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Inclusive Student Engagement and Partnership Workshop

Over two half days, this online workshop supports staff who are leading others in change efforts around inclusive teaching and learning.

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

Booking information

Dates: 13 and 27 June 2023
Location: Virtual

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Who is delivering the course?

Mia Liyanage

Race Equality Charter Officer
Mia Liyanage
Mia Liyanage is a decolonisation advocate and Race Equality Charter Officer at Goldsmiths, University of London. She is the author of Miseducation: decolonising curricula, culture and pedagogy in UK universities, published by the Higher Education Policy Institute (HEPI) in 2020. As an Associate at Advance HE, she was the Researcher for the Anti-Racist Curriclum Project and has written on the workplace experiences of staff of colour.

Dr Lindy-Ann Blaize Alfred

Lead Consultant, EDI
Advance HE
Dr Lindy-Ann Blaize Alfred
Dr Lindy-Ann Blaize Alfred is a Lead Consultant, EDI at Advance HE. A Senior Fellow, Lindy-Ann brings over three decades of experience in a range of education sectors both nationally and internationally.

Learning outcomes

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.