This module explores the implications of widening participation, and increased diversity of students for teaching, learning, curriculum. We will interrogate what it means to create an inclusive university, considering historical contexts, legal, policy and ethical requirements, particular aspects of our own subject areas, and key theories that underpin praxis. We will critically reflect on recent English policies to address under-representation, awarding gaps, and experience gaps. You will learn from the lived experiences of students and staff, as well as reflect upon your own experiences as teachers and learners to consider the impact of curriculum and teaching reform in your subject area.
15 hours
This module is only available to members of staff who have to complete the PGCHE as part of their probation.
Critical report (3000 words)
On successfully completing the module students will be able to:
• Through critical engagement with literature and theory, demonstrate a broad understanding of the social, political and educational developments that have resulted in national, institutional, and discipline-specific initiatives designed to promote inclusivity in higher education. (UKPSF V4)
• Explain and critically apply key issues, concepts and theories relevant to the promotion of inclusion. (UKPSF A6, V1, V2, V3, V4)
• Demonstrate a comprehensive understanding of a diverse range of learner experiences in higher education and their implications for inclusivity in universities. (UKPSF K3, V1, V2)
• Critically evaluate policies or practices related to curriculum design, teaching, assessment, or student support, drawing on theories, concepts and/or evidence relevant to the promotion of inclusion in higher education (UKPSF A1, A2, A3, A4, A5, K2, K3, K5, V1, V2, V3, V4)
• Exercise initiative and personal responsibility in identifying ways to better support diverse students' learning.
• Make decisions in complex and unpredictable teaching and learning situations that take into account the needs of diverse learners.
• Independently continue their professional development and learning related to inclusivity in teaching in their own discipline.
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