• Student diversity in higher education
• Inclusivity within the curriculum, learning, teaching and assessment – theory and practice
• Inclusivity in the whole HE environment
• Critical appraisal of case studies of embedding inclusivity in HE
• Considering research methods for assessing and evaluating inclusivity in HE
• Embedding inclusivity: implications for policy and practice

• To develop expertise in inclusive practice in an HE environment
• To consider and evaluate the practical applications of inclusive practice in HE

• In class, there will be presentations and small group discussion. 
• Online learning material that will be placed on the Moodle and participants will be expected to access, read and engage with this prior to and after class.
• Participants will also be expected to locate, read and evaluate a wide range of literature, as part of their independent study, both in preparation for class and for the completion of the assessment.

Formative assessment: Engagement in and preparation of tasks prior to attending small group workshop tutorials. Feedback by tutor, self and, where possible, peers during the small group tutorial workshops as well as on Moodle in the post-workshop activities.

1. Analyse one’s effectiveness as a practitioner in relation to critical reading of a range of relevant literature, application of current practices and justification of approaches.
2. Evaluate examples of inclusive practice, within the curriculum and wider HE environment
3. Critically reflect on academic practice and outcomes within the institution that might be enhanced through application of inclusive theory and practice
4. Consider strategies and frameworks to embed and evaluate inclusivity within an institution and within one’s own practice to enhance the student experience of learning, teaching and assessment.

Aouad, G., Bebbington, D., Madubuko, L., & Perera, K. (2012). Leading culturally diverse communities in higher education: A self-assessment and improvement tool to support equality and diversity strategies. Research and Development Series 3, Publication 3. London: Leadership Foundation for Higher Education & University of Salford. Retrieved from https://www.advance-he.ac.uk/knowledge-hub/leading-culturally-diverse-communities-higher-education-self-assessment-and

Bell, A., & Santamaria, L. (Eds.). (2018). Understanding experiences of first generation university students: Culturally responsive and sustaining methodologies. London: Bloomsbury Academic.

Bowl, M., McCraig, C., & Hughes, J. (Eds.). (2018). Equality and differentiation in marketised higher education: A new level playing field? New York: Palgrave Macmillan U.S.A.

Burke, P., Hayton, A., & Stevenson, J. (Eds.). (2018). Evaluating equity and widening participation in higher education. London, UK: Trentham Books.

Carruthers Thomas, K. (2018). Rethinking student belonging in higher education. Abingdon, UK: Routledge Focus.

Coleman, M.R., & Shevlin, M. (Eds.). (2017). Postsecondary educational opportunities for students with special education needs [Special issue]. European Journal of Special Needs Education, 32(1).

Deardorff, D. K., de Wit, H., Heyl, J. D., & Adams, T. (Eds.). (2012). The SAGE handbook of international higher education. London: Sage.

Gertz, S.K., Huang, B., & Cyr, L. (Eds.). (2018). Diversity and inclusion in higher education and societal contexts: International and interdisciplinary approaches. New York: Palgrave Macmillan U.S.A.

Glass, C.R., Wongtrirat, R., Buus, S., & Aw, F. (2014). International Student Engagement: Strategies for Creating Inclusive, Connected, and Purposeful Campus Environments. Sterling, V.A.: Stylus Publishing.

Linder, C. (2016). An intersectional approach to supporting students. In M.J. Cuyjet, M.F. Howard-Hamilton, D.L. Cooper, & C. Linder (Eds.), Theory, models and practices for understanding diversity and creating inclusion (2^nd ed.). (pp. 66-80). Sterling, V.A.: Stylus Publishing.

Lumby, J., & Coleman, M. (2007). Leadership and diversity: Challenging theory and practice in education. London: Sage.

Mountford-Zimdars, A., Sabri, D., Moore, J., Sanders, J., Jones, S., & Higham, L. (2015). Causes of differences in student outcomes. Report to HEFCE by King’s College London, ARC Network and The University of Manchester. Bristol: HEFCE. Retrieved from https://dera.ioe.ac.uk/23653/1/HEFCE2015_diffout.pdf

Rolls, N., Northedge, A., & Chambers, E. (Eds.). (2017). Successful University Teaching in Times of Diversity. London: Macmillan Teaching and Learning.

Samuels, R. (2018). Educating Inequality: Beyond the Political Myths of Higher Education and the Job Market. London: Routledge.

Tannock, S. (2018). Educational Equality and International Students: Justice Across Borders? New York: Palgrave Macmillan U.S.A.

Thomas, L. (2012). Building student engagement and belonging in higher education at a time of change: Final report from the What Works? Student retention and success programme. London: Paul Hamlyn Foundation. Retrieved from https://www.advance-he.ac.uk/knowledge-hub/building-student-engagement-and-belonging-higher-education-time-change-final-report

Thomas, L., Hill, M., O’Mahony, J., & Yorke, M. (2017). Supporting student success: Strategies for institutional change: What Works? Student Retention & Success programme. Retrieved from https://www.advance-he.ac.uk/knowledge-hub/supporting-student-success-strategies-institutional-change

The above is an indicative reading list. Other reading resources will include journal articles, reports, frameworks and other resources.