Promoting Inclusive Student Co-Creation: Paid Virtual Internships in Open and Online STEM Education

Open and online education faces a challenge: ensuring diverse participation in student co-creation projects. Traditional unpaid in-person internships often exclude underrepresented students. This session explores a solution – paid virtual internships – implemented within a STEM faculty co-creation project at the Open University, UK. Interns were recruited exclusively from underrepresented student groups identified by the university's access and participation policies.<br></br> <br></br> The session focuses on the project's impact on diversity and inclusion:<br></br> <br></br> <b> - Removing Barriers:</b> Paid virtual internships ensured participation from a wider range of students, enriching teaching and learning practices.<br></br> <b> - Empowering Students:</b> Evaluations emphasized the importance of intern autonomy in project design, leading to impactful contributions.<br></br> <b> - Improved Staff Experiences:</b> Student voices directly informed staff development, promoting better understanding of diverse student needs.<br></br><br></br> In addition, the session explores the following challenges:<br></br> <br></br> <b> - Virtual Collaboration:</b> Strategies for fostering collaboration and engagement in a virtual environment.<br></br> <b> - Supervision and Development:</b> Approaches to providing meaningful mentorship and fostering skills relevant to STEM careers.<br></br> <br></br> This session presents a practical case study for educators seeking to implement diversity and inclusion initiatives within open and online learning. Paid virtual internships offer a model for promoting student co-creation, ensuring a wider range of voices are heard, and fostering employability for underrepresented students in STEM fields.<br></br> <br></br> REFERENCES <br></br> Bovill, C., Cook-Sather, A., Felten, P., Millard, L., & Moore-Cherry, N. (2016). Addressing potential challenges in co-creating learning and teaching: Overcoming resistance, navigating institutional norms and ensuring inclusivity in student-staff partnerships.Higher Education, 71(2), 195–208. https://doi.org/10.1007/s10734-015-9896-4<br></br> <br></br> Cook-Sather, A. (2020). Respecting voices: How the co-creation of teaching and learning can support academic staff, underrepresented students, and equitable practices. Higher Education, 79(5), 885–901. https://doi.org/10.1007/s10734-019-00445-w<br></br> <br></br> Forsyth, J., & Cowap, L. (2017). In-house, university-based work experience vs off-campus work experience. Higher Education, Skills and Work-Based Learning, 7(3), 229–239. https://doi.org/10.1108/HESWBL-11-2015-0054<br></br> <br></br> Hall, J., MacDonnell, J., McConnell, C., & Jones, J. (2022). Student-staff partnerships for diversifying and decolonising the higher education curriculum. Equity in Education and Society, 1(3), 327–341. https://doi.org/10.1177/27526461221109870<br></br> <br></br> Irwin, A., Perkins, J., Hillari, L. L., & Wischerath, D. (2022). Is the future of internships online? An examination of stakeholder attitudes towards online internships. Higher Education, Skills and Work-Based Learning, 12(4), 629–644. https://doi.org/10.1108/HESWBL-05-2021-0102<br></br> <br></br> Reid, K., Butler, D. L., Comfort, C., & Potter, A. D. J. (2023). Virtual internships in open and distance learning contexts: Improving access, participation, and success for underrepresented students. Distance Education, 44(2), 267–283. https://doi.org/10.1080/01587919.2023.2209029