[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] Common models of curricular development in physics education research (PER) have typically involved a hierarchical relationship between researchers and students, where researchers lead the design and testing of curriculum for students. We draw from work in students as partners and related fields in order to codesign curriculum in partnership with students. Such work has the potential to disrupt typical hierarchical relationships and interactions between students and faculty by involving students in the process of making curricular decisions. We invited undergraduate students to participate in a partnership to codesign a set of curricular materials for topics in quantum mechanics that students often struggle with. Four undergraduate students, one PER graduate student, and one PER faculty member met for a series of codesign meetings. We collected videotapes of the meetings, written artifacts, and meeting reflections. This paper presents a fine-grained analysis of one interaction in which researchers attempted to create space for students to contribute to decision making about how the collaboration should proceed. Through analyzing the complex dynamics of how participants negotiated decision-making space, including characterizing the types of decisions that were made, we describe how access to those decisions were opened up or cut off, and how those decisions contested or reaffirmed participants’ roles. Working towards partnership is a complex and messy process: attempts to open up space for some forms of decision making closed off access to other forms of decision making. In some ways, the interactions between the participants also reified the traditional student and faculty roles that the partnership had intended to disrupt. Through closely analyzing these dynamics, we aim to self-critically reflect on the challenges and tensions that emerge in codesign partnerships. We discuss our own areas for growth and speak to implications for more responsible partnerships.

中文翻译：

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与学生合作设计课程时，检验决策的动力：我们应该如何进行？

[本文是课程开发重点集中的一部分：从理论到设计。]物理教育研究（PER）中课程开发的常见模型通常涉及研究人员和学生之间的等级关系，其中研究人员负责课程​​设计和测试对于学生。我们从学生作为合作伙伴和相关领域的工作中汲取经验，以便与学生合作对课程进行代码签名。通过使学生参与课程决策过程，此类工作有可能破坏学生与教职员工之间典型的等级关系和互动。我们邀请大学生参加合作伙伴关系，为学生经常遇到的量子力学主题编写一套课程材料。四名本科生，一名PER研究生和一名PER教职人员见面，参加了一系列代码签名会议。我们收集了会议的录像带，书面文物和会议反映。本文对一种互动进行了细粒度的分析，研究人员试图在其中创造空间，让学生为协作的进行做出决策。通过分析参与者如何协商决策空间的复杂动态，包括描述决策类型，我们描述了如何打开或切断对这些决策的访问权限，以及这些决策如何竞争或重申参与者的角色。建立伙伴关系是一个复杂而混乱的过程：尝试为某些形式的决策打开空间，从而无法访问其他形式的决策。在某些方面，参与者之间的互动也证实了合作伙伴关系旨在破坏传统的学生和教师角色。通过仔细分析这些动态，我们旨在自我批判地反思代码签名合作伙伴关系中出现的挑战和紧张局势。我们讨论了自己的增长领域，并谈到了建立更负责任的伙伴关系的意义。