News and Events

Upcoming events

A big thank you to all who participated in and supported our Inclusive Education Community of Practice events in 2019. 

Events will recommence in 2020.  

Past events

Retaining, supporting and understanding first-in-family students: research and practical strategies for academic ‘success’

Prof. Sara O'Shea head shot

Prof. Sara O'Shea

This event was held on 30 October 2019.

Prof Sarah O’Shea led a discussion on Retaining, supporting and understanding first-in-family students: Research and practical strategies for academic ‘success’.

"My whole life has changed since I went to university. I left school thinking that I might be a hairdresser and tomorrow I’m going to go to my biochemistry course because I’m trying to become a doctor" (Isabel, 29 years, BNurs).

The quote above is from an interview with Isabel who was the first in her family (including partner) to attend university. As Isabel’s statement indicates, attending university has had a hugely transformative impact on her desired expectations for her life course. Isabel’s story is not unique; over the last decade, over 600 students have shared their, often inspiring, stories with me regarding their motivations for attending university, their experiences whilst studying and also, their desires and ambitions after graduation. These stories not only provide insights into the ‘inner workings’ of institutions but also reveal the very clear repercussions that such attendance has on the students, their families and the wider community.

This workshop drew upon interviews and surveys conducted with first-in-family (FiF) students studying at all stages of their degrees and at various institutions. Within Australia, the FiF cohort comprises over 50% of the HE student population and research indicates that this cohort is at greater risk of attrition. This diverse student population is frequently intersected by various equity categorisations and students have described, in research settings[1], a range of conflicting and demanding responsibilities in their lives. But as Isabel’s quote indicates this is also a deeply transformative undertaking, which has significant intergenerational repercussions. Given this significance, we need to carefully consider, as educators, how we might assist these students to achieve the ‘success’ that they desire.

The focus of this workshop is explored how HE institutions can broadly consider this FiF cohort and approaches to supporting and teaching that consider learners’ goals and ambitions. This application will also consider the notion of ‘academic success’ and the ways in which this is enacted at an individual lived level.

[1] The research in this presentation is drawn from projects conducted over the last 10 years including O’Shea, 2013, 2014, 2016; O’Shea, May, Stone & Delahunty, 2015; O’Shea 2016-2019; O’Shea, 2019.

The slidepack and recordings for the event:

Slidepack: Retaining, supporting and understanding first-in-family students (PPTX 3MB) and video recording

Transcript: Sarah O'Shea (DOCX 41KB)

Inclusive curriculum design and the CloudFirst CoDesign Project

Darci Taylor

Darci Taylor

Jo Elliot

Jo Elliot

 

 

 

 

 

 

This event was held on 29 August 2019.

Darci Taylor and Jo Elliott from the CloudFirst CoDesign Project presented a discussion on how CloudFirst is modelling good practice in inclusivity and digital accessibility at Deakin. They discussed how inclusivity is embedded in the CloudFirst design process and showcase exemplars from the project. Darci and Jo also shared their experiences and discuss future directions of inclusive curriculum design in the project.

The slidepack and recordings for the event:

Slidepack: Inclusive curriculum design and the CloudFirst CoDesign Project (PPTX 8MB)

Video:

Transcript:

A transcript may be downloaded here: Inclusive curriculum design and the CloudFirst CoDesign Project (DOCX 27KB)

For more information, contact Mary Dracup.

Dr Ella Kahu: Engaging our students in the classroom and online

Dr Ella Kahu

Dr Ella Kahu

This event was held on 5 July 2019.

Student engagement is key to learning, retention and success in higher education, but can be difficult to achieve. Renowned student experience researcher Dr Ella Kahu presented her Conceptual Framework of Student Engagement, suggesting specific strategies to engage students, in the classroom and online, more effectively.

Dr Kahu's framework clarifies the dynamic institutional and student factors that interact to influence a student’s engagement with a task or situation. It identifies four critical pathways to engagement: self-efficacy, belonging, emotions and wellbeing. Conceptualising engagement this way helps us to understand the experiences of all our students, but particularly our non-traditional students, who can face additional challenges.

Dr Kahu's presentation drew on the literature, two qualitative research studies with different first year cohorts and her own teaching practice to suggest ways to engage students more effectively. This offered a more nuanced and in-depth understanding of engagement that will enable academic and professional staff to support all students successfully.

The slidepack and recordings from the event:

Slidepack: Engaging our students in the classroom and online (PPTX  3MB)

Video 


 

Transcript

A transcript may be downloaded here: Engaging our students in the classroom and online (DOCX 52KB)

For more information, contact Mary Dracup.

Inclusive assessment panel and discussion

Photos of panellists

Inclusive assessment panel and discussion

This event was held on Monday 15 April. 

To assess students in such a way that they all get an equitable chance to demonstrate they can meet the necessary standards can be challenging – but we know it's the right thing to do.

A panel of Deakin academics from all faculties, a CRADLE representative and a student discussed practical, insightful ways that are being used to assess our students inclusively, and the issues attached.

