Fostering Student Partnership in Education – A New Model of Curricular Design

Abstract Current research in the field of pedagogy focuses a great deal on the significance of student participation in the learning process. Often, this can be accomplished by giving students the opportunity to propose their learning goals, facilitating their learning experience through instructor assistance and enabling them to reflectively assess their own performance while garnering a sense of accomplishment from their work. Here, a new model of student wellbeing in learning is proposed as a toolset for course design that ensures active student partnership. A psychological model is transposed to a post-secondary education setting and its efficacy is demonstrated. The proposed model envisions student wellbeing as a construct wherein attributes such as superior learning outcomes, higher degree of role satisfaction and happiness for all parties involved are conducive.