Course Syllabus for students Autumn 2023

On completion of the course, the student should be able to:

- give an account of the mission of higher education related to broadened participation
- give an account of central aspects of theories on and practices for broadened participation

- apply legal and ethical guidelines in teaching and examination with a focus on broadened participation
- apply theories on broadened participation in teaching and examination

- critically reflect on and discuss opportunities and limitations of different learning activities and examination forms in order to create conditions for broadened participation
- critically examine their own approach in relation to broadened participation with a focus on teaching and examination situations

• The mission of higher education related to broadened participation
• Theories on and practices for broadened participation
• Ethics and law focusing broadened participation
• Teaching and examination design for broadened participation
• The consequences of the teacher’s approach to broadened participation for teaching and examination
• Perspectives on groups and individuals related to conditions for broadened participation

The teaching consists of lectures, seminars and exercises performed individually and in groups.

A learning management system is used.

Students who have been admitted to and registered for a course have the right to receive instruction/supervision for the duration of the time period specified for the particular course instance to which they were accepted. After that, the right to receive instruction/supervision expires.

The teaching is conducted in English.Swedish may be used.

Employment as university teacher, doctoral student or equivalent. English proficiency corresponding to at least English 5 or the equivalent is required.

The course is graded Fail (U) or Pass (G).

The examination is based on the intended learning outcomes.

The course is examined through an individual written assignment and a seminar.

The examination must allow for students to be assessed on an individual basis. Further information concerning assessment of specific intended learning outcomes and grading criteria is provided at the beginning of the course.

The final grade of the course is issued only when all elements of examination have been completed.

Students are guaranteed a minimum of three attempts to pass an examination, including the regular attempt.

If a student has failed the same examination three times, the student can request that the next attempt be graded by a new examiner. The decision to accept or reject such a request is made by the director of Educate.

In case a course is terminated or significantly altered, examination according to the earlier syllabus shall be offered on at least two occasions in the course of one year after the termination/alteration.

Name of the Test	Value	Grading
Individual written assignment and seminar	1.5 credits	U/G

The instruction is followed up throughout the course. A course evaluation is conducted at the end of the course. A summary and comments are published in the learning management system. The evaluation constitutes a basis for future improvements to the course.

AHEAD (2017, 2 November). Universal Design for Learning. www.ahead.ie/udl

Dalton, Elizabet M., Lyner-Cleophas, Marica, Ferguson, Britt, T., & Mckenzie, Judith (2019). Inclusion, universal design and universal design for learning in higher education: South Africa and the United States. African Journal of Disability, 8(0) a519.
DOI: www.doi.org/10.4102/ajod.v8i0.519. 7 pp.

Fovet, Frederic (2021), Developing an Ecological Approach to the Strategic Implementation of UDL in Higher Education. Journal of Education and Learning, 10(4), 27-39. DOI:10.5539/jel.v10n4p27. 12 pp.

Hills, Melissa, Overed, Alissia, & Hildebrandt, Shawn (2022). Faculty Perspectives on UDL: Exploring Bridges and Barriers for Broader Adoption in Higher Education. Canadian Journal for the Scholarship of Teaching and Learning, 13(1), 1-21.
DOI: www.doi.org/10.5206/cjsotlrcacea.2022.1.13588 21 pp.

Lin, Phoebe, S., & Kennette, Lynne, N. (2021). Inclusion, universal design and universal design for learning in higher education: South Africa and the United States. Journal of Effective Teaching in Higher Education, 4(3), 1-18. DOI: www.doi.org/10.36021/jethe.v4i3.250. 18 pp.

Rydeman Bitte, Eftring, Håkan, & Hedvall Per-Olof (2018, 6 december). How can we make teaching more inclusive? [paper presentation]. LTHs 10:e Pedagogiska Inspirationskonferens, Lund, Sverige. www.journals.lub.lu.se/pige/article/view/21243/19150. 3 pp.

Sethy, Sataya, Sundar (2018) Academic Ethics: Teaching Profession and Teacher Professionalism in Higher Education Settings. Journal Academic Ethics 16, 287–299.
DOI: www.doi.org/10.1007/s10805-018-9313-6. 12 pp.

SFS 1993:100. Högskoleförordning. www.riksdagen.se/sv/dokument-lagar/dokument/svensk-forfattningssamling/hogskoleforordning-1993100_sfs-1993-100

SFS 2008:567. Diskrimineringslag. www.riksdagen.se/sv/dokument-lagar/dokument/svensk-forfattningssamling/diskrimineringslag-2008567_sfs-2008-567

Approximately 50 pages of scientific text, or equivalent materials and media, will be added.

Reference literature

Bell, Sheena, Devecchi, Cristina, Guckin, Conor, & Shevlin, Michael (2017). “Making the Transition to Post-secondary Education: Opportunities and Challenges Experienced by Students with ASD in the Republic of Ireland.” European Journal of Special Needs Education 32(1), 54–70. www.doi.org/10.1080/08856257.2016.1254972

Carballo, Rafael, Morgado, Beatriz, & Cortés-Vega, M. Dolores (2021). Transforming Faculty Conceptions of Disability and Inclusive Education through a Training Programme.” International Journal of Inclusive Education 25(7), 843–859. www.doi.org/10.1080/13603116.2019.1579874

Moriña, Anabel, & Biagiotti, Gilda (2022). Academic success factors in university students with disabilities: a systematic review. European journal of special needs education 37(5), 729–746. www.doi.org/10.1080/08856257.2021.1940007

Russak, Susie, & Ariela Daniel Hellwing (2019). University Graduates with Learning Disabilities Define Success and the Factors that Promote It. International Journal of Disability, Development and Education 66(4), 409–423. www.doi.org/10.1080/1034912X.2019.1585524

MacCullagh, Lois, Bosanquet, Agnes, & Babcock, Nicholas A. (2017). University students with dyslexia. A qualitative exploratory study of learning practicies, challenges and strategies. Dyslexia 23(1), 3-23. www.doi.org/10.1002/dys.1544


Please note that changes may be made to the reading list up until eight weeks before the start of the course.

Citing Sources – How to Create Literature References
www.ju.se/library/search--write/citing-sources---how-to-create-literature-references.html

The Interactive Anti-Plagiarism Guide – Jönköping University
Information about plagiarism at higher education institutions
Available in the learning management system.