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| Unit name |
Widening Access and Participation |
| Unit code |
EDUCM5708 |
| Credit points |
10 |
| Level of study |
M/7
|
| Teaching block(s) |
Teaching Block 4 (weeks 1-24)
|
| Unit director |
Mr. Richard Brawn |
| Open unit status |
Not open |
| Pre-requisites |
None |
| Co-requisites |
None |
| School/department |
School of Education |
| Faculty |
Faculty of Social Sciences and Law |
Description including Unit Aims
This unit addresses the policy and strategies of widening participation, examines its context within Higher Education generally, and its practical application for academics involved in the teaching and support of a diverse student population. Drawing from research evidence from a number of countries, several issues that stem from the above will be explored, including student profiles and trajectories, selection, and implications for teaching, learning and assessment. The unit will be of interest to any academic involved in the recruitment, selection, support and teaching of undergraduate and postgraduate students.
Intended Learning Outcomes
- Forsyth, A and Furlong, A (2003) Losing Out? Socio-economic disadvantage and experience in further and higher education. Bristol: Policy Press
- Hayton, A. & Paczuska, A. (Eds) (2002) Access, participation and higher education: policy and practice. London, Kogan Page.
- Osborn, M. (2003) ‘Policy and practice in widening participation: a six country comparative study of access as flexibility’. Int. J. Of Lifelong Education, 22, 1, pp 43-58.
- Powell, S. (Ed) (2003), Special teaching in higher education: successful strategies for access and inclusion, Kogan Page, London.
- Tapper, T. & Palfreyman, D. (Eds) (2005) Understanding Mass Higher Education. Routledge Falmer, London
- Woodrow, M. (2002 Social class and participation: good practice in widening access to higher education; Report commissioned by Universities UK, European Access Network.
Teaching Information
Teaching will be via a mixture of formal tutor input, workshop, tutorial, and supported independent study approaches.
Tutors will include staff from the University’s Widening Access and Participation Office.
The unit will employ a range of small group interactive teaching methods and will seek to demonstrate active learning techniques.
It will employ participant presentations, department-based tasks that stem from participants’ normal practice, mentor tutoring and support, and personal tutoring support from programme tutors, both face to face and via a VLE.
Assessment Information
Assessment will be via an extended (2000 words or equivalent) reflective account based on a subject/department empirical inquiry and design initiative. In this account, participants would be expected to use the conceptual/theoretical frameworks developed in the unit to analyse, critique and evaluate approaches and outcomes.
The assignment is expected to show evidence of:
- A good knowledge and understanding of the strategic aim of widening participation strategies;
- An appreciation of the diverse needs of a broader spectrum of students and the role that ICT can play in providing differentiated support.
Reading and References
- Forsyth, A and Furlong, A (2003) Losing Out? Socio-economic disadvantage and experience in further and higher education. Bristol: Policy Press
- Hayton, A. & Paczuska, A. (Eds) (2002) Access, participation and higher education: policy and practice. London, Kogan Page.
- Osborn, M. (2003) ‘Policy and practice in widening participation: a six country comparative study of access as flexibility’. Int. J. Of Lifelong Education, 22, 1, pp 43-58.
- Powell, S. (Ed) (2003), Special teaching in higher education: successful strategies for access and inclusion, Kogan Page, London.
- Tapper, T. & Palfreyman, D. (Eds) (2005) Understanding Mass Higher Education. Routledge Falmer, London
- Woodrow, M. (2002 Social class and participation: good practice in widening access to higher education; Report commissioned by Universities UK, European Access Network.
