Winner: University of East London
Project: Life Stories – University for All
The University of East London (UEL) was the only higher education institution to offer an accredited course in the Calais refugee camp. Refugee entry to higher education is low and very little academic education is provided in refugee camps. Life Stories is a short course, taught by UEL’s centre for narrative research and school of social sciences in the camp between October 2015 and October 2016.
The students read and discussed inspiring life stories, including those of Nelson Mandela, Malala Yousafzai and Barack Obama, and wrote their own life stories. They also attended sessions on philosophy and social theory, as well as photo, art and poetry workshops. Classes were open to all. Full registration depended on English skills.
The course provided five transferrable undergraduate credits and a certificate. It also demonstrates a readiness and commitment to higher education and builds networks of discussion and friendship between both students and teachers.
Of 37 registered students, 20 have now passed, four with firsts. Others will use the resit date.
Runner up: De Montfort University
Project: Disability Enhancement Programme
The Disability Enhancement Programme (DEP) was a two-year project aimed at improving the experience of disabled students at De Montfort University. The programme was set up following significant reductions in the funds available to disabled students through the disabled student allowance and responded to the challenge set by the then Department for Business, Innovation and Skills for the sector to improve its compliance with the requirements of the Equality Act.
DEP found ways to meet the needs of disabled students through inclusive practice and less reliance on individual adjustments.
A key element of the programme is the universal design for learning (UDL) initiative, a framework for teaching, learning and assessment that delivers an inclusive environment for all students. All programmes and modules were adapted to ensure they meet UDL principles.
The DMU replay (lecture capture) policy has been introduced, requiring all staff-led activities to capture content for all students by 2018-19. At the same time the library service adopted new assistive software and launched an online resource to support students in making effective use of technology. The accessible formats service was also expanded, and an “ask and collect” service was developed to provide support to disabled students who find retrieving resources in the library difficult.
Quiet themed accommodation has also been established, targeted primarily at autistic students, students with mental health conditions, and other disabilities where quality of life was likely to be significantly affected by noise.
Runner up: University of Sunderland
Project: Returners to Learning
In 2015 the University of Sunderland saw a decline in the number of its mature student numbers. The decline in applications is likely to have been caused by the changes to the loan system, which no longer supports part-time programmes, the UK’s economic decline, and the debt averse nature of the local community.
The university decided it needed a robust plan to turn around the fall in numbers – it devised an outreach programme, Returners to Learning.
The university worked with students taking access to higher education courses at local partner colleges. It offered a blended-learning pathway, mixing college and university-based study with distance-learning to appeal to those with family commitments. Students were offered presentations on topics such as library use, career options, HE subject tasters, Ucas and personal statement support. Sessions were led by staff and ambassadors who were mature students.
Through open days mature students were shown the wide age-range on campus, and given the chance to meet staff. During the year 2015-16 the programme reached 54 learners, with 31% enrolling at the university, while in 2016-17, 357 learners were reached, 28% of whom enrolled at the university.
