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Postgraduate Course Development Principles, v4 November 2017

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POSTGRADUATE COURSE DEVELOPMENT PRINCIPLES Centre for Learning and Teaching November 2017

www.leedsbeckett.ac.uk

LEEDS BECKETT UNIVERSITY

Postgraduate Course Development Principles, v4 November 2017

Contents Support for Course Teams ......................................................................................................................... 1

Academic Principles ..................................................................................................................................... 2

Key Concepts ................................................................................................................................................ 4

Strong Course Identity ................................................................................................................................. 5

Key resource: ........................................................................................................................................ 6

Depth of Learning ......................................................................................................................................... 7

An Inclusive Environment ........................................................................................................................... 9

Admissions ................................................................................................................................................ 10

Assessment ............................................................................................................................................... 10

Personalised Student Support ................................................................................................................. 12

Course Level Assessment Strategy ........................................................................................................ 14

Challenging and Authentic Tasks ............................................................................................................ 16

Activities Linked to Student Experience.................................................................................................. 18

Vertical and Horizontal Integration of Learning ..................................................................................... 20

Acknowledgements .................................................................................................................................... 22

Postgraduate Course Development Principles 1 of 22 v3 November 2017

Support for Course Teams CLT will use our knowledge and resources to help you develop excellent academic practice to help you enhance your courses:

Online resources and case studies including FAQs for you to browse or pose a new question; at this page provided by the Centre for Learning and Teaching:

https://teachlearn.leedsbeckett.ac.uk/-/media/files/clt/clttaxonomy_of_assessment_domains.pdf

Licensed access to course design resources from Epigeum

https://teachlearn.leedsbeckett.ac.uk/development-and-training/staff-development/university-and-college-teaching/

CLT-run workshops to support course design and enhancement activities. These can be requested from [email protected]

Links to Academic Approval, Periodic Review and Modifications Process (including templates and documentation) http://www.leedsbeckett.ac.uk/staffsite/services/quality-assurance-services/


Academic Principles Colleagues may wish to use the following research-informed academic principles to inform the design and the review of the postgraduate courses. The references and text of the undergraduate course principles have been updated and applied to postgraduate course design and review. You may wish to refer to these principles as you undertake the review and approval process for your award/course in your Schools. Course teams should aim to adopt the principles and apply them to all aspects of their course design and delivery. Some of the fields in the course and module approval template guidance specifically ask course development teams to address individual principles. The principles are thematically grouped but closely interrelated and allow course teams to think holistically about the nature of course design:

Blue principles encourage you to consider the core elements of your postgraduate curriculum review.

Green principles will help you develop an inclusive and personalised curriculum.

Purple principles will help you plan a consistent learning experience for your students.

Course Development teams may find that they need to think more about some principles than others. Deep learning is particularly important at this level. A chronological order which course teams may wish to use as a basis for discussion is suggested below.

Key concepts Strong course identity Depth of learning Inclusive environment Personalised student support A course level assessment strategy Challenging and authentic tasks Activities linked to student experience Vertical and horizontal integration of learning

Ensure the curriculum you are designing makes the distinct “step up” to Masterliness by ensuring that the award holder


has the ability to practise at the forefront of their discipline/professional practice

can undertake advanced scholarly activity, undertake their own research and be original in applying the knowledge and information gained

can create and interpret and apply knowledge creatively in their own subject area/disciplne

can deal with complex issues in a systematic and creative way can evaluate information critically and make new hypotheses and proposals can act independently and learn autonomously (Casey et al, 2011.p.15).

There are different types of taught Masters degrees - specialised/advanced study Masters; and professional or practice based Masters and you will need to design your learning approaches, curriculum content and links to employability depending on the characteristics of the programme.


Key Concepts The idea of a key, or threshold, concept is that certain ideas are held to be central to the mastery of a subject (Meyer and Land, 2003). A threshold concept, once understood, changes the way in which the student views the discipline, may be challenging to acquire, but can bring together different aspects of the subject that previously did not appear to be related. According to Cousin (2006), using threshold concepts can help overcome ‘a stuffed curriculum’, in which there is a tendency for academics to burden themselves ‘with the task of transmitting vast amounts of knowledge bulk and their students of absorbing and reproducing this bulk’. She argues that if, instead, there is a focus on threshold concepts this can enable teachers to make refined decisions about what is fundamental to a grasp of the subject they are teaching. This is a ‘less is more’ approach to curriculum design. Course teams could ask:

What are the key concepts our students need to understand and internalise on our course?

