Download - Dr Val Chapman (NTF) and Will Bowen Jones
Dr Val Chapman (NTF) and Will Bowen Jones
Developing Inclusive Curricula
NADP ANNUAL CONFERENCE
July 2009
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As a result of engaging with this session you should be able to…
Critique the impact on academic staff of the Appreciative Inquiry approach
Discuss the issues and opportunities arising from the project and decide if the approach would be of use in your own practice
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Key features of project (Sept 2007- Sept 08) as defined in the HEA bid
Development of innovative staff development package
Supplementary resources to support academics
Further development of the SCIPS web based resource (www.scips.worc.ac.uk)
Embedding in institutional policy and practice
Piloted with the Institute of Sport and Exercise Science at the University of Worcester (UW)
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Key research question
How can we engage the interest and
commitment of staff to further develop
their inclusive practice in learning and
teaching?
Selection of an Appreciative Inquiry approach
Appreciative Inquiry Based on David Cooperider’s (1999) doctoral work
at Case Western Reserve University Eschews former Organization Development (OD)
deficit models Espouses a positive approach to change that builds
a vision for the future based upon what already works well within an existing system
self-empowering philosophy ‘4-D’ process (Discover, Dream, Design and
Destiny) Focus on collaborative working of all stakeholders Engages all stakeholders in systematic participation
in a jointly constructed vision of an organization’s future
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Appreciative Inquiry (AI) process
AIworkshop
(students) Students’
Post-it activity
Student’sinterviews
(VI)
Focus group interview
Generation ofadjectives
Briefing on inclusion
and AI
Generation ofpropositional statements
Focus group interviewquestions
Inaugural ISESstaff/student
research summit
Studentpresentation
Staff response
Prioritisationmeeting
Further planning
& embeddin
g
Inclusion
surveyDREAMDESIGNDESTINY
DISCOVERY
START
Pre-workshop activity
Staffdevelopme
nt
Roll out model to additional
departments
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Discovery phase (Jan/Feb 08)
Selection of student researchers Pre-workshop activity AI workshop Data collection by student researchers
Post it exercise Disabled student interview Focus group interview (conducted by student member of
project team) Answers to reflective questions (pre-workshop activity)
Development of propositional statements
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Dream phase (Jan-Mar 08) Inaugural Institute of Sport and Exercise
Science (ISES) staff/student research summit
Student researchers’ presentation Audience:
Vice Chancellor Guest speaker – Chief Executive, British
Paralympic Association ISES staff Departmental Learning and Teaching (L&T)
representatives
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Post-it data from student lectures Adjectives (n=265):
Enjoyable Interesting Challenging Fun
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Student researchers’ experiences of learning
Personal accounts Inclusive practices Challenges successfully overcome Engagement of staff
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Propositional statement 1All students make a positive contribution to the learning of their peers.
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Propositional statement 2Students value the School’s strong sense of community and being made to feel part of it.
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Propositional statement 3Students love it when staff support and celebrate their achievements.
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Propositional statement 4Staff inspire students through being role models.
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Propositional statement 5Students really enjoy learning through doing.
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Propositional statement 6 The Institute of Sport and Exercise
Science (ISES) offers students a ‘ticket to their future’; it gives them the opportunity to ‘do things for themselves’, ‘become more independent’, to ‘reinvent themselves’ and ‘be their own person’. It offers a ‘liberating’ and transformative experience.
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Design phase (Apr 08) Prioritisation meeting with ISES team to
determine: Individual priorities Draft priorities for referral to departmental
Learning and Teaching Committee Staff survey – ISES staff confidence ratings
in inclusive practice (via survey monkey, 78% response rate) Analysed to determine staff development
priorities
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Destiny phase (Ongoing) Supplemental resources
SCIPS (Strategies for Creating Inclusive Programmes of Study) www.scips.worc.ac.uk
(used 24/7, page ranked by Google 5/10) Implementation of innovative staff
development package Embedding inclusive policy and
practice in existing departmental structures and systems e.g. peer observation
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Departmental priorities agreed at May ISES meeting
Share innovative practice; champion good practice; act as advocates for recruitment of disabled ISES staff and students;
Use peer observation to focus on inclusion;
Ensure effective screening to identify disabled/dyslexic students/issues;
Monitor retention & achievement in order to identify issues;
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Departmental priorities agreed at May ISES meeting
Identify support strategies for part time/mature/ overseas/’living at a distance’ students;
Integrate inclusive practice throughout all modules rather than just focus in Sport and Disability module (inclusion strategy);
Adopt a more coherent approach to inclusion across the whole school.
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Goal…
Within the next two years,the ISES team will have
aninternational reputation
asleaders in the field ofinclusive practice in sportand exercise science.
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Individual Inclusivity Profile - aspects covered:
Admission/induction Course content and
design Course delivery Teaching styles Assessment/ examinations Feedback to students Physical environment
Technology/ e-learning Learning resources/ course materials Course Monitoring Staff development Academic Support Work placement
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Individual Inclusivity Profile (example)
n= 19 (76%) response rate (H: High; M: Medium)
Admission/inductionVC
When I am involved in admissions, I know what to do in the eventof someone disclosing a disability. [e.g. Who to contact; How tomaintain appropriate levels of confidentiality; What adjustmentsto the process might be necessary.]
H/M
Course content and designVC
I fully understand what a competence standard means asdescribed by the Disability Discrimination Act
H
Our course team can translate learning outcomes into nondiscriminatory competence standards.
H/M
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Opportunities (value added)
Provides evidence of UW’s commitment to provide ‘excellent, inclusive education’ as stipulated in its Mission Statement
Review and revision of Open Day practice
Research informed teaching Students as researchers Raised external profile, e.g. ‘360
degree’ conference presentation
Opportunities (value added)
‘Step by Step Guide to AI’ (for staff and students)
AI as an approach to identifying and sharing good practice at UW
AI Guide distributed to other HEIs in UK and South Africa
Appointment of a dedicated researcher
AI now being adopted by researchers
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Issues Student involvement proved labour
intensive for project staff Pressurised timescale Ethics and responsibilities Associated costs Alternative formats for disabled
student researchers Roll out
Developing propositional statements
1. From the given data sets, identify key words or phrases
2. Transcribe onto post-its and categorise into themes
3. Draft 3 propositional statements about staff development – these should be a distillation that captures the spirit of the responses