the quest for the holy grail changing pedagogies and curricula
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The quest for the Holy Grail: Changing pedagogies and curricula. Dr Liz Thomas Senior Adviser for Widening Participation. Overview of Presentation. Preoccupation with pre-entry and access initiatives Literature about learning and teaching Research with students

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the quest for the holy grail changing pedagogies and curricula

The quest for the Holy Grail: Changing pedagogies and curricula

Dr Liz Thomas

Senior Adviser for Widening Participation

overview of presentation
Overview of Presentation
  • Preoccupation with pre-entry and access initiatives
  • Literature about learning and teaching
  • Research with students
  • What should institutions be changing?
  • Challenges for widening participation
implications
Implications
  • Emphasis on activities that take place outside of HE institutions.
  • “Deficit” model of widening participation endorsed.
  • Lack of institutional change.
  • Rejection of a transformative model of widening participation.
  • Positions new learners as outsiders who have to break the code.
policy drivers
Policy drivers
  • Outreach and raising aspirations – Aimhigher, regional partnerships and forums.
  • Introduction of fees in England – OFFA and DfES publicity campaign.
  • Access to HNs and FDs in FE sector.
relevance of learning teaching
Relevance of learning & teaching
  • Learning and teaching highly influential on students’ success
  • Other factors are important, but L&T is within HEIs’ control
  • Adaptation of learning, teaching and curriculum to enable integration and reach academic potential.
  • This will benefit all students.
lack of institutional change
Lack of institutional change
  • Lack of institutional change – less than a third of HEIs have link between L&T and WP strategies.
  • No impact on institutional cultures, rather marketing and project activity.
  • Deficit model is dominant and staff blame students rather than their own practices.
institution don t know what how to change
Institution don’t know what/how to change
  • HEIs and staff don’t know what new student cohorts want/need.
  • Great uncertainty about what constitutes diversity teaching.
  • Lack of staff development and to support widening participation.
student stories
Student Stories
  • Liam
  • Sean
  • Laura

What should be changed?

what should be changed
What should be changed?
  • Induction and the first year experience
  • Diversity in the curriculum
  • Student-centred interactive learning
  • Integrated academic and pastoral support
  • Alternative assessment strategies
  • Employability
induction and 1 st year experience
Induction and 1st year experience
  • Move from welcome week to induction about expectations and culture of HE.
  • There is growing awareness of this. HEIs are using pre-entry activities to prepare students for entry into HE, with some evidence of improved 1st year retention. Gradually introducing extended induction.
diversity in the curriculum
Diversity in the curriculum
  • Inclusive curriculum needs to be more relevant to the lives and experiences of students, to enhance learning and prepare students for diverse society.
  • Curriculum innovations are more prevalent in post-1992 institutions. New qualifications, new courses and links between pre- and post-entry curricula.
student centred interactive learning
Student-centred interactive learning
  • Interactive teaching promotes inclusion; staff and student engagement increases motivation, achievement and retention. E.g. learning communities, collaborative learning groups, problem-based learning.
  • Limited recognition of need to develop learning and teaching.
integrated academic and pastoral support
Integrated academic and pastoral support
  • Separate, semi-integrated and integrated curriculum models; or pastoral, professional and integrated. Integrated, with access to additional support.
  • Academic support ranges for “drop-in” to integrated. Student services tend to be reactive.
alternative assessment strategies
Alternative assessment strategies
  • Formative feedback and range of assessment strategies to support all students.
  • Lack of link between WP and assessment, except for disabled students. Two approaches: review course or provide additional support.
employability
“Employability”
  • Opportunities to reflect on employment and other experiences to develop graduate attributes. Graduates from under-represented groups experience labour market disadvantage.
  • Employability and careers preparation are built into some outreach and induction activities. Employment in WP activities has a positive impact; learning captured to different extents.
challenges for wp
Challenges for WP
  • Introduce diversity into the curriculum
  • Mainstream interactive, student-centred learning and teaching strategies
  • Integrated models of academic and pastoral support
  • Review assessment strategies
  • Supporting progression beyond higher education
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