Revealing higher education inclusive practice in action, this key title showcases a range of international case studies from a number of universities in order to highlight approaches to developing a culture of access and inclusion. It provides detailed information on how to transform institutional commitment to access and diversity into systemic change and the creation of a university for all.
By deconstructing assumptions and practices and offering a range of inclusive techniques and case studies to challenge and enhance instruction, this book moves the conversation about inclusivity from a concept to a reality. It evokes and prompts solutions to everyday challenges experienced by those working in higher education and offers the reader a ringside seat to its application, implementation and unearthing inclusive practice gems which showcase inclusive practice at its best.
Providing a whole-institution perspective of student access and inclusion, citing case studies and sharing real world experience, this book will appeal to academic leaders, faculty and professionals in higher education, as well as policy makers. In particular, those charged with addressing issues of access, diversity and inclusion in higher education will find this a vital read.
Author(s): Anna M. Kelly, Lisa Padden, Bairbre Fleming
Publisher: Routledge
Year: 2023
Language: English
Pages: 260
City: London
Cover
Half Title
Endorsement
Title Page
Copyright Page
Table of Contents
List of figures
List of tables
List of contributors
Foreword
Acknowledgments
1. Introduction: How do you create a University for All? Moving from theory to action with a framework for inclusive change in higher education
CHAPTER 2: Foundations and Scaffolding: Strategic Approach and Organisation
2.1 Adopting an institutional approach – moving from silos to mainstreaming inclusion
2.2 Creating universities for all: 30 top public research universities in the US respond to anti-Black violence
2.3 Inclusive post-secondary education: Is there such a thing?
2.4 Applying the values and principles that underpin Universal Design at a national level
CHAPTER 3: Data as a driver of change
3.1 Driving change – using data to tell the story of inclusion
3.2 Student engagement and retention through a data driven approach in higher education: A case study of developing inclusive practice addressing the attainment gap
CHAPTER 4: From vision to practice: A Toolkit for Inclusive Higher Education Institutions
4.1 Tell me how! Development, methodology, and use of the Toolkit for Inclusive Higher Education Institutions
4.2 Who ‘does’ inclusion? Using the Toolkit to create change from the margins
4.3 “It has to come from the top!”: Using the Toolkit for bottom-up planning for inclusion
4.4 Embedding inclusion in the Engineering discipline: Using the Toolkit for Inclusive Higher Education Institutions both online and in person
CHAPTER 5: Programme & Curriculum Design, Teaching & Learning
5.1 From national collaboration to grassroots implementation: Achieving widespread inclusion through Universal Design for Learning
5.2 Drawing from the global to act local: How Universal Design for Learning lends itself to facilitating inclusion in Moroccan higher education
5.3 Achieving culturally inclusive teaching utilising the Universal Design for Learning framework
CHAPTER 6: Student Supports & Services
6.1 The structures and status of student support
6.2 Putting student support centre-stage to improve diversity, belonging, and success – the #Ibelong project
CHAPTER 7: Physical Campus & Built Environment
7.1 The campus as a canvas: How the built environment embodies a university’s journey towards inclusion for all
7.2 Universal Design Patterns for enabling physical environments
7.3 Mainstreaming inclusion and accessibility of the University built environment through collaboration with and empowerment of Campus Services
7.4 Beyond compliance: Embedding accessibility and creating community through inclusive design of the university built environment
CHAPTER 8: IT Services & Infrastructure
8.1 Facilitating inclusion in an evolving digital world
8.2 Embedding inclusion and accessibility in higher education IT
8.3 Digital accessibility in the UK context
9. Conclusion – carpe diem – seize the day!
Appendix
Index
