How inclusive is my module... and yours?

Inclusive practice Principles and Considerations ‘Inclusive practice is an approach to teaching that recognises the diversity of students, enabling all students to access course content, fully participate in learning activities and demonstrate their knowledge and strengths at assessment. Inclusive practice values the diversity of the student body as a resource that enhances the learning experience’. (Equality Challenge Unit 2013) Anticipatory Flexible Accountable Collaborative Transparent Equitable Educational experience Disposition Circumstance Cultural Background

Wider Context Module Design Module Delivery Module Assessment QAA Benchmark Statement The Learning Environment Module Design Module Delivery Module Assessment Academic Expertise Inclusive Practice FHEQ Level Descriptors Institutional Priorities

My module: Witchcraft and Heresy In Early Modern Europe Very popular Extremely positive student feedback Built on my expertise developed 10 years+ Reflects my profound interest in the subject Revised at regular intervals No clear issues of differential performance according to ethnicity, disability or gender BUT – how inclusive is this module in terms of design, delivery and assessment and could I work with students to maker this module more inclusive?

Cracker Barrel and Student Workshop Questions Curriculum content: Can all students relate to the examples/case studies used? Do these examples help raise awareness of individual difference? How can students draw on their personal experience in this module? Teaching Methods: Does the variety of different teaching activities take account of diverse learning approaches? Do the teaching methods support increased student engagement with the content? Are learning activities used to promote inclusion? Does the assessment strategy support diverse student learning and ability? Transferable skills: Do the module learning activities support and embed a range of transferrable (employability) skills?

Redesign using the Kingston Model Module: Witchcraft and Heresy in Early Modern Europe Create an accessible curriculum Enable students to see themselves reflected in the curriculum Equip students with the skills to positively contribute to and work in a global and diverse environment In the concept European Module (the coverage could not be globalised given the nature of the module and the timeframe) Increased emphasis, using the curriculum, on wider questions of otherness, empathy and cultural hegemony Critical thinking, empathy and cultural difference. In the content (learning outcomes, reading lists) Case-studies were taken from a broad European base and a range of theoretical models applied. Reading lists included a diverse range of authors. Recognition and understanding of difference In the delivery (learning and teaching strategy) Variety of learning activities (pre, during and post face to face sessions) – Active blended learning Regularly rotating workshop groups 3-4 hour teaching blocks Encourage greater discussion and application of personal experience to help embed an understanding of the past. Group based exercises, team work, presentations – all framed within a broad structure for the session In the assessment Witchcraft treatise – written role play exercise Essay (Removed the exam) Formative exercise – debate with students selecting a particular position they would like to advocate/defend on the theory of witchcraft Written communication skills Oral communication skills Creative, applied thinking In the feedback Detailed feedback linked to the learning outcomes and deadlines carefully placed within the module to capture optimum focus. Feedback individualised in oral and written form. Group feedforward activity with the class. Students encouraged to reflect on their feedback. In the review/evaluation Module review evaluated in terms of learning experience, interest, differential attainment etc ‘You said we did’ -response to and actions based on feedback discussed with the students. Reflective practice Redesign using the Kingston Model

Embedding inclusive practice across your institution (training, mentoring, course development, quality assurance, validation, student evaluation) Willingness to unpack these issues with students/stakeholders and to revisit the learning experience – we don’t know enough about how students experience and want to experience learning. Moving Forward:

A well designed course is: coherent, relevant, up-to-date and applicable; student centred, inclusive and flexible i.e. learning must be inclusive, accessible and of personal relevance to students; based on active and collaborative learning that fosters learning relationships: in order to learn, students should actively engage with the subject matter in interaction with others; one that fosters a deep approach to learning supporting the progressive development of high level critical thinking and problem solving skills; one that encourages independence in and reflection on learning based on clear links to research, scholarship and professional practice; based on feedback from students and peers, evaluation and review.