build confidence and momentum. Take feedback on board and adapt as necessary. This will help build a case for formal implementation and allow you to iron out any issues before submitting paperwork to your quality assurance team to receive accreditation for the module. You may not be prepared to launch the course until the third year of planning!

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3. Stay within advertised structures

If you have advertised learning objectives, a course description or assessments, it’s likely you won’t be able to change these until the following year. Always check which changes are allowed with your institutions’ accreditations team, and cross reference with the quality assurance teaching manual. Before implementing changes, check with your subject lead, director of education, head of department, accreditation officer or others relevant to the process.

4. Introduce change slowly but with conviction

You might not be able to get all decision-makers onboard straight away, particularly when proposing a new core module. Instead, develop your idea and partnership activity within the current set of core modules. Students need clarity about what they are signing up for, as uncertainty can be costly. Understandably, students may have a limited appetite for it.

5. Strike when the iron is hot

The opportunity to launch your idea may come when you least expect it. Even if it doesn’t seem possible to completely overhaul a module now, continue fostering connections with local organisations. In some cases, the drive for efficiencies creates opportunities to bring ideas that have been percolating into view.

6. Hammer it home

Once the paperwork has been signed off, explain to students why you are making the change to a core module and continue to reinforce this message throughout the process. The unknown can be daunting, so you may need to convince them and others in your university to come on the journey with you. Don’t be afraid to champion your vision! 

To emphasise the value of the project, you can give students on an existing module that you convene the opportunity to volunteer or undertake an internship with the partner organisation. Invite these students back the following year to deliver a “masterclass” in one aspect of their internship to the next cohort. This type of activity will build a sense of community among students in different year groups, while boosting awareness for the benefits of your module.

7. Celebrate success

Be it an exhibition launch co-curated with students and the partner you’re working with, a set of colourful summative assessment posters displayed along a corridor or great module reviews, be sure to celebrate the success that comes from the hard work you put into creating innovative learning opportunities. You never know when the chance to develop your idea into an internal funding grant, or something larger, may materialise.

Alyson Mercer is a lecturer in history at the University of Exeter.

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