Panellists

  • Chair: Merrin Mccracken (Diversity & Inclusion): Introduction – The need for inclusive assessment at Deakin
  • Tegan Whitten (DUSA): A student story of assessment
  • Linda Tivendale (SEBE): Is this inclusivity? Assessment choices that work for our students
  • Friederika Kaider (Arts&EdPod DLF): A guide to assessing a task equivalently across formats
  • Dr Sharon Pittaway (Bus&Law): Designing inclusive assessment tasks
  • Susie Macfarlane (HealthPod DLF): Designing students’ active participation in assessment and feedback processes
  • Dr Joanna Tai (CRADLE): Considerations for assessment in a digital world

For further information on this event, please contact Mary Dracup.

The slidepack and recordings from the event:

Slidepack

Inclusive assessment panel and discussion (PPTX 2MB)

Video

Please note the presentation begins at 13 minutes.

Transcript

A transcript may be downloaded here: Inclusive assessment panel and discussion (DOCX 44KB).

 

Teaching international/non-English speaking background students

Dr Janette Ryan

Our first Inclusive Education Community of Practice event for 2019 was held on Thursday 7 February. We heard from international expert Dr Janette Ryan. Dr Ryan shared her insights into teaching international student cohorts, drawing on her extensive research into internationalisation of higher education and teaching international students over the past 20 years.

In 2018, Deakin enrolled 14,692 international students (approx. 24% of students). Of these, 67.8% were from a non-English speaking background. In addition, 1,126 (2.4%) of our domestic students were from a non-English speaking background. This diversity of our cultural and liguistic teaching and learning context brings significant opportunities and challenges for staff and students.

Dr Ryan advocated a holistic and systemic approach, focusing on issues of culture and language. She offered practical suggestions for effective, sustainable and inclusive pedagogies for our international and non-English speaking background students.

For further information on this event, please contact Mary Dracup.

The slidepack and recordings from the event

Slidepack

Dr Janette Ryan - Teaching International and NESB students slidepack (PPT 7MB)

Video

Please note the presentation begins at 5 min. 45 secs.

Podcast

Transcript

A transcript may be downloaded here: Inclusive teaching with international and NESB students transcript (DOCX 34KB).

The Evidence is IN(clusive)

Inclusive Education Project Team present at Deakin’s Learning and Teaching Conference on 14 November 2018

You may have seen Deakin’s Inclusive Education Principles, but do you know the empirical evidence underpinning them? A presentation from the Inclusive Education Project Team to the 2018 Deakin Learning & Teaching Conference aimed to fill that gap and answer the question of why it makes so much sense to anticipate variability in our learners, and design learning experiences and assessments that work for all of them.

The presentation explained how inclusive education practices are not just fair, but successful—and that there is abundant evidence supporting the Deakin Principles, you don’t have to just believe us!

In this short presentation we chose to highlight 3 of the 9 to principles:

  • Inclusive Education Principle 4. Represent diversity in the curriculum
  • Inclusive Education Principle 7. Assess equitably
  • Inclusive Education Principle 2. Provide accessible and usable learning resources and environments

View The evidence is (IN)clusive (PPT 3MB).

Diverse beginnings – A focus on belonging through orientation

Our first Inclusive Education Community of Practice event: Diverse beginnings – a focus on belonging through orientation was held on Tuesday 23 October 2018.

Corinna Ridley (Manager, Student Academic and Peer Support Services) presented on the ambitious and multi-pronged approach her team introduced this year to give every student the best start to university.

This lunchtime event also gave attendees time to meet and discuss their own inclusive education ideas, issues and/or research with colleagues at their campus, over a light lunch provided by the Diversity and Inclusion Unit.

View the Diverse beginnings presentation (PPT 1.3MB).

Diversity @ Deakin – Transition pedagogy: maintaining the momentum

Professor Sally Kift

Dear Colleague,

“…in all their diversity, students come to higher education to learn and … it is within the first year curriculum that students must be inspired, supported, and realise their sense of belonging; not only for early engagement and retention, but also as a foundation for later years’ learning success and a lifetime of professional practice” (Kift, 2009, p. 1).

Transition Pedagogy was first raised more than ten years ago and has been widely adopted in Australia and internationally as a sustainable student success framework. In 2018, are we any better at meeting commencing students’ needs? Is momentum for a whole-of-student, whole-of-institution approach flagging or building in a time of tightening budgets and near-universal student participation?

Please join me in welcoming Professor Sally Kift, who pioneered transition pedagogy, to address these important questions for a whole of Deakin audience in ‘Diversity @ Deakin – Transition pedagogy: maintaining the momentum.’

I look forward to seeing you there,

Mel

Mel Martinelli

Director
Diversity and Inclusion
Deakin University

Video/audio recording of presentation

 

Alternate formats available to view or download:
Audio File
Transcript (DOCX 62KB)
Presentation slides (PDF 9MB)