Trinity Inclusive Curriculum Annual
Report (October 2008 – July 2009)
Michelle Garvey
Inclusive Curriculum Development Officer
Trinity College Dublin
September 2009
This document is available in alternative format upon request from
include@tcd.ie
Trinity Inclusive Curriculum
Room 3.06
Trinity College Dublin
Telephone +353 (01) 896 3666
Facsimile +353 (0) 1 896 3672
E-mail include@tcd.ie
Contents
Introduction............................................................................. 3
What is Inclusive Curriculum? ................................................. 4
The Rationale for, and benefits of, Inclusive Curriculum .............. 4
Project Structure and Oversight ................................................. 5
Objectives 2008-2009 ............................................................... 6
Detailed review of the Year 2008-2009 ....................................... 7
Student Statistics .................................................................. 7
Audits and Surveys ................................................................ 8
Activity 1: Programme Handbook audit .................................. 8
Activity 2: Reading list audit................................................. 9
Activity 3: Non-traditional student survey ............................ 10
Publicity ............................................................................. 12
Pilot ................................................................................... 12
Areas for further work and Objectives 2009-2010 ....................... 13
2
Introduction
In October 2008 the SIF II funded Trinity Inclusive Curriculum (TIC) project
was initiated, tasked with embedding inclusive principles within the
mainstream curricula of College. TIC was developed in partnership between
CAPSL, College access initiatives and the academic community. The TIC
project was developed in response to the growing diversity of the student
population, and through TIC College has asserted its commitment to the
creation of an inclusive teaching and learning environment. TIC aims to
establish inclusive curriculum via:

the raising of awareness of inclusiveness amongst College staff;

the introduction of online guidelines and resources to help staff create a
more inclusive learning environment;

Aim:
the introduction of an inclusive curriculum evaluation tool.
Enhance support for learner diversity by mainstreaming
inclusive practices in the teaching, learning, and assessment
environment of College through guidelines and audit tools for
universal design-proofing programme curricula.
3
What is Inclusive Curriculum?
There are three central principles of Inclusive Curriculum:
1.
Students should be viewed holistically, taking account of social and
cultural backgrounds.
2.
Multiple approaches to teaching methodology, teaching materials, and
assessment are necessary to meet the needs of a diverse student body.
3.
Curriculum should be designed to be student centred, and proactive in
dismantling barriers to learning.
Clear communication and flexibility are central to inclusive teaching and
assessment practices. It involves:
-
flexible modes of representation: using varied sources of information,
-
flexible modes of engagement: using varied teaching methods, and
-
flexible modes of expression: providing alternative assessment.
The Rationale for, and benefits of, Inclusive Curriculum
Students enter College from diverse backgrounds. Over recent years there
has been a great increase in the numbers of mature students, students with
disabilities, students from lower socio-economic backgrounds and
international students. College acknowledges that it has a commitment to
support this increasingly diverse student population. The central principle of
inclusive curriculum is that clear and flexible approaches to teaching
methodology, materials, and assessment are necessary to meet the needs of
a diverse student body.
Because inclusive curriculum design involves the creation of curricula
accessible to all the students in a diverse student body it is of benefit to all
students, both traditional and non-traditional. Inclusive curriculum involves
reflection on, and reorganisation of, curricula so as to create clear,
comprehensive, and varied teaching methods and tools. This, furthermore,
leads to stronger third level teaching, which benefits students, academic staff,
and the institute as a whole.
4
Project Structure and Oversight
There is one Inclusive Curriculum project officer employed full time on the
project who operationally reports to the Director of College Disability Service.
An Inclusive Curriculum Steering Group was created to oversee the
development, activities, and objectives of the TIC project.
Membership of the Steering Committee in 2008-2009:

Clodagh Byrne, Mature Students’ Access Officer

Brian Foley, Director of CAPSL

Michelle Garvey, Inclusive Curriculum Project Officer

Graduate Students’ Union President

Jen Harvey, DIT, External rep.

Claire Laudet, Undergraduate Director of Undergraduate Teaching and
Learning for the School of Languages, Literatures and Cultural Studies

Jacqueline Potter, Academic Development Manager, CAPSL

Michael Shevlin, Head of the School of Education

Education Officer, Students’ Union

Kathleen, Byrne, TAP nominee

Declan Treanor, Director, Disability Service

John McPartland, Head of International Student Affairs
Director of CAPSL, Dr. Brian Foley acted as Chairperson of the Committee.
The Committee met three times (once a term) over the academic year 20082009.
5
Objectives 2008-2009
The following objectives were identified for phase one of the project, which ran
over the academic year 2008-09 (October 08-May 09):

To review the current context regarding teaching and learning in
College through the collation of statistics on non-traditional students.

