Higher Education Academy Summit Programme: Developing Inclusive Learning and Teaching Startup meetin

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Higher Education Academy Summit Programme
Developing Inclusive Learning and
TeachingStart-up meeting27th March 2009

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Aims of the Programme

• The programme offers a facilitative framework to
  support you in developing and embedding inclusive
  learning and teaching practices.
• It aims to create a space for you to focus on,
  and exchange ideas about, the development and
  implementation of inclusive practices.

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Key Principles

• The programme has been designed
• around the key principles of
• evidence-informed development of inclusive
  learning and teaching
• the embedding of change within your institution
• reflection on your process and lessons learned
• dissemination of learning across the HE sector.

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Purpose of the Programme

• The programme offers you an opportunity to
• Propose, plan and implement change
• Work as a team
• Share and learn from other institutions
• Gain access to relevant research evidence, tools
  and resources
• Evaluate impact/effectiveness.

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Key Learning Points

• Identify shared vision of inclusive practices
• Build an evidence-base
• Take a systematic and holistic approach
• Be proactive
• Ensure senior management commitment and
  engagement
• Engaging internal stakeholders
• Open up channels of communication

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Sustainable change in HE

• Institutions instigated several changes in
  developing and embedding inclusive policy and
  practice.
• These changes fitted into two broad categories
• Institutional - policy, structures, processes,
  environmental
• Individual - attitudes, behaviour and practice.
• HEIs found it necessary to instigate changes in
  both categories to maximise impact and
  sustainability.

May and Bridger, 2008
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Aims of the Day

• To develop shared understandings of the summit
  programme process.
• To enhance an understanding of inclusive learning
  and teaching.
• To enable teams to situate your work in the
  context of each others activity, wider activity
  in the sector and research evidence.
• To develop a vision statement for change.
• To promote inter-institutional networking and
  support.

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Cross-team Networking

• To share your thinking with other teams about
• Why your institution chose to participate in the
  summit
• Your institutional strengths
• Your specific challenge(s).

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Inclusive Learning and Teaching

• What do we mean by inclusive learning and
  teaching?
• What is good practice?
• How do we want our institutions to change?

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Theory of Change

• Locates work in the literature and existing good
  practice
• Identifies 3 inter-connected layers
• Essential elements of inclusive learning and
  teaching
• Influential factors
• Examples of effective practice
• Summarised visually

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Essential Elements of Inclusive Learning and
Teaching
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Widening Participation Research Service (WPRS)
The WPRS aims to support all staff in Higher
Education with a widening Participation and
inclusivity remit. It promotes engagement with
research, evidence and practical experience to
support the embedding of diversity and
inclusivity throughout the student lifecycle.
www.heacademy.ac.uk/ourwork/institutions/wp/wprs
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WPRS Services

• Organisation Directory details national and
  international organisations relevant to WP,
  student diversity, access and success.
• Literature database includes journal articles,
  research and evaluation reports, case studies
  etc.
• Directory of practice provides details of
  practical interventions about access to and
  success in HE.
• Research syntheses draw together and summarises
  significant research, identifies key themes,
  explores implications for stakeholders, provides
  bibliographical info. etc. Current topics
  include student retention and success, vocational
  learners and mature learners.

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Mapping Inclusive Learning and Teaching

• Select a host for the table
• For the theme you have been allocated, identify
  influential factors and examples of effective
  inclusive practices you know of or are currently
  using in your institution.
• When asked to move, the host should remain with
  the table.
• On new table, summarise existing thinking, add
  to and develop map.

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Team Work Developing a Shared Vision

• Work in you teams to prepare a vision statement
• Definition of inclusive L T
• Broad focus of work
• Types of changes
• Drivers
• Stakeholders
• Effectiveness
• Template

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Mapping Inclusive Learning and Teaching

• Select a host for the table
• For the theme you have been allocated, record the
  inclusive practices you know of or are currently
  using in your institution
• When asked to move, the host should remain with
  the table.

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Sharing Ideas with others

• Share your ideas with other teams as to
• What you mean by inclusive learning and teaching
• How you plan to move forward
• How you plan to engage your team/staff/students
• What evidence you may draw upon in the process
• How you might overcome some of the challenges
• How you plan to assess your achievements.

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Next steps
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Next Steps

• Before residential - update your team and jointly
  complete your vision statement by 8th May. Scope
  feasibility of proposed changes with key
  stakeholders across your institution.
• After residential - finalise and submit your
  action plans
• Autumn term - implement action plans
• By 26 Feb 2010 - reflect on progress and submit
  reflective paper.

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Dates for your diary

• Residential 9-10 June 2009
• Progress meeting 2 December 2009, Academy York
• Reflective paper to be submitted by 26 February
  2010
• Research Seminar Series 2009 http//www.heacademy
  .ac.uk/ourwork/learning/national_research_seminar

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Contact Details

• Helen May, Senior adviser
• helen.may_at_heacademy.ac.uk
• Liz Thomas, Senior adviser
• Liz.thomas_at_heacademy.ac.uk
• Kit Fan, Project co-ordinator
• Kit.fan_at_heacademy.ac.uk
• Abigail Campbell, Project officer
• Abigail.Campbell_at_heacademy.ac.uk