First-cycle qualification comprising at least 180 credits and English 6

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.

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:

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

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.

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.

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.

Malmö University provides students who participate in, or who have completed a course, with the opportunity to express their opinions and describe their experiences of the course by completing a course evaluation administered by the University. The University will compile and summarise the results of course evaluations. The University will also inform participants of the results and any decisions relating to measures taken in response to the course evaluations. The results will be made available to the students (HF 1:14).

If a course is no longer offered, or has undergone significant changes, the students must be offered two opportunities for re-examination based on the syllabus that applied at the time of registration, for a period of one year after the changes have been implemented

If a student has a Learning support decision, the examiner has the right to provide the student with an adapted test, or to allow the student to take the exam in a different format. The syllabus is a translation of a Swedish source text.