To assess the quality and standards of teaching resources against
internal and external benchmarks, and to enhance inclusiveness by
identifying both examples of good practices, and areas for
improvement.

To establish links with relevant stakeholders both within and outside
College, to create a project identity and to raise publicity concerning the
project.

To pilot inclusive curriculum in a selected course over 08/09, analyse
its development and disseminate outcomes to internal and external
stakeholders.
6
Detailed review of the Year 2008-2009
Student Statistics
Objective 1: To review the current context regarding teaching and learning in
College through the collation of statistics on non-traditional students.
Data was collated from across the three access initiatives. Data was also
collated from the International Student Affairs Office. Results were compiled
and it is planned to update these annually.

4% of current students are registered with the Disability Service (19%
of cert/diploma students, 4% of level eight, and 1% of post-graduates).

4% of current level eight students are registered with TAP. There are
also 118 students currently completing the TAP foundation courses
and at least eleven former TAP students engaged in post-graduate
study.

13% of current cert/diploma students and 6% of current level eight
undergraduates entered their course as mature students.

16% of current students are from outside the state, and 6% are from
outside the EU.

14% of students in the Faculty of Health Sciences entered their
programme as mature students.

The numbers of non-traditional students entering College has risen
from 310 in 2003, to 530 in 2008.
Year on Year Increase in Non-Traditional Entrants
550
500
450
400
350
300
03
Figure 1 -
04
05
06
07
08
Includes new entrants only entering TCD via TAP and the
Mature Students' Supplementary admission route, and
registering with the Disability Service before 25/11/08.
7
Audits and Surveys
Objective 2: To assess the quality and standards of teaching resources
against internal and external benchmarks, and to enhance inclusiveness by
identifying both examples of good practices, and areas for improvement.
The following activities were identified as areas that would assist the project in
achieving this objective:
Activity 1: Programme Handbook audit
61 programme handbooks from all faculties and levels were examined to
identify:

availability and location,

layout and format,

module information,

compliance to College and Bologna guidelines,

contact information,

teaching and learning guidelines.
Results were analysed and a handbook audit report was created. Examples of
good practice found in handbooks were collated to create a programme
handbook guidelines document.
Key findings:

73% of undergraduate courses included information on key texts,

38% of programmes gave full details of assessment dates while 33%
gave details of grading criteria,

41% used sans serif fonts in compliance with clear print guidelines and
the TCD accessible information policy,

23% of programmes included a guide to referencing,

23% of programmes included a full explanation of ECTS (European
Credit Transfer System),

16% gave no contact details,

A significant number of handbooks contained out of date information
including old faculty names and broken web links (at least 18%),
8

Post-graduate programmes were less likely to provide handbooks
when compared to undergraduate programmes,

Handbooks for twelve (20%) programmes could not be located and
there is no consistency regarding where online programme handbooks
are located.
Activity 2: Reading list audit
101 undergraduate reading lists from across all three faculties were examined
to identify:

accessibility (electronic or print formats),

prioritisation of texts,

organisation,

annotation,

recency
Results were analysed and a reading list audit report was created.
Key Findings:

Examples of good practice noted included the inclusion of learning
outcomes, sample questions, and materials listed by topic / lecture,

47% were recently updated,

36% indicated where texts corresponded with lecture material,

32% were annotated (additional information provided by the lecturer),

41% used serif fonts and single line spacing - not in line with clear print
guidelines,

28% indicated key or priority texts.
There is no standardized practice to make lists available online.
9
Activity 3: Non-traditional student survey
493 students responded to the survey the purpose of which was to
investigate:
-
satisfaction with academic facilities and services,
-
perceptions of good practice,
-
barriers to learning / areas of difficulty for non-traditional students.
Key Findings:
General Experiences:

74% were happy with their overall academic experiences,

69% felt that there are good academic supports in TCD,

23% reported that the experience of their programme did not match
expectations,

24% are not given the opportunity to provide feedback on their course,

25% felt that assessments were not sufficiently spread across the year,

0% of TAP students felt that this negatively impacted on their academic
experience, compared with mature students (3%) and disabled
students (35%).
Information:

83% received programme handbooks in 08/09,

45% always receive a reading list,

16% stated that they always receive lecture handouts.
Facilities:

71% were satisfied with library facilities,

47% reported satisfaction with computing facilities,

18% were satisfied with group work facilities while 60% knew of
nowhere to engage in group work in TCD.
10
Students were invited to submit comments, and the following issues were
frequently reported:

Dissatisfaction with exams as an assessment method: stress caused
by unrealistic situations in which speed and memory are tested.

