Teaching and Learning in Higher Education: Educating for Widening Participation and Inclusion

Summary

Admission requirements

Prerequisite courses for this course are: Courses: HP702E-Teaching and Learning in Higher Education: Scientific Theoretical Traditions and Methodologies.

Syllabus

Syllabus for students autumn 2021

Course Code:
HP703E revision 1
Swedish name:
Högskolepedagogik: Att utbilda för breddat deltagande och inkludering
Level of specialisation
A1F
Main fields of study:
Teaching and Learning in Higher Education
Language:
English
Date of ratification:
27 May 2019
Decision-making body:
Faculty of Education and Society
Enforcement date:
31 August 2020

Entry requirements

Prerequisite courses for this course are: Courses: HP702E-Teaching and Learning in Higher Education: Scientific Theoretical Traditions and Methodologies.

Purpose

The course aims to enable students to develop knowledge of the conditions required to widen participation within higher education, and how teaching can be designed in such a way that all higher education students are given the opportunity to achieve their full potential and contribute to the quality of education.

Contents

The course introduces the task of widening recruitment to higher education. During the course, widening participation will be discussed as an element of quality in higher education, what this means and how this can be implemented in both teaching practice and course design. The course will address elements such as:

  • The purpose and aims of higher education
  • What causes biased recruitment and its consequences
  • Relevant legislation and other steering documents
  • Inclusive education methods and design
  • Learning environments and teaching resources

Learning outcomes

Upon completion of the course, the student will be able to:

  1. Reflect upon the role of a university teacher in relation to the social dimension of higher education and the heterogeneous nature of today’s student groups
  2. analyse the causes and consequences of biased recruitment, exclusion and discrimination, and discuss the analysis in relation to governing legislation in the field
  3. Critically discuss and evaluate different teaching methods and didactic choices that draw upon different student experiences and perspectives in various teaching situations, in order to create inclusive education
  4. Identify personal need for further skills necessary to develop as a teacher

Learning activities

Seminars are linked to lectures, group work and individual presentations using different media. There will be opportunities for feedback between the students throughout the course. Methods will be developed based on the purpose and intended learning outcomes of the course, in a collaboration between students and teachers. The course is flexible and online elements can be included with campus-based activities.

Assessments

Assessment of student performance related to the intended learning outcomes will be conducted through an individual written assignment as determined in consultation with the examiner.
These individual assignments will be presented and discussed during a seminar.
The course coordinator will provide information about grading criteria at the start of the course. It must be possible to distinguish between individual performances for all assessments.

Grading system

Fail (U), Pass (G) or Pass with Distinction (VG).

Course literature and other teaching materials

Barrington, Ernie. (2004). Teaching to student diversity in higher education: how Multiple Intelligence Theory can help, Teaching in Higher Education, 9:4, (s 421-434)
Biggs, John. B. & Tang, Catherine. (2011). Teaching for quality learning at university. What the student does. (Third edition). Maidenhead: Open University Press. (3 - 110)
Burke, Penny Jane. (2012). The right to higher education beyond widening participation. Milton Park, Abingdon, Oxon: Routledge. Tillgänglig via internet.(200 sidor)
Bixell, Patricia (1992) Academic Discourse and Critical Consciouness. Pittsburgh; University of Pittsburg Press (75 - 104)
Burgstahler, Sheryl (red.) (2015). Universal design in higher education: from principles to practice. Second edition. Cambridge, Massachusetts: Harvard Education Press (384 sidor)
Chanock, Kate (2000). Comments on Essays. Do students understand what tutors write? Teaching in Higher Education, 5(1), (s 95-105)
hooks, belle (2010). Critical thinking. In b. hooks (Ed.), Teaching critical thinking: Practical wisdom (s 7-11). New York: Routledge.
Ivanic, Roz (2006) Language, learning and identification; Lancaster Literacy Research Centre (23 sidor)
Lea, Mary R. & Street, Brian V (1998). Student writing in higher education: An academic literacies approach, Studies in Higher Education , 23:2, (s157-172)
Schön, Donald A. (1983) The Reflective Practitioner. New York: Basic Books. (384 sidor)
Sjöstrand, Aleksandra, Back-Horst, Peter & Hellgren, Carina (2016) Can excellence be acheived in homogeneous student groups? Stockholm: Universitets- och högskolerådet. Tillgänglig via internet. (197 sidor)
In consultation with the teacher, students will choose 3 articles from the FACE anthologies.

Additional literature may be added.

Contact

The education is provided by the Faculty of Education and Society at the Centre of Academic Learning.

Further information

Application

30 August 2021 - 07 November 2021 Day-time 50% Malmö This course is offered as part of a program