Sponsor/year: Faculty of Health, 2016-17.

Project leads: Darci Taylor, Danielle Teychenne, Naomi Davis.

Aims: Develop staff capacity to engage and support all students through use of inclusive curriculum practices.

Underpinning theories/literature: Effective teaching and support of students from low socioeconomic status backgrounds: Practical advice for teaching staff—key research with recommendations for teaching low socioeconomic status (LSES) students.

• Reflects research: Resources are accessed under headings reflecting research into the major factors impacting success for LSES students in higher education (Devlin et al. 2012 (PDF 1.14MB)): respect, flexibility, clarity, scaffolding, availability and reflection.
• Student perspective: The student perspective is emphasised in student profiles with fictional vignettes to tell their stories.
• Interactive: Many resources require users to interact with them, prompting greater engagement.
• Concise, inclusive text: Text is concise and short, and reflects a diversity of views.
• Promoted: The Series is embedded in a popular and regularly updated teaching and learning host site, and has been promoted in a staff newsletter, all of which increase traffic to the resources.

A story-based student profile activity

View Student profiles activity.

• Page views for capacity building: 362 page views were recorded in the Series’ first six months. Most views were staff self-accessing the pages, but the Series is also used in professional development activities building staff capacity to teach inclusively (internal report, interview).
• Presentations: The series has provided key resources in presentations on inclusive practice at several Faculty and University-wide forums (interview).
• Project team capacity building: The project team themselves gained considerable knowledge about inclusive practice, which they have continued to apply in ongoing projects (interview).
• Stronger relationships: Collaboration around developing and promoting the Series has strengthened relationships between Faculty and Equity and Diversity staff, providing a strong basis for ongoing inclusivity projects (report, interview).

Teychenne, D, Davis, N 2016, 'The Inclusive Learning Series (PDF 616KB)', presentation to 2016 Deakin Learning and Teaching Conference, Deakin University, Burwood.