ID5109 Embedding Inclusive Practice in Teaching and Learning
Academic year
2023 to 2024 Semester 2
Curricular information may be subject to change
Further information on which modules are specific to your programme.
Key module information
SCOTCAT credits
15
SCQF level
SCQF level 11
Availability restrictions
Limited to University of St Andrews staff and PGRs who teach and/or support learning
Planned timetable
Wednesday 14.00
Module coordinator
Dr F E Whelan
Module Staff
Dr Fiona Whelan and guest lecturers
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
Guided independent study hours
138
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