Why are these concepts key to our students and our course?

Is our curriculum ‘over stuffed’? If so, can we look at avoiding repetition?

Which key concepts are most appropriately developed at postgraduate level and how do they relate to, and accommodate, the appropriate benchmark statements?

References: Cousin, G. (2006). An introduction to threshold concepts. Planet 17, December. Meyer, J.H.F. and Land, R. (2003). Threshold concepts and troublesome knowledge (1): Linkages to ways of thinking and practicing. In: Rust, C. (ed) Improving Student Learning – ten years on. Oxford: OCSLD.


Strong Course Identity A strong course identity manifests itself in a clear and distinctive message about what it means to be a student on this course. A strong course identity sends consistent early messages through the course literature and induction, and builds on these throughout the course. It generates a shared understanding of the distinctive course aims, outcomes and expectations. Postgraduate courses at our University are diverse and their identity may be driven by the subject or market they serve. Across the University, postgraduate identity may be different but all the students on that particular course should still feel a sense of belonging and a strong sense of individual course identity. A strong course identity may be developed when students are able to share experiences across cohorts. For postgraduate learning, the identity may be strengthened through discussion between those working in relevant professional areas. A strong course identity communicates itself tangibly to all its students through its marketing information and through course documentation. It is reinforced through students’ perceptions of the shared expectations of the course team. It enhances the sense of belonging.

Course teams could ask:

Do the course and module titles support a strong, distinctive course

identity?

Are the course and modules referred to consistently in all media?

Does the course look and feel coordinated and professional? Is the media used consistent across the course and modules?

How do the course and level learning outcomes contribute towards a strong course identity?

What encouragement and opportunity is there for all your students, on and off-campus and across all academic levels, to develop supportive networks with others on their course before their induction / at induction / throughout and beyond the course?

What opportunities are there to celebrate student achievement on the course and facilitate social integration?

What opportunities are there for tutors to share and develop their understanding of the parts of the course in which they are not directly involved? Do you have team teaching and regular team meetings? Collaborative course development and design meetings?


Key resource: QUT (Queensland University of Technology) (n.d.). First Year Experience Program. Issues Paper 3: a ‘sense of belonging’. Available at: https://cms.qut.edu.au/__data/assets/pdf_file/0020/222590/first-year-experience-paper-developing-a-sense-of-belonging.pdf [Accessed 22 November 2017].


Depth of Learning Deep learning is characterised by the ability to engage with the learning acquired; the type of engagement will advance over levels of study, but will always go beyond re-iteration or seeing the learning as isolated from other knowledge/ability. Deep learning relates to the level of intellectual demand within what students are expected to be able to do. As such, the focus should be on educational gain, as well as educational performance. Capabilities that are associated with deep learning include reflecting upon, synthesising, applying, critically evaluating and analysing. These can be directly expressed in the module learning outcomes. There are a number of matrices or taxonomies identifying levels of learning outcomes and criteria, (e.g. Bloom et al. 1956).

Deep learning involves students participating in the construction of their own knowledge, and is fostered through active learning processes, and by creating a learning environment that avoids passivity, for example, problem solving, researching, appreciating multiple perspectives, and working collaboratively. It is unlikely to be promoted when assessment only requires reproduction of, and/or memorizing, content.


To what extent do the postgraduate modules and course content achieve balance between breadth and depth of study? Should the content be slimmed down to facilitate greater depth and enhance problem solving and independent learning?

Do the approaches to teaching and learning on this course encourage student engagement via active, collaborative and applied learning opportunities which really stimulate critical thinking, innovative thinking and the synthesising of different views?

Are there multiple opportunities for considering research papers, articulating and critiquing different philosophies and research papers and embedding practitioner informed teaching?

Do assessment methods and criteria require students to demonstrate deep learning and critical thinking for M level, or are they focused largely on reproduction of module content?

Is duplication of activity type e.g. group work purposeful and developmental? Does it allow students to build on what they have done before in the same module, concurrent modules and/or earlier modules at postgraduate level?

Do restrictions such as word counts allow students to demonstrate depth of understanding?


Are assessment criteria potentially unhelpful by (for example) requiring

breadth at the expense of depth?

