Abstract

Questions remain as to the utility of the data obtained through student feedback, and the extent to which students experience feedback processes as meaningful, and academics revise their teaching accordingly. This project piloted restorative practices and design thinking to enable active student participation (n = 25) in reviewing and redesigning a victimology course within an undergraduate criminology programme. It utilized restorative and design workshops to gather data and facilitate student-lecturer dialogue, and collaborative reflection and ideation. Aligning with the research on dialogue-based student feedback processes, students valued this process, articulated their learning experiences and the course’s strengths and weaknesses in sophisticated ways, and co-created many practical, transferrable ideas to meet future students’ needs. The project humanized participants, and aided the course leader’s efforts to empathize with students, develop their courses, and reflect on their broader teaching and student support practices. This project is easily replicable in criminal justice and criminology programmes globally.

摘要

关于通过学生反馈获得的数据的效用，以及学生体验反馈过程的意义的程度以及学者相应地修改他们的教学，这些问题仍然存在。该项目试行了恢复性实践和设计思维，以使学生能够积极参与（n = 25）审查和重新设计本科犯罪学课程中的受害者学课程。它利用修复和设计研讨会来收集数据并促进学生与讲师的对话，以及协作反思和构思。与基于对话的学生反馈过程的研究相一致，学生们重视这一过程，以复杂的方式阐明了他们的学习经历和课程的优缺点，并共同创造了许多实用、可转移的想法，以满足未来学生的需求。该项目使参与者人性化，并帮助课程负责人努力同情学生，开发他们的课程，并反思他们更广泛的教学和学生支持实践。该项目很容易在全球刑事司法和犯罪学项目中复制。