This session will report on five principles for the effective teaching and support of students from low socioeconomic status (LSES) backgrounds at university. These guiding principles were developed from a review of the literature and interview and other data arising from a national research project. The project has developed a distinctive framework for inclusive teaching in higher education that conceptualises the facilitation of LSES student success as a ‘joint venture’ towards bridging socio-cultural incongruity. The project’s focus is on the institutional contribution to this venture. We take the research-informed view that inclusive teaching and support, undertaken with skill and care and an emphasis on a quality first year experience, is of benefit to all students. Participants will briefly explore the implications of the five project principles for institutional teaching and support practice and consider the relationship between these principles and current institutional practice.
Relation
15th International First Year in Higher Education (FYHE) Conference: New Horizons, Brisbane, Australia 26-29 June 2012
Relation
Proceedings of the 15th International First Year in Higher Education Conference / R. Mortimer (ed): pp.1-5
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