References: Bloom, B.S. (ed) (1956). Taxonomy of Educational Objectives, the classification of educational goals – Handbook 1: Cognitive Domain. New York: McKay. Available at: http://www.learningandteaching.info/learning/bloomtax.htm [Accessed October 12 2012]. Casey, D., Clark, L. and Hayes, S. (2011). Study Skills for Master’s Level Students. Reflect Press. Devon http://repository.leedsbeckett.ac.uk/main/view_record.php?identifier=5808&SearchGroup=research [Accessed 14 October 2014].


An Inclusive Environment An inclusive environment is one that is (i) non-discriminatory, appropriate, and transparent to each student we recruit; (ii) respects and values the perspectives and experiences each individual can offer; (iii) promotes values and practices associated with inclusive attitudes and behaviours in others . Individuals are, of course, unique embodiments of many types of culture. ‘Culture’ is a generic term encompassing any type of group classification such as ethnicity, age, socio-economic background. An inclusive environment not only involves behaving in a non-discriminating way and being respectful of others ourselves, but also encourages students to do the same. The legal obligations upon the University, and on individuals, (e.g. The Equality Act, 2010) taken alone offer a very reductive understanding of an ‘inclusive’ environment. A truly inclusive environment presents a community in which everybody can choose to be visible, valued and respected for their unique individuality. It encourages and enables students to be curious about others and engage in respectful discussion, debate, collaborative work and research, with other people and to explore their ways of viewing the world. Inclusive teaching within an inclusive learning environment means recognising, accommodating and meeting the learning needs of all our students. Course teams could ask:

How do course materials and activities represent a range of cultural, global and social perspectives and/or practices, and allow all students to draw on their prior experience and learning?

Do we ensure that all students feel welcomed into the course and do we work, as part of induction, to ensure that all students feel welcoming towards ‘others’ on the course?

How do you organise your large and small group activities to enhance social mixing and learning and expose them to culturally challenging views, opinions and contexts?

When students are asked to work alone or in groups outside the classroom are the tasks clear and the students made aware exactly what is required of them?

How do you manage seating, interaction, paired activity and student participation in your large lecture theatres to optimise engagement?

Do your reading lists and resources (both online and the literature) reflect a diverse cultural range of authors which reflect a range of perspectives about issues discussed as part of the module content?


Do students know who to ask for specialist help?

Do students have access to staff and external experts from a range of communities and cultures?

Are there differential rates of progression, failure, withdrawal or transfer between different student groups? Analyse your progression and attainment data for your course. Are any groups not achieving?

Are we, as a course team, familiar with “reasonable adjustment” for field trips, session planning and delivery? Do all your students have the opportunity to access a range of opportunities – i.e. some volunteering opportunities might be out of University hours? Field trips might be residential - how might this stop some students from participating? Can the activities be embedded within the daily standard timetable? Is there alternative provision?

You may also want to refer to our Inclusive Assessment Guidance.

Admissions Do your admissions criteria:

Reflect the needs and diversity of potential students?

Approach any particular requirement of the progression concerned positively with a view, wherever possible, of making suitable alternative provision?

Ensure no selection of the community is automatically deselected by particular requirements?

Assessment Is your student assessment:

Written in a way that avoids jargon and is easily understood by a diverse group of students?

Free of cultural and gender biased assumptions, reflecting social and cultural diversity where possible?

Flexible enough to assess the learning outcomes of students with disabilities?

Able to take account of different learning preferences, learning styles and disabilities when designing the way a module/course is delivered?

Offered with a choice of titles/options?


Scheduled and timetabled to consider, for example, part-time students, students with caring responsibilities and their religious calendars?

Key resources: Government Equalities Office (2010). Equality Act 2010: What do I need to know? Available at: http://www.equalities.gov.uk/equality_act_2010/equality_act_2010_what_do_i_n.asp x [Accessed 21 November 2017].

Leeds Beckett University (n.d.). Equality and Diversity Policy. Available at: https://www.leedsbeckett.ac.uk/-/media/files/student-hub/equality-and-diversity/equality_diversity_policy.pdf [Accessed 21 November 2017].

University of Wales Developing an Inclusive Curriculum. Available at: http://www2.wlv.ac.uk/equalopps/curriculum.pdf [Accessed 21 November 2017].


