Developing a 'travelling companion' model of inclusive curriculum development
Keywords:Inclusive curriculum, curriculum frameworks, curriculum toolkits, curricular co-creation
Inclusive curriculum development in Higher Education is increasingly witnessing the development of institutional inclusive curriculum frameworks and toolkits. This short paper introduces one such framework recently developed at a modern university in the South East of England. The IDEAS model (Inclusive learning and teaching, Digital inclusion, Employability learning, assessment for learning, Sustainability mindset) involves a range of distinctive features in both design and scope, and was likewise co-created by colleagues working in the educational development and access and participation domains of academic practice. In a discussion structured by the stages of a traditional quest narrative, the paper relates the genesis, development and early implementation of the IDEAS model and draws attention to some of its distinctive emphases as well as its points of correspondence with wider sectoral initiatives on inclusive curriculum development.
Advance HE (2013) Developing an inclusive culture in higher education: final report. Available: https://www.advance-he.ac.uk/knowledge-hub/developing-inclusive-culture-higher-education-final-report. Accessed 14/03/22.
Campbell, J. (1949) The Hero with a Thousand Faces. Princeton: Princeton University Press.
Kingston University London (2021) Our Inclusive Curriculum. Available: https://www.kingston.ac.uk/aboutkingstonuniversity/equality-diversity-and-inclusion/our-inclusive-curriculum/. Accessed 14/03/22.
May, H. and Thomas, L. (2010) Embedding Equality and Diversity in the Curriculum: Self-Evaluation Framework, York: HEA.
McDuff, N., Hughes, A., Tatam, J., Morrow, E. & Ross, F. (2021) Improving equality of opportunity in higher education through the adoption of an Inclusive Curriculum Framework. Widening Participation and Lifelong Learning 22 (2): 83-121.
Office for Students (2021) Access and Participation Plans. Available: https://www.officeforstudents.org.uk/advice-and-guidance/promoting-equal-opportunities/access-and-participation-plans/ Accessed 14/03/2022
Tran, D. & Reilly D. (2019) Extending conversations about what is an inclusive curriculum. Educational Developments 20 (4): 23-25.
Copyright (c) 2023 Roger Dalrymple, Jackie Potter, Jane Pritchard, Mary Kitcher, Nicola Beer
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Journal of Perspectives in Applied Academic Practice has made best effort to ensure accuracy of the contents of this journal, however makes no claims to the authenticity and completeness of the articles published. Authors are responsible for ensuring copyright clearance for any images, tables etc which are supplied from an outside source.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.