From September 2016, we are introducing ASK4Books to 1st year nursing students, to promote an inclusive and equitable approach to teaching our diverse student population. This is a set of activities, centred around reading novels/biographies related to health and social care. ASK4Books will help to orientate students to the complex nature of healthcare settings, raise awareness of groups with protected characteristics within healthcare contexts and promote development of academic skills.
Dr. Linda Martindale & Dr. Linda McSwiggan, School of Nursing and Health Sciences
This Case Study won the University’s Inclusive Practice Award in 2016.
AC21010 (Data Visualisation) is a module that teaches mixed cohorts, including those from different Schools, and those from socio-economic deprived backgrounds who are attending the university as part of a co-curriculum agreement with Dundee and Angus College; an agreement initiated by Prof David Coates. One success of the module was the bonding between the different groups through an end-of-module exhibition. An award of £1000 would allow the exhibition to continue for at least 3 years.
This Case Study won the University’s Inclusive Practice Award in 2014.
We developed an entirely online Career Planning Module which is accessible for all and allows all students to explore, develop and enhance their career prospects while gaining 20 level 2 undergraduate academic credits.
This Case Study won the University’s Inclusive Practice Award in 2013.
A half-day event for all new entrants at all levels to meet teaching staff and current students and find where all their classes would take place.
Video capture software was used to provide learners with formative assessment feedback in audio and video, providing an alternative to written feedback.
Lecture content was produced in a range of accessible formats which were designed to promote independent learning, allowing students to learn at their own pace and to adapt the learning materials to their own preferences. This enabled students and academics, to utilise the actual face-2-face lecture time for a more in-depth analysis.
This case-study won the University’s Honorary Graduates’ Award for Inclusive Practice 2012.