Centre for the Advancement of Teaching and Learning - Examples of Possible Aims and Practices

These ideas have mostly come from Hutchinson, Morrigan and Mappin (1977).

	Aims	Practices
General policies & procedures	To value and be inclusive of all students regardless of gender, cultural background, disability, socio-economic background, etc.	Ensuring that timetabling does not discriminate against those with parental responsibilities. ¹ Providing a variety of ways of accessing learning opportunities.
Course content	To provide students with the opportunity to engage with course content in a way that is rigorous, is grounded in the discipline, promotes critical thinking, acknowledges student diversity and avoids bias and stereotyping.	Using inclusive language. ² Using examples appropriate to the cultural diversity of the student group. Facilitating the discussion of multiple perspectives on X. Inviting students to challenge 'taken for granteds'.
Teaching strategies	To foster a learning context in which all students are able to actively engage in the learning process.	Providing a variety of learning activities. Encouraging diverse forms of participation. Being sensitive to differing levels of English proficiency. Promoting student co-operation.
Assessment	To provide assessment which is not only rigorous and appropriate to what is being assessed, but also does not advantage or disadvantage any particular group of students.	Using assessment as an integral part of supporting student learning. ³ Providing a range of assessment tasks. Using language and examples which make sense to all students. Ensuring assessment requirements are made explicit.

Hutchinson, K., Morrigan, L., and Mappin, M. (1977). Inclusive Curriculum Project Report & Resource Guide. Melbourne: Victoria University of Technology.

See UWA policy at < http://www.acs.uwa.edu.au/hrs/policy/part04/10.htm>
See UWA policy at <http://www.acs.uwa.edu.au/www_serv/hrs/policy/part04/6.htm>
See UWA guidelines at <http://www.csd.uwa.edu.au/tl/Guide-Assess.html>