Abstract

The HE academic practice community has experienced momentous change due to the recent Covid pandemic. During this time of uncertainty, it was a challenge to shift from an emergency remote teaching approach to a more consolidated period of online learning retaining a high-quality supportive learning environment (QAA, 2020). In addition, equality, diversity and inclusion within our sector and society has renewed focus; rightly so, and the importance placed on this now within teaching, learning and assessment practices is advocated by our professional body (Advance HE, 2021) and beyond.

The importance of frameworks for CPD and communities of practice for academics has never been more crucial for supporting each other in addressing and overcoming these challenges. Creating opportunities for colleagues to know themselves, others, and value different perspectives need to be built into professional development activities. Central to this is also the importance of creating a strong sense of belonging for staff and students to their institution aiming to enhance student satisfaction, engagement and retention (Pickford, 2016; Thomas et al., 2014).

The Inclusive Curriculum by Design module within the PG Cert Academic course at the University of Wolverhampton offers a platform to foster knowledge, skills and values within a dynamic space. Peers can discuss, debate and critically reflect on their own and others’ academic practice. Prior to 2019/20, the module consisted of face-to-face scheduled teaching sessions and succeeded in students ‘knowing’ and ‘doing’ inclusive practice evidenced by their summative case study assessment. However, the ‘believing’ or social justice element of inclusive practice had been varied with numerous students only meeting threshold requirements, not fully interrogating exclusion and critically examining their assumptions and teaching and learning approaches. This falls short of the key attributes of inclusive educators: consultation, collaboration and problem solving (Hobbs and Westling, 2002) and the need to enhance student’s sense of belonging by engaging them behaviourally, emotionally and conceptually with their curriculum, learning environment and activities they undertake (Pickford, 2016). As Garman (2005) stipulates, trainee educators “must be made aware of their own attitudes, beliefs and life experiences as they relate to issues of diversity before they will be able to critically examine and change them”. The pandemic also presented a disruptive opportunity for those involved to question existing practice and expose what Foucault refers to as ‘subjugated knowledges’ (Foucault, 2003 in Halberstam, 2011) in relation to the mode of delivery and inclusivity principles.

This session aims to share the experiences and perspectives of the Inclusive Curriculum by Design module through differing lenses: student, graduate (now tutor) and Module Leader. It will examine the benefits and challenges in relation to navigating a sense of belonging and identity during the shift to an online environment and share the learning for future iterations. Reflections from teacher, graduate and student will focus on the creation of safe brave online spaces to explore attitudes, values and beliefs, opportunities formative assessment and student choice. The significance and importance of online contributions (synchronous and asynchronous) from Senior Leaders including the VC, Pro VC, Dean of College of Learning and Teaching, Professor of Learning and Teaching, Associate Dean for Inclusivity in addition to academics and professional staff (with HEA accreditation) from across the university as voices and facilitators will also be discussed.

References

Advance HE (2021). Advance HE strategy 2021-2024. [Online]. Available from: https://www.advance-he.ac.uk/about-us/advance-he-strategy-2021-2024 Garman, M.A. (2005) Six key factors changing pre-service teachers’ attitudes/beliefs about diversity, Educational Studies, 38 (3): 275-86.

Foucault, M. (2003) in Halberstam, J. (2011) The Queer Art of Failure. London: Duke University Press. Hobbs, T. and Westling, D.L. (2002). Mentoring for inclusion: A model class for special and general educators, The Teacher Educator, 37 (3): 186-201.

Pickford, R. (2016), Student Engagement: Body, Mind and Heart – A Proposal for an Embedded Multi-Dimensional Student Engagement Framework, Journal of Perspectives in Applied Academic Practice, 4(2), 25-32. ISSN 2051-9788. https://doi.org/10.14297/jpaap.v4i2.198 (Links to an external site.)

QAA (2020). How UK Higher Education Providers Managed the Shift to Digital Delivery During the COVID-19 Pandemic [online]. Available from: https://www.qaa.ac.uk/docs/qaa/guidance/how-uk-higher-education-providers-managed-the-shift-to-digital-delivery-during-the-covid-19-pandemic.pdf Links to an external site.

Thomas L., Herbert, J. & Teras, M. (2014). A sense of belonging to enhance participation, success and retention in online programs. The International Journal of the First Year in Higher Education, 5(2), 69-80.

Expected outcomes of this session:

Reflecting on the learning experiences of a module leader, graduate and a student on an Inclusive Curriculum by Design module, attendee's will be encouraged to review their current practices and future opportunities for embedding the 'believing' and social justice approach to inclusivity within their professional development activities for new teaching staff.