Jisc Change Agents' Network Conference 2024

Co-Creating Inclusion and Equity in Teaching and Learning (CIETL) is an initiative of UCC’s Centre for the Integration of Research, Teaching and Learning (CIRTL)’s contribution to the University focus on inclusive education.  This initiative takes a three-pronged approach to enact sustainable models of professional development fostering equity-minded inclusive teaching practices that are grounded in universal design and support the participation and success of all UCC learners. This paper presentation will identify key projects/activities undertaken under the first two prongs: 

1. Pedagogical Partnerships with students who identify as members of the National Access Plan priority groups (socio-economically disadvantaged, minority communities, disabilities). [CIRTL Pedagogical Partners Project]

2. Intentional structures around facilitating Continued Professional Development (CPD) for academic colleagues to enable their growth as critical and equity-minded change agents. [Developing Inclusive, Equity-minded Change Agency (DIECA)]

Under the Partners Project, Student Partner selections were prioritized by self-articulated identities associated with underrepresented populations often marginalized in university settings: disability, minority and immigrant identities, socio-economic disadvantage, and non-traditional entry pathways and life experiences.  Student Partners then undertook a full semester of immersive observation of a course/module and gathering student feedback to help give voice to the learning needs of students. Regular meetings with the module Teacher Partners served to empower these student-staff Pedagogical Partnership Teams to engage with evidence to improve the curriculum with the shared goal of integrating equity-minded teaching practices supporting inclusive learning and enhanced student success for all.

Under the DIECA prong, two phases were undertaken predicated on a sequential implementation strategy.  Phase 1 involved collecting, analysing, interpreting information through surveys, focus groups and interpretive analysis sessions.  Results included co-created and UCC-contextualized definitions of inclusive learning, equity-minded teaching and change agency and recommendations for CPD Structures for Inclusive, Equity-minded Change Agency.  This paper details the process of co-creation and share the outcomes.