Personalised Student Support This means ensuring students feel they are regarded and supported as individuals on their courses. Opportunity for student-staff contact is a key factor in student motivation and involvement; knowing members of staff well can enhance a student’s learning experience at all academic levels (Richardson et al, 2007). All our students need to know who they can turn to for help. This could be technical help, course problems, needing information about their progress on the course, academic support, personal matters, e.g. relationships or personal circumstances affecting their University performance. Students may feel they cannot approach the module tutor or their allocated Academic Advisor for some reason, in which case they need an alternative line of support. Positive, personalised support may be just pointing a student in a certain direction or introducing them to the right people. Fostering relationships between students and staff and between students and other students is particularly important in the first stages of a course. The move to becoming a university student can be an emotionally challenging, particularly when juggling a further degree with a job and family caring commitments (Tobbell et al, 2008). It may be many years since a postgraduate student has been engaged in university level study and they may feel anxious about restarting learning and unsure of the academic expectations. The primarily independent and autonomous learning required from postgraduate study can feel isolating and individual students at postgraduate level may lack confidence with their academic work (Richardson, 2007). Attempts to address this through extra-curricular opportunities may have the unfortunate effect of further isolating those students who cannot participate or will not take advantage of them because they feel they don’t belong. Course teams could ask:

How can we design and structure the course to help staff know their students by name?

How are academic advisors engaging with the students? Are the first years seen swiftly on arrival so they have an individual academic link. How effectively are they referring the students on for specialist help? Are they using the online student support framework? (available via MyBeckett)

How do we know that each of our students is receiving the type and level of support they need?

Do we use diagnostic assessment at appropriate points in the course?

References:


Richardson J., Dawson, L., Sadlo, G., Jenkins, V. and McInnes, J. (2007). Perceived academic quality and approaches to studying in the health professions. Medical Teacher, 29:108-16. Tobbell, J., O’Donnell, V., Lawton, R. and Zammit, M. (2009). Transition to postgraduate study: practice participation and the widening participation agenda. Active Learning in higher Education, 10: 26-40. Key resources: Casey, D., Clark, L. and Hayes, S. (2011). Study Skills for Master’s Level Students. Reflect press. Devon.


Course Level Assessment Strategy

This means considering how all assessments across your course relate to one another and to the course and level outcomes.

Assessment is a major driver of student learning and designing an effective, well- aligned assessment strategy which supports a course’s outcomes is key to a successful course design. This helps to underpin a coherent student learning experience.

It has been common in some parts of higher education to design and discuss assessment primarily at module level, often after the other elements of a course/module have been decided. This may lead to piecemeal assessment and overuse of particular assessment methods. Course teams should strike a balance between creating a variety of assessment methods and enabling students to progressively develop expertise related to those assessment methods and to have opportunities to build on feedback.

Different assessment practices have significant impact on students' approaches to learning (Rust, 2002). One of the most important things we can do when designing assignments is to regard assessment as being a tool we can use to support our students’ learning, i.e. assessment for learning as well as of learning.


What will a student’s assessment experience or assessment journey through this postgraduate course look like?

Does our approach to assessment support our students’ learning and development of life skills e.g. leadership skills?

Are formative (assessment for learning) and summative (assessment of learning) assessment deadlines sensibly spaced across the course?

Has the appropriate preparation for assessment been designed so that students feel supported and scaffolded when they meet a new assessment type?

Is there a reliance on one or two types of assessment? If so, why?

How are opportunities built in for students to develop what they have learned in one assessment in a subsequent assessment?

Are we giving students assessments that prepare them for learning about the reality of the future workplace and wider society? Do they have opportunities to undertake assessments and activities which help them develop a global view of society and the changing nature of the world we live in, digital literacy and


consider postgraduate entrepreneurship?

References:

Garbett, C. (2009). Implementation of Group Work on Web-Based Distance Learning Courses [Accessed 8 September 2014]. Gibbs, G. (2010). Using assessment to support student learning. Leeds: Leeds Met Press. Available at: http://eprints.leedsbeckett.ac.uk/2835/ [Accessed 22 November 2017].

Leeds Metropolitan University (2009). Designing First-Year Assessment and Feedback: a guide for university staff. Leeds: Leeds Beckett University. Available at: http://eprints.leedsbeckett.ac.uk/2810/ [Accessed 22 November 2017].

