Abstract
The Collaborative Curricular (re)Construction, or C3, was an initiative at Creighton University that paired faculty (academics) and students in a process of backward course design, in two cohorts, in the 2013/14 and 2014/15 academic years. Faculty/student pairs worked over the span of a year to redesign a course within their discipline; courses ranged from theory-, skill-, and laboratory-based courses. The study investigated four primary questions: 
 (1) Was C3 an effective tool for faculty development?
 (2) Did students emerge from the C3 experience changed as learners? 
 (3) Did the course revisions result in increased student learning in subsequent course offerings?
 (4) Did the effects of the C3 workgroup affect curriculum as well as the culture within the program or department?
 Previous work has described the immediate impact to faculty and student; here, however, findings include the long-term impact on faculty and on student learning in the redesigned courses. Results conclude that even a brief faculty/student collaborative redesign experience has lasting impacts on student learning and, in several cases, on program-wide curriculum.
Highlights
AND CONTEXT Pairing students and faculty to collaboratively redesign courses took the form of a faculty/student development initiative we called Collaborative CurricularConstruction, or C3 for short
In this paper we examine the following research questions: 1. Faculty development: Was C3 an effective tool for faculty development? 2
The C3 model has proved to be an effective tool for faculty development
Summary
AND CONTEXT Pairing students and faculty to collaboratively redesign courses took the form of a faculty/student development initiative we called Collaborative Curricular (re)Construction, or C3 for short. The model sits at the intersection of the categories of Learning, Teaching, and Assessment, and Curriculum Design and Pedagogic Consultancy in the model of Healey et al (2014). Faculty participants were invited using the following criteria: tenured status, a reputation for openness to curricular innovation, a general willingness to engage with students, diversity in gender, and representation from different schools/colleges within the university—for faculty, one of the chief draws of working in such a group is the opportunity to meet and work with colleagues from different colleges and schools. Decline to join the program; lack of time was cited rather than any issue with the provided compensation
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