Computer facilities: long queues, broken and slow machines, noise
level due to conversation, frustration with students using facilities for
non-academic work, broken printing and photocopying facilities.

Library facilities: limited opening hours, accessibility, and insufficient
availability of key texts.

A lack of group work facilities.

Students in off campus locations reported feeling isolated.

Part-time students reported difficulties accessing TCD facilities.

Dissatisfaction with information availability: lack of inter-disciplinary
communication, late and / or inaccurate distribution of programme
information.
Dissemination of Findings
Summary reports were posted on the TIC project website, and findings were
circulated to stakeholders via the TIC newsletter.
The reports from the four phase-one activities were brought before the
Undergraduate Studies Committee in June 2009 where the discussion
focused on the programme handbook guidelines document and the creation
of a central location for storing handbooks. Both received a positive response
and discussions are ongoing regarding strategies to embed the findings of
phase I activities within College policy and practice.
An abstract for a paper detailing the activities and findings of phase-one was
successfully submitted for the AISHE international conference ‘Valuing
Diversity’. This will took place in NUI Maynooth in August 2009.
11
Publicity
Objective 3: To establish links with relevant stakeholders both within and
outside College, to create a project identity and to raise publicity concerning
the project.
A TIC newsletter was established as a means of disseminating information
regarding the TIC project with relevant stakeholders within and outside of
College. After a pilot issue in December 2008, two more were released in
February and May 2009.
A temporary project website was created and launched from the Disability
Service website in January 2009. This website is a means of disseminating
information whilst work proceeds on a permanent inclusive curriculum website
to be hosted by CAPSL.
In March 2009 the TIC project officer gave a presentation on the theme of
Inclusive Assessments at a workshop on Module Learning Outcomes and
Assessments run by the Bologna desk.
Pilot
Objective 4: To pilot inclusive curriculum in a selected course over 08/09,
analyse its development and disseminate outcomes to internal and external
stakeholders.
It was decided to hold objective 4 over until phase two of the TIC project
(commencing May 2009), where the creation of a curriculum self-evaluation
tool will be a priority.
Throughout 08/09 TIC was in contact with various programmes engaging in
the design and review of curricula. Activities included the review of module
and handbook templates and offering advice on the enhancement of
inclusiveness within teaching and assessment. An inclusive curriculum
advisory service was launched, and advertised within the May issue of the TIC
newsletter.
12
Areas for further work and Objectives 2009-2010
TIC is now entering phase two and this will be greatly influenced by the new
College Strategic Plan. This phase will focus on ensuring that the project
objectives of introducing inclusive curriculum design can be blended into
existing college systems that already exist such as the school / discipline
quality review systems, Bologna, learning outcomes and new course design.
In addition, this phase will lead to the creation of an inclusive curriculum
website within CAPSL, including an online inclusive curriculum self-evaluation
tool. The aim will be to embed the use of the self-evaluation tool into College
procedures (e.g. curriculum design, programme review, learning outcomes).
For this project to succeed there is a need for synergies to be developed with
core quality control systems in College such as Bologna, departmental review
systems and course reviews.
Objectives 2009-2010
Aim – To embed inclusive practices within the mainstream college curriculum
via the creation of online resources for use within curriculum design and
review procedures.
1. To design and pilot an inclusive curriculum teaching, learning and
assessment self-evaluation tool.
a. Embed the use of this tool within the college systems that presently
exist.
2. To design a national resource via a TIC website, incorporating inclusive
resources, advice on creating, and the rationale for, inclusive curriculum.
3. To continue to promote Inclusive Curriculum within Trinity College via
contributions to staff training and the dissemination of the results of phase
one activities.
4. Strengthen the links between TIC and the other institutions of the DRHEA
ensuring TIC has a presence in future developments of the Enhancement
of Learning strand.
a. To contribute to the AHEAD Charter for Inclusive Teaching and
Learning.
13