Although our stone may disappear, the ripples extend to the oceans Enhancing faculty engagement to a

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Although our stone may disappear, the ripples
extend to the oceans Enhancing faculty
engagement to achieveequity for disabled
students
Presented by Alexandra Smith Contributors Rachel
Anderson Smith Ava Gibson
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Faculty Engagement What is it?

• Collaborative inquiry
• Making it work for us and Faculty
• Learning from each others practice
• Working out a similar objective
• - enhancing inclusive practice
• - encouraging student achievement

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Kia Orite Catalyst for Change

• New Zealand Code of Practice for an Inclusive
  Tertiary Education Environment
• Tool to assist TEIS create greater inclusion for
  disabled students
• Provides principles, best practice guidelines,
  and legislative framework
• Endorsed by TEC as the guideline for TEIs to use
  in providing support for students with
  impairments
• Victoria University has a commitment to its
  implementation. First step, an audit

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Finding a place to begin

• Teaching and Learning
• Faculty of Education
• Disability Liaison Person

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Research as a tool

• To inform the audit
• Reach a wider audience
• To give solidity to our findings
• To encourage further debate and discussion

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Choosing Appreciative Inquiry

• Creates a powerful platform for change
• Discovers the best of what is
• Every persons story is of value
• Draws on the traditions of narrative, strength
  based and solutions focused therapy, positive
  psychology, and social constructivism
• Brings the themes together, builds collaboration
  and shared vision
• Energises and inspires

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Objectives

• Provide recent examples of good teaching and
  learning practice
• Gather qualitative data about successful
  inclusion strategies to inform practice
• Contribute to international and local research on
  students with impairments

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Research Process

• Meetings and discussion
• Developing questions and research proposal,
  ethics
• Planning and practice
• focus groups trial
• Running focus groups
• Review and writing up

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Challenges of Research and Practice

• Being aware of our assumptions
• What do we mean by inclusive practice and does it
  fit with research? Flexibility in the focus
  groups.
• Both groups bring different things to the table

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Working Collaboratively

• Joys
• Fun, laughter, sharing
• Stimulating, greater opportunity for learning
• Encouraging, shares the work load
• Expands into other areas and interests

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Working Collaboratively

• Challenges .
• Different expectations
• Different experiences and philosophies
• Working through disagreements
• Achieving multiple outcomes, research agenda, vs
  audit, vs structural cultural change
• Deadlines time commitments
• Changes in membership
• Managing the writing

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Working Collaboratively

• Learnings
• Clarify expectations and commitments at the
  beginning
• Review expectations and commitments as it
  progresses
• Need to articulate assumptions and beliefs
• If you throw a stone, there will be ripples
• You cant control where the ripples go

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What we have achieved

• Highlighted Kia Orite in School of Education.
• Topic on agenda at staff meetings e.g. assessment
  and curriculum material
• More accurate information on DSS processes
• Greater Liaison with DSS by Faculty
  Administrators
• Qualitative findings and report
• Collaborated on paper and research

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Future ripples for us

• Future papers are in the planning stages to
  contribute to the research in the area of
  tertiary inclusion for Students with Disabilities
  
• Led us to thinking more about how we are working
  to support students
• How might this process work in your organisation?

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Enhancing faculty engagement to achieve equity
for disabled students
Thank You