Institutions and individual practitioners face a continuous challenge in engaging with students, in the classroom, in extra-curricula activities and in the leadership and governance of institutions. Making sure we provide accessible and inclusive methods via which to engage with our students, is even more paramount as we enter this new phase on virtual and hybrid teaching models.
This two-part workshop from Advance HE will introduce the latest literature, practitioner learning, and sector insights to support participants in ensuring inclusivity for all as they embark on co-production and partnership initiatives with students. The course will address the challenges of an inclusive curriculum, adopting anti-racist policies and bias in student to staff feedback. Participants will also have the opportunity to critically apply their learning to a ‘live’ assignment or initiative within in their own institution.
The blended module involves two half-day online workshops, and c. 1 hour of independent reflection and reading.
Who should attend?
This module is ideal for programme or module leaders, academic developers, QA or EDI teams, student reps/officers or similar interested in enhancing their student partnership work in learning, teaching and assessment.
While this session will primarily reflect the equality landscape and terminology of the UK higher education sector, there will be underlying issues and approaches that will be of interest to our global members.
Who is delivering the course?
This session will be delivered by Advance HE Senior Advisers specialising in both EDI and learning, teaching and student engagement.
Jess Moody is a Senior Adviser at Advance HE, focusing on inclusive learning and teaching, and tackling structural inequalities across the staff and student lifecycles in higher education. She has supported a range of universities and colleges with issues such as strategy and culture, exploring inclusive curricula, tackling awarding gaps, and enhancing equitable assessment. Recent work includes co-authoring Re-considering assessment and feedback practices in light of the Covid-19 pandemic (in Baughan, 2020), the Increasing Diversity end of project report (Advance HE, 2020). In 2020-21 she contributed to Advance HE’s Tackling Structural Race Inequality in Higher Education thematic work. Formerly a Senior Policy Adviser at Equality Challenge Unit, Jess has worked in higher education for nearly twenty years. She holds a degree in Law from the University of Oxford, and a Masters in Gender, Sexuality & Culture from Birkbeck.
Robiu Salisu is an experienced Higher Education practitioner with several years of experience in student engagement. He is currently a member of Courts at the University of Bristol, where he also works as Inclusion Officer providing institutional guidance on matters relating to the experience and inclusion of students from Black Asian Minority Ethnic (BAME) backgrounds. Robiu was awarded the University of Bristol Staff Member of the Year award for all his work in supporting BAME students at the 2019 Bristol Students’ Union Award. Prior to his current role, Robiu managed a wide range and depth of student voice strategy at the SU and served two years on the trustee board at Swansea University as Education Officer.
On completion, participants should be able to:
- Understand the wider sector context for student partnership and co-production approaches in LTA which are inclusive of different student groups, needs, and identities.
- Identify conceptual and practical links between ‘inclusive student engagement’ in daily learning environments, and engagement through more strategic partnership work.
- Critically evaluate and reflect on their approaches to student partnership design and practice
- Discuss issues of inclusion and equity in LTA with other educators and students with care and confidence.