Co-creation as an alternative for engaging students

Co-creation does not require fieldwork, travel or large-scale design projects. It can be just as powerful in traditional classroom settings. At its simplest, co-creation asks students to take an active role in shaping aspects of their learning – including the goals, tasks, questions or assessment approaches the course uses. When students help determine what they learn and how they learn it, they engage more deeply and develop a sense of ownership that is often missing in instructor-driven environments.

Classroom-based co-creation techniques

One accessible classroom approach is contract grading, in which students help define the criteria that will guide their learning. At the beginning of a course, the instructor outlines possible goals, forms of evidence, and expectations. Students then negotiate the level of challenge they want to take on, the types of work they will submit and the standards by which they will be evaluated. This transparency helps demystify assessment and gives students a meaningful voice in setting priorities. While contract grading is by no means a universal fit, it can be a powerful tool for instructors seeking a structured way to introduce co-creation without redesigning an entire course.

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Another strategy is to incorporate student-designed assignments or projects. Here, the instructor defines the learning objectives and guard rails, while students choose the topic, format, medium or audience for their work. This may include allowing students to propose the central question they want to explore, build their own rubric with instructor oversight or design a deliverable aligned with their interests (for example, creating a podcast, policy brief or data-driven report instead of a standard essay). To make this work in practice, faculty should:

• begin with clear, non-negotiable outcomes to ensure rigour
• provide models of successful student-designed work from past years
• use short proposal stages so students can test ideas and receive early feedback
• build in checkpoints to prevent students from becoming overwhelmed or drifting off-track.

A third technique is peer-led sessions that extend beyond typical discussions. In many classes, “discussion” means responding to instructor-selected prompts. Co-creation requires going further; students determine the questions worth exploring, choose the materials or examples to analyse, or design and facilitate short workshops based on course themes. In this model, the instructor acts as a guide – ensuring quality and connection to learning goals – while students decide how the class should approach a topic, what perspectives should be centred or which misconceptions need unpacking. This moves the classroom dynamic from “responding to what the teacher asks” to “shaping the intellectual agenda for the day”.

Finally, collaborative syllabus development offers students a voice in constructing the structure of the course. This does not require handing over the entire syllabus; even small elements can be co-created. Instructors might present a partially built syllabus with:

• optional readings for students to prioritise
• choices of assignment types
• flexible pacing for particular units
• a menu of possible case studies or application areas.

Students then discuss and vote on which options best support their learning. To do this effectively:

• frame the syllabus as a shared document rather than a contract imposed from above
• explain which components are fixed (for accreditation or curricular reasons) and which are negotiable
• use structured decision-making (small groups leading to a whole-class vote) so all students can participate
• reserve time for revisiting and adjusting choices later in the term.

Recommendations for implementing classroom co-creation

Effective co-creation requires thoughtful planning. Instructors should establish transparent boundaries: what elements of the course are open for negotiation and which are fixed. Clarity helps students feel secure enough to take intellectual risks. Faculty also need to design scaffolds that support student choice – such as templates, timelines or examples – while leaving room for student agency.

Working with a campus centre for teaching and learning or colleagues who have implemented collaborative assignments can provide valuable structure and reassurance. Starting small is essential; one co-created assignment or a partially negotiable syllabus gives both instructor and students room to experiment without the pressure of wholesale change. Early wins build confidence and help instructors refine their approach.

Students may initially resist unexpected autonomy, especially in courses that they assume will follow a traditional structure. Explaining the purpose of co-creation, connecting it to student skill development and being ready to answer the question: “Why are we doing this?” all help build buy-in. Consistent check-ins also ensure that co-creation benefits all students, not just the most vocal ones.

The payoff can be substantial. Even modest forms of classroom co-creation can:

• increase engagement and motivation
• deepen learning through student-driven enquiry
• build communication, collaboration and critical thinking skills
• help students articulate their academic experiences during internships or job interviews.

By embracing manageable, classroom-ready co-creation strategies, faculty can transform the traditional classroom into a space where students are active partners in learning, not just recipients of instruction. When implemented with intention and care, co-creation empowers students, enriches instruction and strengthens the overall learning experience.

Ed Berger is a professor of engineering education and head of the department of engineering education at Virginia Tech.

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