Abstract:

Arising out of three University funded projects targeting prospective and current business students from low socio-economic (LSE) backgrounds, a social inclusion framework was developed that uses formative and summative assessment practices leading to early identification of students who may be at risk, and that embeds scaffolded learning activities to encourage and engage these students in future learning. This paper discusses the techniques and tools developed for academic staff to more confidently design, deliver and assess core curriculum that engages and supports first and second year undergraduate business students from LSE backgrounds (as well as the whole cohort) as they transition into university life and their tertiary studies. A key deliverable of this teacher-focused approach was the creation of a Handbook of Practical Teaching Strategies. The Handbook was initially created after an extensive literature review of best teaching and learning practices that promote student engagement. Using these evidence-based practices as a basis for upskilling teachers (both continuing and casual), the Handbook was developed and trialled with input from subject coordinators and tutors in classes that range from 300 to 800 students. This paper outlines the rationale for the Handbook. It details the range of teaching strategies organised according to Kift’s (2009) six principle transition pedagogy. The means for dissemination are also discussed in terms of academic buy-in, web-based and Iphone versions of the Handbook that draw upon numerous examples including digital stories and YouTube examples.

Keywords:

Teaching, strategies, inclusion, formative, dissemination.