Hacking assignment practice: finding creativity and power in the fissures and cracks of learning and teaching

Abstract

This paper explores integrated peer mentoring in the context of offering students an element of choice in their assignments. We decided to undertake a pilot study with a group of first year undergraduate education-studies students who come from non-traditional backgrounds, but the concept is widely applicable. We argue that creative approaches to assignment practice can promote inclusion and give students, not traditionally welcome in the academy, ownership, voice and pride.

Keywords

• Non-traditional students
• integrated peer mentoring
• assignment practice