While I have no problem at all with involving students as partners (or producers) who advise on teaching and review reading lists, the real problem – from a design perspective – is that while those sitting around the curriculum design table may be excellent teachers, students, researchers and administrators, that does not make them, even with the best intentions, excellent curriculum designers (“Should students be partners in curriculum design?”, Features, 17 December).
A good architect will, of course, consult and work closely with their clients, but the finished building is their responsibility. What we don’t have in higher education is the equivalent “curriculum architect”. As with many aspects of higher education (and other sectors), we stand to gain much from really good design, and employing really good educational architects.
Letters should be sent to: THE.Letters@tesglobal.com
Letters for publication in Times Higher Education should arrive by 9am Monday. View terms and conditions.