Course syllabus autumn 2021
Course syllabus autumn 2021
Title
Teaching and Learning in Higher Education: Educating for Widening Participation and Inclusion
Swedish title
Högskolepedagogik: Att utbilda för breddat deltagande och inkludering
Course code
HP703E
Credits
7.5 credits
Grading scale
UV / Fail (U), Pass (G) or Pass with Distinction (VG)
Language of instruction
English
Decision-making body
Faculty of Education and Society
Syllabus approval date
2021-02-24
Syllabus valid from
2021-08-30
Entry requirements
First-cycle qualification comprising at least 180 credits and English 6
Level
Advanced level
Main field
Teaching and Learning in Higher Education
Progression level
A1F
Course objectives
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.
Course contents
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:
- The purpose and aims of higher education
- What causes biased recruitment and its consequences
- Relevant legislation and other steering documents
- Inclusive education methods and design
- Learning environments and teaching resources
Learning outcomes
Upon completion of the course, the student will be able to:
- Reflect upon the role of a university teacher in relation to the social dimension of higher education and the heterogeneous nature of today’s student groups
- analyse the causes and consequences of biased recruitment, exclusion and discrimination, and discuss the analysis in relation to governing legislation in the field
- Critically discuss and evaluate different teaching methods and didactic choices that draw upon different student experiences and perspectives in various teaching situations, in order to create inclusive education
- Identify personal need for further skills necessary to develop as a teacher
Learning activities
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
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.
Course literature and other study material
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.