Rust, C. (2002). The impact of assessment on student learning: How can the research literature practically help to inform the development of departmental assessment strategies and learner-centred assessment practices? Active Learning in Higher Education 3 (2), 145–158. Available at: http://uncw.edu/cas/documents/Rust2002.pdf [Accessed 8 September 2014]. See also documentation and guides available https://teachlearn.leedsbeckett.ac.uk/teaching-and-learning-activities/course-design/design-a-new-course/graduate-attributes


Challenging and Authentic Tasks This means providing practical learning and assessment tasks which require students to actively apply skills and knowledge appropriate to their area of study and future employment. We aim to develop students as active citizens who are able to perform meaningful tasks in the real world. For a task to be authentic, students should be able to recognise that the tasks they are being asked to complete have real-world relevance. For postgraduate students who are working and undertaking professional development in parallel, this is essential (Becker, 2004, p. 42). Challenging tasks will stretch students’ capabilities by providing “the opportunity for students to examine the task from different perspectives” (Woo et al, 2007). Undertaking authentic tasks requires the kinds of activities which lead to deep learning. They develop in students the skills to perform similar tasks in the workplace and authenticate the application of theoretical knowledge to the learner’s real world. Very often authentic tasks are complex tasks investigated by students over a sustained period of time e.g. undertaking their dissertation based on a real professional practice issue, a complex group activity involving multiple roles or a scenario used as a trigger for joined-up thinking on an enquiry based learning course. Course teams could ask:

What variety of learning activities would be appropriate? Do you ask local

stakeholders and employers to work with you to design and devise authentic learning activities and assessment briefs?

Is there a task appropriate to an overall learning outcome of the course that could be used in the very first session?

Is there a good balance of activities – not more of the same?

How do we know these are authentic assessments? (What links do we have to consult with employers, graduate recruiters, professional bodies?)

Do some assessments involve collaboration and interaction with other students? If so, how do you formally organise this to ensure all students have the best opportunity to succeed?

References: Baume, D. (2009). Course design for increased student satisfaction. Leeds: Leeds Met Press. Available from: https://www.leedsbeckett.ac.uk/staff/files/restricted/040110.36637.LoRes.pdf [Accessed 14 October 2014].


Becker, L. (2004). How to Manage your Postgraduate Course? Palgrave Macmillan. Key resources: Epigeum (2009). Teaching with Learning Technologies. Planning for activity. Leeds: Leeds Beckett University. Available at: https://www.leedsbeckett.ac.uk/local/ctl/lto/7_Teaching_with_Learning_Technologies/html/course_files/2_1.html [Accessed 14 October 2014]. Leeds Beckett University (n.d.). Taxonomy of Assessment Domains for Taught Courses. Available at: https://teachlearn.leedsbeckett.ac.uk/-/media/files/clt/clttaxonomy_of_assessment_domains.pdf [Accessed 22 November 2017]. University of Manchester Centre for Excellence in Enquiry-Based Learning (n.d.). What is Enquiry Based learning? Available at: http://www.ceebl.manchester.ac.uk/ebl/ [Accessed 20 October 2014]. Woo, Y., Herrington, J., Agostinho, S. and Reeves, T.C. (2007). Implementing Authentic Tasks in Web-Based Learning Environments. EDUCAUSE Quarterly 30(3). Available at: http://www.educause.edu/ero/article/implementing-authentic-tasks-web-based-learning-environments [Accessed 8 September 2014].


Activities Linked to Student Experience This means making sure activities take account of students’ diverse backgrounds, experiences, and intentions post-graduation. Courses should include content and reflective activities that ensure students can value and relate to their extra-curricular experience, e.g. social, cultural, and work-related. A course should include opportunities for students to discuss their extra-curricular experiences as part of the learning activities and as part of their assessment. Postgraduate courses are market led and provide a flexible route to professional development. Many students will therefore continue to hold down their careers while undertaking their course and recognition of workplace demands, activities and intentions for their careers after completion of their Masters need to be explored and explicitly integrated into curriculum design. Students should be provided with opportunities to use appropriate reflective frameworks so that they can incorporate their own experiences into their learning. Courses which link to the student experience empower students to participate actively in the development of learning activities and resources, for example, students could be encouraged to design and lead activities themselves and offer resources for those activities. Course teams could ask:

How can we improve our course materials and case studies to allow all students the opportunity to engage in them more deeply by using and building on their own experience?

How do students use their own experiences in the University and in their extracurricular life to strengthen their professional and personal development?

How does our course induction help value the students’ own experiences and encourage development in ongoing experience?

Are there engaging assessments that allow our students to draw on and develop relevant experience?

How can tutors generate an environment where students feel encouraged to share experiences? What techniques or strategies could we use to manage this?

