NEW! A new webinar is available on the Inclusive Learning and Teaching PebblePad site.
At only 9 minutes long this webinar is an easily digestible source of information and guidance on how to further develop your practice in this area. It is a response to the changes to the Disabled Student’s Allowance which places the responsibility for meeting students’ learning needs on HEIs. It contains an opportunity for reflection on your and your department’s current practice and links to a range of sources to use in your teaching. Click the image below to go straight to the page.
This session looks at ways to streamline and standardise aspects of the assessment/feedback cycle. It takes a programme/level approach to ensure consistency across and between module teams. This is followed by ways to create assessment criteria and introduces rubrics. These will be discussed in more detail in a future webinar.
The session moves on and discusses managing the assessment process for students and then for academic staff. A few suggestions concerning Academic integrity follow, introducing essay mills and bespoke ‘ghost writers’.
The concluding slide provides links to the University regulations and the level and grade descriptors.
Click the image below to view the recording (university login required)
Pleased to announce the latest staff to gain HEA recognition either through the CPD or PgC route, especially the D4 (Principal Fellow) which is the University’s 2nd D4.
D4: Principal Fellow of the HEA
Nicky MEER, Academic Developer
D3: Senior Fellow of the HEA
Fiona BUCHANAN, Law
Anne GAGER, Education
D2: Fellow of the HEA
Kamal AHMED, Education
Katie BANKS, International Coordinator, LiSS
Dr Elaine BIDMEAD, research fellow, CACHET
Kerrie BROOKS, Law
Laura COLLINS, Mental Health Nursing
Laura DAGLISH, Drama
Lisa DORRIGTON, Children’s Nursing
Kelly FIELDEN, Occupational Therapy
Carly HAWKINS, Adult Nursing
Amanda HILL, Social Work
Dr Davina HILL, Zoology
Dr Claire HOLT, Conservation
Tania HOPLEY, Social Work
Gail JEFFERSON, Medical Imaging
Judith KELLY, Mental Health Nursing
Alex LEEK, Policing
Matthew MADDOCK, Paramedic Science
Christopher MARQUIS, Medical Imaging
Richard MARSH, Project Management
Rebekah POWELL, Career Ahead Coordinator
Jason ROSCOE, Counselling
Francis SIMPSON, Policing
Claire VUCKOVIC, Education
Steve WALKER, WCF/YCD
In light of the funding changes for students with disabilities we have developed a working collection of resources, ideas, support, reports and case studies about inclusive practice in Higher Education. It has been developed from a project to support academic staff following the changes to the Disabled Student Allowance. The purpose of resource is to enhance and improve the ways we design and deliver teaching, leading to accessible learning for all our students.
There are a range of practical activities for you to use in various settings such as large group teaching, assessment and giving feedback. There are links to comprehensive resources collected from other universities, reports from the HEA (Higher Education Academy) and a section containing information from recent conferences about inclusive practice.
The case studies section is a work in progress. We hope this is where academic staff will contribute research/ideas or practical activities that can be shared across all departments. Examples of case studies from Sheffield University have been included in this section as a starting point. A case study template has been emailed to departments or you can download it from the site.
The site is designed so that it can be easily updated and modified. We hope that with your support the wealth of experience here at the University of Cumbria this site will expand and develop over time.
The recent change in funding for disabled students has placed greater emphasis on individual lecturers to provide equal opportunities enabling all students to access high quality teaching.
This quick reference guide has been created to help you understand the support for disabled students as they declare a disability, and answers questions you may have about your role in their learning.
When designing and delivering inclusive learning have you:
· Thought about the purpose of your teaching session/series of sessions?
· Constructively aligned your teaching with assessment?
· Decided your curriculum objectives?
· Considered your teaching style in light of your learners needs?
· Offered a range of activities to meet a range of learning preferences?
This guide is designed to help you enhance your teaching and learning in inclusive practice. The ideas are meant to assist you and are by no means exhaustive. You can use the guide to support areas where you feel you might have gaps in knowledge/skills/experience or to add to your existing practice.