Developing the Inclusive Course Design Tool: a tool to support staff reflection on their inclusive practice

Susan Virginia Smith, Ruth Pickford, Janice Priestley, Rebecca Sellers

Abstract


Inclusivity is fundamental to higher education, its course design, its assessment and its delivery. The principles of inclusivity offer all students the opportunities to achieve to the best of their ability. The purpose of this case-study is to outline the context, process, development and initial evaluation of a newly generated tool designed for academic colleagues. The Inclusive Course Design Tool (ICDT) offers a series of questions for reflection with supporting guidance rooted in theory and research on inclusion, pedagogy, multiculturalism, universal design for learning and implicit and unconscious bias. This first version of the tool encourages course teams to reflect on and interrogate the nature of inclusive academic practice in their courses, in their course curricula, their classrooms (virtual or physical) and their approaches to student learning and support. The contextualised rationale for the tool, its design, the consultation process, its early evaluation and future considerations as an institutional tool are explored. This paper specifically explores its use to try to reduce the black, asian and minority ethnic (BAME) student award gap and enhance success and graduate outcomes, as well as academic practice and staff reflection.


Keywords


: BAME attainment; Course Design

Full Text:

PDF

References


Advance HE (2013) ‘Engaging Home and International Students: A Guide for New Lecturers.’ Available at: https://www.advance-he.ac.uk/knowledge-hub/engaging-home-and-international-students-guide-new-lecturers (Accessed: 29 April 2020).

Ahn, M.Y. and Davis, H.H. (2019) ‘Four Domains of Students’ Sense of Belonging to University.’ Studies in Higher Education, January 1-13.

Available at: https://doi.org/10.1080/03075079.2018.1564902 (Accessed: 29 Apr 2020).

Bovill, C., Cook-Sather, A., Felten, P., Millard, L. and Moore-Cherry, N. (2016) ‘Addressing potential challenges in co-creating learning and teaching: overcoming resistance, navigating institutional norms and ensuring inclusivity in student-staff partnerships.’ Higher Education, 71(2), 195-208. Available at: http://dx.doi.org/10.1007/s10734-015-9896-4 (Accessed: 29 Apr 2020).

Braun, V. and Clarke, V. (2013) Successful Qualitative Research: A Practical Guide for Beginners. London: Sage. ISBN: 9781847875815.

Cotton, D., George, R. and Joyner, M. (2013) ‘The Gender and Ethnicity Attainment Gap Research Project.’ Pedagogic Research Institute and Observatory (PedRIO). Available at: https://www.plymouth.ac.uk/uploads/production/document/path/5/5853/PedRIO_Paper_2.pdf (Accessed: 29 April 2020).

Croucher, K. and Romer, W. (2007) ‘Inclusivity in Teaching Practice and the Curriculum.’ Guides for Teaching and Learning in Archaeology, 6. Liverpool: Higher Education Academy. Available at: https://www.heacademy.ac.uk/system/files/Number6_Teaching_and_Learning_Guide_Inclusivity.pdf (Accessed: 24 April 2020).

De la Croix, A. and Veen, M. (2018) ‘The reflective zombie: Problematizing the conceptual framework of reflection in medical education.’ Perspectives on Medical Education, 7, 394-400. Available at: https://doi.org/10.1007/s40037-018-0479-9 (Accessed: 29 April 2020).

Fung, D. (2017) A Connected Curriculum for Higher Education. London: UCL Press. ISBN: 978-1911576341.

Hausmann, L.R.M., Schofield, J.W. and Woods, R.L. (2007) ‘Sense of Belonging as a Predictor of Intentions to Persist Among African American and White First-Year College Students.’ Research in Higher Education, 48(7), 803-839. Available at: https://link.springer.com/article/10.1007/s11162-007-9052-9 (Accessed: 29 April 2020).

Higher Education Academy (2011) ‘Inclusive curriculum design in higher education. Considerations for effective practice across and within subject areas.’ Available at: https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/hea/private/resources/introduction_and_overview_1568037036.pdf (Accessed: 30 May 2020).

