Download Inclusive Teaching in Higher Education: Valuing Diversity and Promoting Student Success and more Lecture notes Voice in PDF only on Docsity!
GUIDE TO INCLUSIVE
TEACHING
Why inclusive learning and teaching?
Higher Education is more diverse than it has ever been. We know that different groups of students have different rates of completion and attainment. We need to make sure that the learning, teaching and assessment at Oxford Brookes does not disadvantage any groups of students and allows all students to reach their potential.
What do we mean by inclusive?
With a greater emphasis today on equality, diversity and inclusion (EDI) we should revisit our teaching and engage with the learning needs of all students by adopting inclusive pedagogies. By inclusive we mean valuing the contribution of students regardless of their backgrounds and appreciating the contributions of different value systems. Inclusive learning and teaching benefits all students by drawing on the strengths of students from different backgrounds. It is not about providing ‘remedial’ or ‘special’ measures for certain groups of students.
Benefits of inclusive teaching:
You can connect with and engage with a variety of students.
Students connect with course materials that are relevant to them.
Students feel comfortable in the classroom environment to voice their ideas/thoughts/questions.
Students are more likely to experience success in your course through activities that support their learning, abilities, and backgrounds.
Inclusive Assessment:
“Inclusive assessment offers flexibility of assessment choice; a range of tried and tested methods for assessing competence in a rigorous and reliable way, built into course design and subject to student and staff evaluation. Student preferences for assessment modes, based upon their own perceived strengths and weaknesses, form a key component of making assessment inclusive.
Research shows that inclusive assessment achieves higher levels of student satisfaction, provides increased opportunities for discussion and leads to improvements in student marks and grades. For staff, inclusive assessment removes the need for individual modified assessment provisions, reduces the reliance upon alternative assessments, better reflects the achievements of the diverse student population and can make modules more interesting to teach.” (Waterfield & West n.d)
Did you know?
Nationally and at Oxford Brookes, Black and Minority Ethnic (BME) students are less likely to complete their degree and are less likely to get a first or a 2.1.
Reflection: How can you adapt your curriculum to be more culturally inclusive?
For more info: If you are interested in developing your learning and teaching in this area contact Neil Currant, [email protected] in OCSLD.
Student quote:
“We were told to do a poster about someone who inspires you … and all us African students chose to do a black person, I mean you want to do a piece of work that you’re actually happy about, if you tell me I talk about Simon Cowell, he doesn’t inspire me in any way, the Queen doesn’t inspire in any way, I cannot relate to her.” Brookes undergraduate
Reflections: How can you modify your assessment to motivate and make them relevant to students?
Tips for inclusive
teaching – the first
year
Engage in a discussion with students at the start of the year about expectations of the role of the tutor and learner. Assist transition from school to university by providing more explicit guidance on autonomous learning (why it is important and how much time commitment might be expected to be successful). Be explicit about the need for criticality and analytical thinking, and explain clearly to students what this means in practice. Consider setting up a peer mentoring scheme to assist with transition for all students
Tips for inclusive
teaching –
curriculum
Draw on the experiences and expertise of international students where possible by including course content which refers to contexts outside the UK.
Tips for inclusive
teaching – group
work
Provide learning opportunities which require all students to participate (e.g. group activities where each person has a specific role; structured discussions in which each person has a turn to speak etc.) to reduce the potential for discussion to be dominated by an individual or a specific group of students.
Allocate students to groups, rather than allowing them to self select on all occasions, in order to provide a more diverse learning context.
References:
The tips for inclusive teaching were drawn from Cotton, D., George, R. & Joyner, M. (2013) The Gender and Ethnicity Attainment Gap Research Report, PedRIO: Plymouth
Other sources that inspired the content of this booklet include:
Cornell University (2013) Inclusive Teaching Strategies, Center for Teaching Excellence [online] available at: www.cte.cornell.edu/teaching-ideas/building-inclusive-classrooms/inclusive- teaching-strategies.html
Waterfield & West (n.d.) Inclusive Assessment HEA; York [online] available at: www.heacademy.ac.uk/resources/detail/subjects/psychology/Inclusive_Assessment
University of Plymouth (n.d.) 7 Steps to Adopting Culturally Inclusive Teaching Practices Teaching and Learning Directorate: Plymouth [online] available at: www.plymouth.ac.uk/files/extranet/docs/DoTLE/7%20steps%20to%20Adopting....pdf
Did you know?
The university has an agreement with the Office for Fair Access (OFFA) which sets targets for retention, completion, attainment and a number of other factors for seven groups of students. One of the groups we monitor are students who are the first person in their family to go to university.
Reflection: Why might this impact on a student at the university? What do you do on your course to support the transition in higher education?
For more info: Yorke & Longden (2008) The First-Year Experience of Higher Education in the UK. HEA: York
For more help and ideas for making you teaching or your curriculum more inclusive contact OCSLD, ocsld@brookes. ac.uk or your OCSLD faculty link developer.
Further guidance on inclusive learning and teaching can be found at: www.brookes.ac.uk/services/hr/eod/guides/
Tips for inclusive
teaching –
assessment
Consider using more diverse modes of assessment which draw on other skills aside from the written word (e.g. practicals, presentations, posters).
Demonstrate what a ‘good assignment’ looks like, and explain what its key features are.
Build up the level of writing in assignments gradually, in order to ‘scaffold’ development of writing abilities in the discipline.
Provide feedback on student writing at an early stage of the programme and signpost students to available support for assignment writing and English language (including Oxford Brookes International and Upgrade).
