Abstract/Summary

This case study explores how a Students as Partners approach is helping develop Graphic Communication students’ experience of community through their contribution to a curriculum design project at the University of Reading. The ‘I am, we are … different by design’ project began as a partnership initiative aiming to identify strategies to extend students’ experience of diversity in the curriculum. Drawing on a mid-­‐project evaluation, the case study presented here explores student partners’ perceptions of the achievements and challenges of the project, including evolving a sense of community and the impact of the project on their career development. It also highlights how supporting opportunities for visibility and recognition throughout a project may contribute to sustaining a culture of reciprocity in partnership.