Collaborating for inclusive practice: From support to partnership

Abstract

This short paper explores how collaboration can enable inclusive and effective learning opportunities. Academic staff, learning developers, and librarians share responsibility for student success. However, they frequently work in parallel rather than in partnership, and opportunities to embed inclusive practice meaningfully within the curriculum are missed. I draw on my experience leading the Special Study Module programme within the MBChB, a curriculum co-created by academic, learning development, library, and learning technologist staff. This moves beyond a model of ‘learning’ + ‘learning support’ towards a collaborative and inclusive approach to curriculum design.

Research highlights the limitations of ‘bolting on’ study skills to teaching and learning. Librarians and learning developers may be viewed as supplementary, and perhaps even only for ‘struggling’ students. However, there is value in embedding support within the curriculum and collaborating for curriculum design and delivery, rather than siloing librarians, learning developers, and learning technologists off as ‘external’ service providers. Collaborating to co-create curriculums that include skills development and academic support is consistent with inclusive curriculum design, leads to more effective practice, and enhances the student experience.

I present examples from our co-created practice within the Special Study Modules (SSM) Programme, including: collaboratively designed formative assessments; contextualised skills development and training; and some of the principles that have underpinned our shared approach to student learning. Student feedback and engagement reflect the value of contextualised, embedded support. There are additional benefits for the collaborators including skills sharing, peer-support, and increased confidence and creativity.