ID5109 Embedding Inclusive Practice in Teaching and Learning

Academic year

2025 to 2026 Semester 2

Further information on which modules are specific to your programme.

Key module information

SCOTCAT credits

15

The Scottish Credit Accumulation and Transfer (SCOTCAT) system allows credits gained in Scotland to be transferred between institutions. The number of credits associated with a module gives an indication of the amount of learning effort required by the learner. European Credit Transfer System (ECTS) credits are half the value of SCOTCAT credits.

SCQF level

SCQF level 11

The Scottish Credit and Qualifications Framework (SCQF) provides an indication of the complexity of award qualifications and associated learning and operates on an ascending numeric scale from Levels 1-12 with SCQF Level 10 equating to a Scottish undergraduate Honours degree.

Availability restrictions

Limited to University of St Andrews staff and PGRs who teach and/or support learning

Planned timetable

See PGCAP webpage (Electives section) for dates/times of classes. https://www.st-andrews.ac.uk/ceed/education-focused-staff/pgcap/

This information is given as indicative. Timetable may change at short notice depending on room availability.

Module Staff

Module lead and guest speakers from across the Univerity

This information is given as indicative. Staff involved in a module may change at short notice depending on availability and circumstances.

Module description

This module is designed to support teaching staff to develop a deeper understanding of the educational practices and policies on equity, inclusivity and diversity within teaching and learning in Higher Education. Participants will be encouraged to reflect on their curriculum and teaching practices, understanding ways in which Higher Education can inadvertently lead to the marginalisation of students and differential educational outcomes, and exploring ways to develop more inclusive teaching practices. The focus will be on understanding and meeting the needs of a diverse student population, taking intersectional identities into account. The module will allow practitioners to reflect on and develop their own practice in relation to inclusivity.

Relationship to other modules

Co-requisites

PARTICIPANTS WOULD NORMALLY BE TEACHING CONCURRENTLY OR HAVE TAUGHT IN THE PREVIOUS SEMESTER. THIS INCLUDES PGR STUDENTS WHO TEACH.

Assessment pattern

Coursework = 100%

Re-assessment

Coursework = 100%

Learning and teaching methods and delivery

Weekly contact

1-hour welcome class (x1 week), 2 or 2.5-hour seminar/discussion class (x4 weeks), 2 hour action learning set (x2 weeks).

Scheduled learning hours

14

The number of compulsory student:staff contact hours over the period of the module.

Guided independent study hours

136

The number of hours that students are expected to invest in independent study over the period of the module.

Intended learning outcomes

  • Reflect on structural and systemic barriers to inclusion within their own teaching contexts and disciplines.
  • Design inclusive learning and teaching materials relevant to their disciplinary and institutional contexts that are informed by key theories, frameworks and research.
  • Critically evaluate and justify their approach to the design of inclusive learning and teaching materials