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NADP ANNUAL CONFERENCE July 2009. Developing Inclusive Curricula . Dr Val Chapman (NTF) and Will Bowen Jones. As a result of engaging with this session you should be able to…. Critique the impact on academic staff of the Appreciative Inquiry approach

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July 2009

Developing Inclusive Curricula

Dr Val Chapman (NTF) and Will Bowen Jones

as a result of engaging with this session you should be able to
As a result of engaging with this session you should be able to…
  • Critique the impact on academic staff of the Appreciative Inquiry approach
  • Discuss the issues and opportunities arising from the project and decide if the approach would be of use in your own practice
key features of project sept 2007 sept 08 as defined in the hea bid
Key features of project (Sept 2007- Sept 08) as defined in the HEA bid
  • Development of innovative staff development package
  • Supplementary resources to support academics
  • Further development of the SCIPS web based resource (
  • Embedding in institutional policy and practice
  • Piloted with the Institute of Sport and Exercise Science at the University of Worcester (UW)
key research question
Key research question

How can we engage the interest and

commitment of staff to further develop

their inclusive practice in learning and


  • Selection of an Appreciative Inquiry approach
appreciative inquiry
Appreciative Inquiry
  • Based on David Cooperider’s (1999) doctoral work at Case Western Reserve University
  • Eschews former Organization Development (OD) deficit models
  • Espouses a positive approach to change that builds a vision for the future based upon what already works well within an existing system
  • self-empowering philosophy
  • ‘4-D’ process (Discover, Dream, Design and Destiny)
  • Focus on collaborative working of all stakeholders
  • Engages all stakeholders in systematic participation in a jointly constructed vision of an organization’s future

Appreciative Inquiry (AI) process



Briefing on


and AI






Generation of





Roll out

model to




Post-it activity



Generation of



Focus group



Focus group




Further planning

& embedding

Inaugural ISES


research summit










discovery phase jan feb 08
Discovery phase (Jan/Feb 08)
  • Selection of student researchers
  • Pre-workshop activity
  • AI workshop
  • Data collection by student researchers
    • Post it exercise
    • Disabled student interview
    • Focus group interview (conducted by student member of project team)
    • Answers to reflective questions (pre-workshop activity)
  • Development of propositional statements
dream phase jan mar 08
Dream phase (Jan-Mar 08)
  • Inaugural Institute of Sport and Exercise Science (ISES) staff/student research summit
  • Student researchers’ presentation
  • Audience:
    • Vice Chancellor
    • Guest speaker – Chief Executive, British Paralympic Association
    • ISES staff
    • Departmental Learning and Teaching (L&T) representatives
post it data from student lectures
Post-it data from student lectures
  • Adjectives (n=265):
    • Enjoyable
    • Interesting
    • Challenging
    • Fun
student researchers experiences of learning
Student researchers’ experiences of learning
  • Personal accounts
  • Inclusive practices
  • Challenges successfully overcome
  • Engagement of staff
propositional statement 1
Propositional statement 1
  • All students make a positive contribution to the learning of their peers.
propositional statement 2
Propositional statement 2
  • Students value the School’s strong sense of community and being made to feel part of it.
propositional statement 3
Propositional statement 3
  • Students love it when staff support and celebrate their achievements.
propositional statement 4
Propositional statement 4
  • Staff inspire students through being role models.
propositional statement 5
Propositional statement 5
  • Students really enjoy learning through doing.
propositional statement 6
Propositional statement 6
  • The Institute of Sport and Exercise Science (ISES) offers students a ‘ticket to their future’; it gives them the opportunity to ‘do things for themselves’, ‘become more independent’, to ‘reinvent themselves’ and ‘be their own person’. It offers a ‘liberating’ and transformative experience.
design phase apr 08
Design phase (Apr 08)
  • Prioritisation meeting with ISES team to determine:
    • Individual priorities
    • Draft priorities for referral to departmental Learning and Teaching Committee
  • Staff survey – ISES staff confidence ratings in inclusive practice (via survey monkey, 78% response rate)
    • Analysed to determine staff development priorities
destiny phase ongoing
Destiny phase (Ongoing)
  • Supplemental resources
    • SCIPS (Strategies for Creating Inclusive Programmes of Study)

(used 24/7, page ranked by Google 5/10)

  • Implementation of innovative staff development package
  • Embedding inclusive policy and practice in existing departmental structures and systems e.g. peer observation
departmental priorities agreed at may ises meeting
Departmental priorities agreed at May ISES meeting
  • Share innovative practice; champion good practice; act as advocates for recruitment of disabled ISES staff and students;
  • Use peer observation to focus on inclusion;
  • Ensure effective screening to identify disabled/dyslexic students/issues;
  • Monitor retention & achievement in order to identify issues;
departmental priorities agreed at may ises meeting1
Departmental priorities agreed at May ISES meeting
  • Identify support strategies for part time/mature/ overseas/’living at a distance’ students;
  • Integrate inclusive practice throughout all modules rather than just focus in Sport and Disability module (inclusion strategy);
  • Adopt a more coherent approach to inclusion across the whole school.

Within the next two years,

the ISES team will have an

international reputation as

leaders in the field of

inclusive practice in sport

and exercise science.

individual inclusivity profile aspects covered
Individual Inclusivity Profile - aspects covered:
  • Admission/induction
  • Course content and design
  • Course delivery
  • Teaching styles
  • Assessment/


  • Feedback to students
  • Physical environment
  • Technology/


  • Learning resources/

course materials

  • Course Monitoring
  • Staff development
  • Academic Support
  • Work placement
opportunities value added
Opportunities (value added)

Provides evidence of UW’s commitment to provide ‘excellent, inclusive education’ as stipulated in its Mission Statement

Review and revision of Open Day practice

Research informed teaching

Students as researchers

Raised external profile, e.g. ‘360 degree’ conference presentation

opportunities value added1
Opportunities (value added)
  • ‘Step by Step Guide to AI’ (for staff and students)
  • AI as an approach to identifying and sharing good practice at UW
  • AI Guide distributed to other HEIs in UK and South Africa
  • Appointment of a dedicated researcher
  • AI now being adopted by researchers

Student involvement proved labour intensive for project staff

Pressurised timescale

Ethics and responsibilities

Associated costs

Alternative formats for disabled student researchers

Roll out

developing propositional statements
Developing propositional statements
  • From the given data sets, identify key words or phrases
  • Transcribe onto post-its and categorise into themes
  • Draft 3 propositional statements about staff development – these should be a distillation that captures the spirit of the responses