Where & When

Location: Virtual

Date: 7th September (09:30) - 21st October 2021 (13:00)

Delivered by: Advance HE

Book here (this is a paid event): https://www.advance-he.ac.uk/programmes-events/calendar/introduction-edi-teaching-and-learning-series-1

Details

This two-part workshop will provide an introduction to the current HE landscape; Equality, Diversity and Inclusion (EDI) duties and opportunities; and some of the key EDI challenges facing the sector. Delegates will be introduced to different approaches and understandings of inclusive pedagogy, will build confidence in discussing issues of inclusion and equity, and be provided with opportunities to analyse and reflect on their own professional practice.

Content

The blended module involves two half-day online workshops, and c. 1 hour of independent reflection and reading. Indicative content:

Sector landscape on inclusive education: challenges and change, drivers and duties.
Centring the student: inclusion, experience, and belonging
Routes to inclusion: introduction to different models of inclusive pedagogy and practice
Becoming a reflective inclusive practitioner.

Learning outcomes

On completion, participants should be able to:

Understand the wider sector context for inclusive LTA, and the roles of educators within that
Confidently discuss issues of inclusion and equity in LTA with other educators
Critically reflect on their own inclusive practice (as teachers, or supporters of teaching)

Who should attend?

Higher education staff (or relevant student partners) wishing to build their foundational knowledge around inclusive education in an interactive and friendly environment. We expect and welcome new or experienced teachers looking to enhance their own practice, and other colleagues support academic development and student learning experiences. Professional services staff with responsibility for tackling inequalities in the student experience who wish to develop their understanding of how EDI interacts with learning and teaching are also very welcome.

To ensure a mix of participants, we may limit institutions to 3 bookings each for this cohort. Further sessions are likely to be available in future.

Please note: while the session will centre UK legislative and regulatory context and terminology, this will sit alongside global research and case studies

Who is delivering the course?

This session will be delivered by Advance HE Senior Advisers specialising in both inclusion and learning and teaching.

Jess Moody is a Senior Adviser at Advance HE, focusing on inclusive learning and teaching, and tackling structural inequalities across the staff and student lifecycles in higher education. She has supported a range of universities and colleges with issues such as strategy and culture, exploring inclusive curricula, tackling awarding gaps, and enhancing equitable assessment. Recent work includes co-authoring Re-considering assessment and feedback practices in light of the Covid-19 pandemic (in Baughan, 2020), the Increasing Diversity end of project report (Advance HE, 2020). In 2020-21 she contributed to Advance HE’s Tackling Structural Race Inequality in Higher Education thematic work. Formerly a Senior Policy Adviser at Equality Challenge Unit, Jess has worked in higher education for nearly twenty years. She holds a degree in Law from the University of Oxford, and a Masters in Gender, Sexuality & Culture from Birkbeck.

Dr Patrick Baughan is a Senior Learning Advisor at Advance HE. He advises and supports UK and international higher education institutions about all aspects of pedagogy, including learning, teaching and assessment, and Education for Sustainable Development (ESD). He has held previous positions at UCL, City University (London) and the University of Leicester. His academic background lies in psychology and sociology, but he has been working in the fields of educational development and research since 2005. He has significant leadership experience, having led programmes, institutional initiatives and multi-institution collaboration projects. His research activities and publications span areas including curriculum design, assessment, sustainability in higher education, and the development of newer researchers. His PhD examined staff and student sociologists’ conceptions and views about sustainability. He also has expertise in qualitative research approaches including narrative enquiry, phenomenography, photovoice and desk-based research. He co-founded the Learning, Teaching and Assessment Network for the Society for Research in Higher Education (SRHE) and is a Senior Fellow of the Higher Education Academy (SFHEA).