Inclusive Practice
The Inclusive Practice SIG aims to facilitate discussion and the sharing of good practice around supporting staff and students to meaningfully engage with providing an inclusive environment for all in higher education.
​
The SIG focusses on recognising the complexities and nuances of inclusive practices, i.e. the intentional development of approaches that support all our students to thrive. The SIG focusses on developing an inclusive mindset which promotes critical thinking and cultural transformation.
​
Events are arranged according specific topics and could include things like: virtual coffee hours (to share, reassure and inspire), online workshops, and online writing retreats.
The SIG convenors invite members from professional services, academics and students who have a keen interest in improving student experience and outcomes with a focus on inclusive practices in HE. They also welcome those with experience and individuals looking to develop their understanding of the growing complexities and need for meaningful, effective and evolving inclusive practice.​
Convenors
Liz Staples
Dr. Gwenda Mynott
Plymouth Marjon University
Liverpool John Moores University
Email: g.j.mynott@ljmu.ac.uk
Liz is completing a Master of Research degree focusing on inclusive education and preparing to start a PhD exploring meaningful student engagement in HE at Plymouth Marjon University.
Her lived experience of navigating HE as a first generation, neurodivergent woman, from a low SES background underpins her motivation to see transformative student engagement which comes from effective inclusive practice.
Gwenda is a Senior Lecturer in Business School. She teaches management, change management and employability-related modules. Gwenda was awarded a PhD. from the Centre for Higher Education Research and Evaluation, Lancaster University.
​
Her research interests include the learning experiences of undergraduate students with a particular interest in business education. Gwenda also actively researches personal tutoring, and how race influences awarding gaps in higher education.