York St John University
January 23 2015
Years 1 & 2- Case Studies and Subject Themes
Year 3 – The Student Voice
General Observations on Inclusion
Internationalisation of HE
Equality Act 2010
Promote equality of opportunity
Promote understanding between groups
Scottish Funding Council priority
To date many initiatives have looked at diversity in terms of one specific protected characteristic:
Need to redefine what is meant the inclusive curriculum.
Scottish Funding Council funded project
Occupational segregation – staff
Engineering, (some) Science, Education, Computing,
Subject segregation – Students
Engineering, (some) Science, Education, Computing,
HR, Sports (coaching)
Students as co-creators
‘Inclusive Curriculum Practice refers to the process of developing, designing and refining programmes of study to minimise the barriers that students may face in accessing the curriculum.’ Gravestock (2008:1)
Developing an Inclusive Culture in HE (4 Scottish HEIs involved)
College Change Programme
8 Colleges Involved
Institutional Case Studies
2 further institutional case studies (1HE & 1FE) to show how change has been carried at the institutional level.
Report available from HEA
Diversity in the
A three year programme funded by the
SFC and run by the Higher
• Individual Academic
Members of Staff
• Departments / Discipline
• Institutional Level Work
Collection of Case Studies (on-going)
Brokerage Service (run by Scotland’s Colleges)
Capacity Building Workshops / Materials
Enabling Staff Engagement in the Inclusive Curriculum and
Using Evidence Based Approaches to Enhance Inclusive
Developing a series of on-line resources
A series of discipline based workshops
Health and Social Care
Beauty and Hairdressing
Business & Management
Research by Dr Catherine Bovill, Lecturer, Academic
Development Unit, University of Glasgow
“You work in a university and you get surrounded by people who should like teaching but who really don’t like teaching and don’t like students…’they’re so stupid’, ‘they don’t do any work’, ‘they’re so lazy’…and I think actually, it’s our problem, because they’re not, they’re smart,
they’re engaged, they’re interested.” (UCD)
Tutors as gatekeepers to curricula design
Relationship as litmus test to motivations of tutor & students
Students as experts in student experience
Tutors have expert knowledge & control over assessment
Tutor and students as learners in joint inquiry
The importance of the nature of dialogue
(Fischer, 2005; Haggis, 2006)
Exposure to rich pedagogical variety - experimentation
Is there a curriculum without students?
(Barnett & Coate, 2005)
Tutors operate within the constraints of a market-driven university system
(McLean, 2006; Parker, 2003)
Legitimate concerns about handing over control and loss of expertise
Be reflective by asking yourself the following:
How might your own cultural-bound assumptions influence your interactions with students?
How might the backgrounds and experiences of your students influence their motivation, engagement, and learning in your classroom?
How can you modify course materials, activities, assignments, and/or exams to be more accessible to all students in your class?
Incorporate diversity into your overall curriculum.
Be intentional about creating a safe learning environment by utilizing ground rules.
Be proactive in connecting with and learning about your students.
Utilize a variety of teaching strategies, activities, and assignments that will accommodate the needs of students with diverse learning styles, abilties, backgrounds, and experiences.
Use universal design principles to create accessible classes. For example, present information both orally and visually.
When possible, provide flexibility in how students demonstrate their knowledge and how you assess student knowledge and development.
Be clear about how students will be evaluated and graded. Provide justifications.
Take time to assess the classroom climate by obtaining mid-semester feedback from students.
Cornell University (2014)
4 Scottish HEIs
Student interviewers in each
Each interviewer doing 40 interviews (10 from each of 4 broad curriculum areas)
Data Collection & Analysis
“Yeah definitely different, it’s hard to discriminate against me I’m a young straight white guy, but it does happen to others”
I saw great picture in an Education seminar which had a goldfish, a monkey, and elephant and a bird and they were all asked to go climb that tree. The goldfish is going to suck. You know you have to set a challenge which is achievable but you have to differentiate them for the different people in you class. You should know that especially after you have met them in your seminar. As an education student you should be looking for ways in which you can provide that opportunity to meet the expectation for everyone in that room
Institution and Departmental level
Often linked to learning and teaching strategies
Compliance based approaches
Threat of litigation
Move away from ‘disability obsession’
Promote academic teachers as owners of inclusive curricula
Institutionalise or departmentalise….not projects
Use subject networks
Spread best practice
Further joint approaches with students
Gravestock, P. (2011) Incluisve Curriculum Practices, e-bulletin, University of Gloucestershire / Higher Education
Caruana, V. (2011) Promoting students’ ‘resilient thinking’ in diverse higher education learning environments, C-SAP, available at http://www.heacademy.ac.uk/resources/detail/internationalisation/C-SAP_final_report .