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The quest for the Holy Grail: Changing pedagogies and curricula. Dr Liz Thomas Senior Adviser for Widening Participation. Overview of Presentation. Preoccupation with pre-entry and access initiatives Literature about learning and teaching Research with students - PowerPoint PPT Presentation
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The quest for the Holy Grail: Changing pedagogies and curricula
Dr Liz Thomas
Senior Adviser for Widening Participation
Overview of Presentation• Preoccupation with pre-entry and
access initiatives
• Literature about learning and teaching
• Research with students
• What should institutions be changing?
• Challenges for widening participation
Types of Intervention
64%
23%
6%7%
Pre-entry
Access to higher education
Retention and success
Enhance employability
Focus on pre-entry and admissions
Implications• Emphasis on activities that take place
outside of HE institutions.• “Deficit” model of widening
participation endorsed.• Lack of institutional change.• Rejection of a transformative model of
widening participation.• Positions new learners as outsiders
who have to break the code.
Policy drivers• Outreach and raising aspirations –
Aimhigher, regional partnerships and forums.
• Introduction of fees in England – OFFA and DfES publicity campaign.
• Access to HNs and FDs in FE sector.
Relevance of learning & teaching
1. Learning and teaching highly influential on students’ success
2. Other factors are important, but L&T is within HEIs’ control
3. Adaptation of learning, teaching and curriculum to enable integration and reach academic potential.
4. This will benefit all students.
Lack of institutional change5. Lack of institutional change – less than
a third of HEIs have link between L&T and WP strategies.
6. No impact on institutional cultures, rather marketing and project activity.
7. Deficit model is dominant and staff blame students rather than their own practices.
Institution don’t know what/how to change8. HEIs and staff don’t know what new
student cohorts want/need.
9. Great uncertainty about what constitutes diversity teaching.
10.Lack of staff development and to support widening participation.
Student Stories• Liam
• Sean
• Laura
What should be changed?
What should be changed?1. Induction and the first year experience
2. Diversity in the curriculum
3. Student-centred interactive learning
4. Integrated academic and pastoral support
5. Alternative assessment strategies
6. Employability
Induction and 1st year experience• Move from welcome week to induction
about expectations and culture of HE.
• There is growing awareness of this. HEIs are using pre-entry activities to prepare students for entry into HE, with some evidence of improved 1st year retention. Gradually introducing extended induction.
Diversity in the curriculum• Inclusive curriculum needs to be more
relevant to the lives and experiences of students, to enhance learning and prepare students for diverse society.
• Curriculum innovations are more prevalent in post-1992 institutions. New qualifications, new courses and links between pre- and post-entry curricula.
Student-centred interactive learning• Interactive teaching promotes inclusion;
staff and student engagement increases motivation, achievement and retention. E.g. learning communities, collaborative learning groups, problem-based learning.
• Limited recognition of need to develop learning and teaching.
Integrated academic and pastoral support• Separate, semi-integrated and
integrated curriculum models; or pastoral, professional and integrated. Integrated, with access to additional support.
• Academic support ranges for “drop-in” to integrated. Student services tend to be reactive.
Alternative assessment strategies
• Formative feedback and range of assessment strategies to support all students.
• Lack of link between WP and assessment, except for disabled students. Two approaches: review course or provide additional support.
“Employability”• Opportunities to reflect on employment
and other experiences to develop graduate attributes. Graduates from under-represented groups experience labour market disadvantage.
• Employability and careers preparation are built into some outreach and induction activities. Employment in WP activities has a positive impact; learning captured to different extents.
Challenges for WP• Introduce diversity into the curriculum
• Mainstream interactive, student-centred learning and teaching strategies
• Integrated models of academic and pastoral support
• Review assessment strategies
• Supporting progression beyond higher education
