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Student Curriculum Partners Scheme

Learn more about the exciting initiatives and support you may be eligible for as a current UCL student, including paid opportunities such as the Student Curriculum Partners Scheme.

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What is Student Curriculum Partners (SCP)?

Research shows that an inclusive curriculum benefits all students. The Student Curriculum Partners (SCP) scheme is an opportunity for students to provide their perspective on the inclusivity of modules at UCL and shape the future learning experience. The aim of this scheme is to enhance the curriculum for all students however, this is particularly in relation to the following student groups:

Students who successfully apply to the scheme are responsible for reviewing modules (that they have previously studied) in small groups, using a supporting guidance framework. This is an opportunity to share areas of good practice within the module that should be continued, as well as points and suggestions for improvement. Students then have the option of sharing their feedback directly with academic staff, or having their feedback shared anonymously via the Student Success team. The Student Success team will then work the relevant academic departments to facilitate change and monitor progress.

 

How do I get involved?

If you’re a student, applications to work as a Student Curriculum Partner are currently closed and are expected to open in December, 2025, once modules involved in the scheme have been confirmed. The scheme is open to all undergraduate students who have studied a module that is taking part in the scheme. However, due to our funding requirements, we're especially looking for UK-domiciled students from the following groups: Black, Asian and Minority Ethnic (BAME) students Disabled students Mature students Access UCL students Care experienced and estranged students (CEES).

If you’re an academic staff member, you can nominate a module to take part in the scheme. Please complete the module nomination form before 9am, Monday 1 December, to apply to have the module reviewed during the 2025/26 academic year.

 

Which faculties and departments have you worked with?

The scheme was launched in 2018/19 and has run with modules from Social and Historical Sciences (SHS), Life Sciences, Laws, Arts and Humanities, IOE, Medical Sciences, Maths and Physical Sciences (MAPS), and Engineering.

 

What kind of changes have students suggested and can I see examples of student reviews?

The suggestions from students have been wide-ranging, including but not limited to, expanding reading lists, updating course imagery, reconsidering module names, use of anonymous Moodle forums, broader contextualisation of course content, use of diverse case studies and scenarios, inclusion of trigger warnings and context disclaimers, changes to assessment and feedback, inclusion of a module glossary, reflection and acknowledgement of lecturer positionality, and addressing potentially problematic content (for example, which may reinforce existing stereotypes and bias). If you would like further information, please contact the Student Success team.

 

Find out more...

Students

To find out more about the role, time committment and skills you will need and develop, please contact the Student Success team.

Staff

To find out what involvement is needed for module convenors / academic departments, please contact the Student Success team.

 

We also run tailored versions of the scheme with departments where module convenors have worked directly with students during the review process. This works well if you already have some ideas in mind about aspects of the curriculum you would like to enhance and are looking for student input on developing these changes. Please contact the Student Success team if you would like to discuss.

 

Testimonials

“The students noticed that in some of our first year modules, we could make even more use of the knowledge and experiences of our students. We plan to now diversify the examples we use at the early stages of instruction away from standard English and to less prestigious varieties of English and our students' native languages. This will hopefully allow them to identify more strongly with the class content and reflect critically.
Staff member; Linguistics 
Being from an underrepresented group from UCL, I feel like I was able to make an actual impact on the studies of future students from a similar background as me, avoiding feelings of 'imposter syndrome. Student; Geography
Through this program, I gained a deeper understanding of the Laws Faculty and its aims in relation to the curriculum. I felt that my suggestions and ideas were valued by the module convenors. I also really enjoyed the discussion aspect of the program as I felt that the discussion allowed me to truly understand the ways in which the Faculty wanted to increase ED&I content specifically. Student; Laws 
Last time, students reviewed 9 of our modules and there was some excellent feedback. We shared the constructive and useful student feedback with module convenors, who responded positively with suggestions of changes that could be readily implemented as well as questions/challenges about how to engage with these issues. It was invaluable as a starting point for thinking about how students perceive our teaching/content and for opening up conversations among colleagues. Staff member; Geography