What practical opportunities do we have in our course to ensure that students share, respect and value their student peers’ experiences and learn from them too?


References: Leeds Beckett University (n.d.). Models for structuring reflection. Available at: http://skillsforlearning.leedsbeckett.ac.uk/local/reflection/models/index.shtml [Accessed 14 October 2014].


Vertical and Horizontal Integration of Learning

This means that a course should be considered as a whole rather than just a series of separate modular components. It means ensuring that there are course level learning outcomes. It also means ensuring that a student’s learning at different academic levels can be linked (vertically) and also that there are opportunities for themes and modules within one academic level to be thematically connected (horizontal integration). This helps underpin a cohesive student learning experience.

For postgraduate courses, it is the horizontal integration which is essential. All the modules at postgraduate level must be coherent and contribute to a sense of “joined up” learning for the students. A course is most effective when it has been holistically designed with the student’s learning journey in mind. A student’s understanding of their learning is deepened through this holistic approach.

The deepening of the learning at postgraduate level is informed by the FHEQ Qualifications Descriptors and QAA Masters Degree Characteristics document. Although the integration of learning at postgraduate level is all horizontal, staff who explicitly articulate progression and “the stepping up” to postgraduate Level 7 from previous undergraduate study at Level 6 are using a form of explicit articulated vertical integration to emphasise progression and focus students’ minds on the expectations of postgraduate learning.

As stated, horizontal connections are those that interconnect within a level of learning (i.e. in this case it is at postgraduate level). Ways staff might wish to enhance horizontal connections might include mapping themes of learning and designing synoptic assessments. These can be implemented across modules within a level. Module learning outcomes and assessments should therefore be written with clear consideration for other modules at that level.

This should help students to make the links and connections between their modules across the course at whichever level they are on. Vertical and horizontal mapping must be considered as part of good course design and development and should be clearly documented so it is meaningful for staff and students. Course teams could ask:

How does our curriculum design encourage development of learning as the level of study increases?

If applicable, how have our professional body requirements and subject benchmarks informed the development of the course and how has this informed curriculum design?

What opportunities do course teams have to ensure that the curriculum delivery is effective and appropriate for the needs of the student and avoids unnecessary duplication of learning activities and assessments?


Has the development and design of the course been informed by the taxonomy of assessment domains at each level?

What strategies do staff use to explain horizontal and vertical integration to students? What are the best ways of doing this? Do you devise themes which entwine through every level which encapsulate the core nature of the course?

References:

Biggs, J. and Tang C. (2007). Teaching for Quality Learning at University. Maidenhead: McGraw-Hill and Open University Press.

Gorra, A., Sheridan-Ross, J. and Kyaw, P. (2008). Synoptic learning and assessment: Case studies and experiences. In: Proceedings of the 9th Annual HE Academy - ICS conference, Liverpool Hope University, 26th – 28th August 2008. Presentation available at: http://www.powershow.com/view/12162a-MGJmY/Synoptic_Learning_and_Assessment_Case_Studies_and_Experiences_flash_ppt_presentation [Accessed 14 October 2014].

Hockings, C. (2010). Inclusive learning and teaching in higher education: a synthesis of research Higher Education Academy. https://www.heacademy.ac.uk/sites/default/files/inclusive_teaching_and_learning_in_he_synthesis_200410_0.pdf

Quality Assurance Agency for Higher Education (2008). The Framework for Higher Education Qualifications in England, Wales and Northern Ireland (2008). http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf[Accessed 05 November 2012].

Quality Assurance Agency for Higher Education (2010) Master’s Degree Characteristics. Gloucester. QAA. http://www.qaa.ac.uk/en/Publications/Documents/Masters-degree-characteristics.pdf [Accessed 14 October 2014].

Rodriguez-Falcon, E., Evans, M., Allam, C., Barrett, J. and Forrest, D. (2010). The inclusive learning and teaching handbook. Sheffield University. https://www.shef.ac.uk/polopoly_fs/1.18989!/file/The-inclusive-learning-and-teaching-handbook.pdf

Wray, M. (2013). Developing an inclusive culture in higher education: final report. Higher Education Academy https://www.heacademy.ac.uk/sites/default/files/inclusive_culture_report_0.pdf


Acknowledgements The original guidance was generated from a Working Group of Teacher Fellows, staff from the Centre for Learning and Teaching, and Course Leaders from each Faculty.