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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. 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

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  1. The quest for the Holy Grail: Changing pedagogies and curricula Dr Liz Thomas Senior Adviser for Widening Participation

  2. 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

  3. Focus on pre-entry and admissions

  4. 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.

  5. 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.

  6. 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.

  7. 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.

  8. 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.

  9. Student Stories • Liam • Sean • Laura What should be changed?

  10. 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

  11. 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.

  12. 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.

  13. 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.

  14. 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.

  15. 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.

  16. “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.

  17. 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

  18. For more information please contact:Liz Thomasliz.thomas@heacademy.ac.uk

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