Higher Education Academy (2014) ‘Induction as Part of the Teaching International Students Project.’ Report. Available at: https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/hea/private/resources/induction_1568037224.pdf (Accessed: 29 April 2020).

Hockings, C. (2010) ‘Inclusive learning and teaching in higher education: a synthesis of research.’ Available at: https://www.advance-he.ac.uk/knowledge-hub/inclusive-learning-and-teaching-higher-education-synthesis-research (Accessed: 30 May 2020).

Hoffman, M., Richmond, J., Morrow, J. and Salomone, K. (2002) ‘Investigating "Sense of Belonging” in First-Year College Students.’ Journal of College Student Retention: Research, Theory & Practice, 4(3), 227-256. Available at: https://doi.org/10.2190/DRYC-CXQ9-JQ8V-HT4V (Accessed: 30 April 2020).

JAWS accessibility test. Available at: https://www.freedomscientific.com/products/software/jaws/ (Accessed: 29 April 2020).

Jones, C.M., Green, J P. and Higson, H.E. (2017) ‘Do Work Placements Improve Final Year Academic Performance or Do High-Calibre Students Choose to Do Work Placements?’ Studies in Higher Education, 42(6) June, 976-992. Available at: https://www.tandfonline.com/doi/full/10.1080/03075079.2015.1073249 (Accessed: 30 April 2020).

Leeds Beckett University (2020) First degree honours - Five-year degree classification explorer 2014/15 to 2018/19. Leeds Beckett University internal data report: unpublished.

Manchester Metropolitan University (MMU) (2020) The Inclusive Curriculum Toolkit. Manchester: Manchester Metropolitan University. Available at: https://www.celt.mmu.ac.uk/inclusion/toolkit.php (Accessed: 22 April 2020).

Miller, M. (2016) ‘The Ethnicity Attainment Gap: Literature Review.’ The University of Sheffield: Widening Participation Research and Evaluation Unit. Available at: https://www.sheffield.ac.uk/polopoly_fs/1.661523!/file/BME_Attainment_Gap_Literature_Review_EXTERNAL_-_Miriam_Miller.pdf (Accessed: 29 April 2020).

Moore, C., Brantmeir, E. and Brookfield, A. (2017) ‘Inclusion by Design: Tool helps Faculty examine their teaching practice,’ Higher Education Teaching and Learning, Faculty Focus. Available at: https://sites.evergreen.edu/ltc/wp-content/uploads/sites/440/2019/09/Inclusion-by-Design-Syllabus-Tool.pdf (Accessed: 30 June 2020).

Office for Students (2019) ‘Access and Participation Plans.’ Available at: https://www.officeforstudents.org.uk/advice-and-guidance/promoting-equal-opportunities/access-and-participation-plans/ (Accessed: 30 June 2020).

Palmer, M.S., Bach, D.J. and Streifer, A.C. (2014) ‘Measuring the promise: A Learning-Focused Syllabus Rubric’. Journal of Educational Development, 33(1), 14-36. Available at: https://onlinelibrary.wiley.com/doi/abs/10.1002/tia2.20004 (Accessed: 30 April 2020).

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). ISSN 2051-9788. Available at: https://doi.org/10.14297/jpaap.v4i2.198 (Accessed: 11 April 2020).

Pickford, R. (2018) ‘A Blueprint for Teaching Excellence.’ Journal of Perspectives in Applied Academic Practice, 6(1) ISSN 2051-9788. Available at: https://jpaap.napier.ac.uk/index.php/JPAAP/article/view/299 (Accessed: 30 April 2020).

Pilkington, A. (2013) ‘The Interacting Dynamics of Institutional Racism in Higher Education.’ Race, Ethnicity and Education, 16(2), 225-245. Available at: https://www.tandfonline.com/doi/abs/10.1080/13613324.2011.646255 (Accessed: 10 April 2020).

Saks, A.M. (2006) ‘Antecedents and consequences of employee engagement.’ Journal of Managerial Psychology, 21(6), 600-619. Available at: https://www.researchgate.net/publication/275714108_Antecedents_and_Consequences_of_Employee_Engagement (Accessed: 30 April 2020).

