ID5109 Embedding Inclusive Practice in Teaching and Learning

Academic year

2023 to 2024 Semester 2

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

Wednesday 14.00

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

Module coordinator

Dr F E Whelan

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

Module Staff

Dr Fiona Whelan and guest lecturers

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, with particular attention to the protected characteristics identified within the Equality Act (2010). The focus will be on understanding and meeting the needs of a diverse student population, taking intersectional identities (eg social class) into account. Participants will learn about issues such as anti-colonial practice, universal design for learning (UDL), and ways to support students with additional support needs. The module will allow practitioners to reflect on and develop their own practice in relation to inclusivity

Assessment pattern

100% coursework. Participants must pass all of the summative assessments in order to pass the module.

Re-assessment

100% coursework

Learning and teaching methods and delivery

Weekly contact

2.5-hour seminar/discussion class (x2 weeks), 2 hours action learning set (x2) – to be scheduled for Wednesday afternoons to facilitate staff being able to attend. Two guest lectures will be delivered either live or via recorded material. Participants will have a choice of further synchronous activities of which staff will be expected to attend a minimum of 2 (inclusive practice support groups, academic forums, or subject specific learning and teaching events – list of activities will be provided in Week 1, admin week)

Scheduled learning hours

14

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

Guided independent study hours

138

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

Intended learning outcomes

  • At the end of this module participants will be able to design for inclusive and anti-colonial teaching.
  • At the end of this module participants will be able to apply universal design for learning principles to design courses that minimise the need for reasonable adjustments
  • At the end of this module participants will be able to justify their choice of inclusive teaching techniques and explain the ways in which they have the potential to prevent or avoid barriers to student learning
  • At the end of this module participants will be able to explain how their module design maximises inclusivity and identity safety for students from diverse groups, including those with protected characteristics