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. The course is flexible and online elements can be included with campus-based activities.

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.