Brill, KC (2021) Inclusivity in Module Design and Assessment Methods in the Humanities. Journal of Academic Development and Education (13).

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Abstract

This article will evaluate the inclusivity of design and assessment methods of AMS 30043: Violence and Power in Antebellum America. This module explores issues of power and belonging from the end of the American Revolution to the American Civil War. This is a level 6 seminar available for History third-year students. The module was first designed in summer 2017, was taught for the first time in autumn 2017 and continues to be taught annually. The aim of this article is to provide concrete and tested examples of inclusive teaching and assessment practices for other educators to adopt and/or adapt to fit their teaching agendas. First, the article engages with how to balance individual and group work in both inclusive learning and assessment methods, and how this can complement a wide range of pedagogical approaches. Then, the article reflects on the effectiveness of alternative and formative assessment methods, and how these can be modified to fit inclusive teaching and learning programmes. In sum, the following analysis integrates theory with practice to help teachers in the Humanities implement inclusive teaching and learning models more efficiently and effectively.

Item Type: Article
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Faculty of Humanities and Social Sciences > School of Humanities
Depositing User: Symplectic
Date Deposited: 18 Oct 2021 13:59
Last Modified: 18 Oct 2021 14:03
URI: https://eprints.keele.ac.uk/id/eprint/10161

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