Postgraduate Course: Accessible and Inclusive Learning (EDUA11393)
Course Outline
| School | Moray House School of Education and Sport |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 10 |
ECTS Credits | 5 |
| Summary | Accessible and Inclusive Learning, on the Postgraduate Certificate in Academic Practice (PGCAP) will provide an opportunity for participants, who are all staff from across the University, to gain a critical understanding about how to support students in higher education. |
| Course description |
First, this course will address a complex, political and in current times much debated field within the higher education sector ¿ the subject of how we support our students to become successful learners. At a time when neo-liberal values based on the market and performativity measures are driving change in higher education it is important to look to the affective domain of learning as well as to consider questions about care, compassion and social justice in the sector. There is a need for universities to promote positive health and well-being amongst student populations, and to address the rise in the proportions of students who are reporting mental health problems.
Second, this course will address the diversity of student learners in higher education sector. The emphasis will be on the ways in which staff can support diverse students to become successful learners. Drawing on themes such as internationalisation, mainstreaming and inclusive practice, the course will investigate ways of encouraging a sense of belonging amongst all students, creating an inclusive curriculum and classroom, and supporting diverse students through the student lifecycle.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2024/25, Not available to visiting students (SS1)
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Quota: None |
| Course Start |
Block 5 (Sem 2) and beyond |
| Course Start Date |
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Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
100
(
Lecture Hours 10,
Feedback/Feedforward Hours 5,
Formative Assessment Hours 5,
Programme Level Learning and Teaching Hours 2,
Directed Learning and Independent Learning Hours
78 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
100% coursework |
| Feedback |
Class Feedback: participants will receive informal feedback from lecturers and peers in each block on their engagement and contribution. During the teaching blocks there will be a session on preparing for the summative assessment task. This will allow participants to get formative feedback on their proposed project. Feedback will be given on the summative assessment. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- demonstrate critical awareness and understanding of key themes, issues and research on care and compassion in the higher education sector
- demonstrate a critical awareness of the different dimensions of diversity
- identify and critically examine the pedagogical challenges as well as opportunities student diversity poses for university teachers
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Reading List
Bridger, K. and Shaw, J. (2011) Mainstreaming: Equality at the heart of higher education. Equality Challenge Unit.
Laidlaw, A., McLellan, J. and Ozakinci, G. (2016) Understanding undergraduate student perceptions of mental health, mental well-being and help-seeking behaviour. Studies in Higher Education (41) http://dx.doi.org/10.1080/03075079.2015.1026890
Lusk, C. and Fearfull, A. (2015) Supporting students in higher education: results and recommendations following a paradigm shift within a Scottish Ancient. Studies in Higher Education. Vol.40(6), p.1107-1127
Maringe, F. and Sing, N. (2014) Teaching large classes in an increasingly internationalising higher education environment: pedagogical, quality and equity issues. Higher Education 67(6): 761-782
Morrisey, J. (2015) Regimes of performance: practices of the normalised self in the neoliberal university. British Journal of Sociology of Education 36 (4)
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Additional Information
| Graduate Attributes and Skills |
to be able engage with and critically examine different theories and practices that will prepare you to support students in both pastoral and academic roles. |
| Keywords | Inclusivity,Accessibility |
Contacts
| Course organiser | Ms Rayya Ghul
Tel: (0131 6) 51 7186
Email: Rayya.ghul@ed.ac.uk |
Course secretary | Miss Emily Salvesen
Tel: (0131 6)51 6661
Email: Emily.Salvesen@ed.ac.uk |
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