Category Archives: Inclusivity

Inclusive assessment example 3: sensitive to criticism

Lynn Winfield is a very sensitive student who has a history of reacting badly to criticism. The last time she was given a low mark there was a temper tantrum, tears and threats of filing a complaint. For the current … Continue reading

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Inclusive assessment example 2: low confidence

Tracey Dillon really lacks confidence and this prevents her taking risks. The trouble is, you’ve found that if you tell her this it only makes her even less confident and more reluctant to take the kind of risks which she … Continue reading

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Inclusive assessment example 1: varying effort

Ray Martin shows how to interpret an assessment issue from an inclusive perspective. Marek Wirksa has established a pattern. When he achieves a good mark, the next time he slacks right off and produces weak work and when he achieves … Continue reading

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Why you should care about Gert Biesta

Inclusive education specialist Ray Martin introduces the educational philosophy of Gert Biesta. ‘Education is about arousing the desire in another human being for wanting to exist in the world in a grown-up way’ (2017: 38) ‘I think it is important … Continue reading

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Quick wins in your teaching to better support international students?

As our international student community begins to grow at UCA, we may find ourselves reflecting on our teaching approaches to better support learners with English as an additional language. UCA’s Learning Development Tutors have spoken to a number of teaching … Continue reading

Posted in Case Studies, Creative Education, Inclusivity, Internationalisation, Student Engagement, Student satisfaction | 1 Comment

Mental health – be prepared

Mental health issues now affect a significant number of university students. In this post, UCA’s Ray Martin highlights key warning signs for both Home/EU and International students, and provides guidance about what you can do. What are the statistics? 29% … Continue reading

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Addressing the attainment gap at UCA

Over the last few decades, the widening participation policies of successive UK governments have led to higher participation rates among 18 to 21 year old black and minority ethnic (BME) students (Sanders and Rose-Adams, 2014).  At the same time, the … Continue reading

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