ID5109 Embedding Inclusive Practice in Teaching and Learning

Academic year

2024 to 2025 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, 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

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

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

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

  • Design for inclusive and anti-colonial teaching.
  • Apply universal design for learning principles to design courses that minimise the need for reasonable adjustments
  • Justify choice of inclusive teaching techniques and explain the ways in which they have the potential to prevent or avoid barriers to student learning
  • Explain how module design maximises inclusivity and identity safety for students from diverse groups, including those with protected characteristics