Salkind, N. (2008) ‘Cultural Deficit Model.’ In: Encyclopaedia of Educational Psychology. SAGE Publications Inc: Thousand Oaks, CA: Available at: http://sk.sagepub.com/reference/educationalpsychology/n60.xml (Accessed: 29 April 2020).

Sian, K. (2017) ‘Being Black in a White World: Understanding Racism.’ International Journal for Collective Identity Research. 176. ISSN: 1695-6494. Available at: https://doi.org/10.1387/pceic.17625 (Accessed: 29 April 2020).

Smith, S,V, (2017) ‘Exploring the BME student attainment gap: What Did It Tell Us? Actions to Address Home Black and Minority Ethnic (BME) Undergraduate Students’ Degree Attainment.’ Journal of Perspectives in Applied Academic Practice, 5(1), 48-57. ISSN 2051-9788 Available at: https://jpaap.napier.ac.uk/index.php/JPAAP/article/view/239/pdf (Accessed: 2 February 2020).

Smith, S. (2018) ‘The Experience of Commuting and Living at Home: How Does It Affect the Engagement of BME Students with the University and Their Learning.’ Journal of Educational Innovation, Partnership and Change. Volume 4, no 1, 1-14. Available at: https://journals.studentengagement.org.uk/index.php/studentchangeagents/article/view/520/pdf (Accessed: 29 April 2020).

SOAS (2018) ‘Decolonising SOAS Learning and Teaching Toolkit for Programme and Module Convenors.’ University of London. Available at: https://blogs.soas.ac.uk/decolonisingsoas/files/2018/10/Decolonising-SOAS-Learning-and-Teaching-Toolkit-AB.pdf (Accessed: 12 May 2020).

Stevenson, J. (2012) ‘Black and Minority Ethnic Student Degree Retention and Attainment.’ Higher Education Academy. Available at: https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/hea/private/bme_summit_final_report_1568036653.pdf (Accessed: 5 April 2020).

Sue, D.W., Capodilupo C.M., Torino G.C., Bucceri, J., Holder, A., Nadal, K. and Esquilin, M. (2007) ‘Racial Microaggressions in Everyday Life: Implications for Clinical Practice.’ The American Psychologist. Available at: https://www.ncbi.nlm.nih.gov/pubmed/17516773 (Accessed: 16 April 2020).

Thomas, L. and Jones, R. (2017) ‘Student Engagement in the Context of Commuter Students.’ London: TSEP. Available at: https://lizthomasassociates.co.uk/projects/2018/Commuter%20student%20engagement.pdf (Accessed: 20 April 2020).

Thomas, E and May, H. (2010) ‘Inclusive Learning and Teaching in Higher Education.’ Report, Higher Education Academy. Available at: https://www.lboro.ac.uk/media/wwwlboroacuk/external/content/services/cap/downloads/documents/HEA%20Report%20on%20inclusive%20teaching.pdf (Accessed: 29 April 2020).

Tovar, E. (2013) ‘A Conceptual Model on the Impact of Mattering, Sense of Belonging, Engagement/Involvement, and Socio-Academic Integrative Experiences on Community College Students’ Intent to Persist.’ CGU Theses and Dissertations. Available at: https://scholarship.claremont.edu/cgi/viewcontent.cgi?article=1083&context=cgu_etd (Accessed: 30 May 2020).

UCL (2018) Inclusive Curriculum Healthcheck. University College London. Available at: https://www.ucl.ac.uk/teaching-learning/sites/teaching-learning/files/ucl_inclusive_curriculum_healthcheck_2018.pdf (Accessed: 29 April 2020).

UK QUALITY CODE FOR HIGHER EDUCATION (2018) Available at: https://www.qaa.ac.uk/quality-code (Accessed: 29 April 2020.

Woodyatt, L. and Brooker, A. (2019) ‘Student Success: Special Issue: Psychological Wellbeing and Distress in Higher Education.’ Student Success, 10(3). Available at: https://studentsuccessjournal.org/article/view/1419 (Accessed :29 April 2020).




DOI: https://doi.org/10.21100/compass.v14i1.1115

Refbacks

  • There are currently no refbacks.