Readiness assessments, portfolio and peer support – a panacea for achieving the EDI agenda and student engagement? A reflection and preview

Abstract

Having taught and supported international students in higher education (HE) for several years, I continually observe the uniqueness and dynamism of every new cohort. My role spans being an Induction tutor to offering pastoral support as an Academic and Personal Tutor (APT) Lead, a Module leader, an Academic Conduct Officer, and a Course director. I know you will say – isn’t that so much to do? Well, it is. However, these roles have offered me the opportunity to appreciate the diversity that exists within higher education in the UK and reiterates the need for equality and inclusion within my teaching practice. The Advance HE’s (2020) Equality, Diversity and Inclusion (EDI) agenda advocates support for all students irrespective of who they are and where they come from, a call to minimise the widening attainment gap which was actually negatively impacted during the Covid-19 pandemic (Goudeau et al., 2021).

Keywords

• higher education
• EDI
• teaching styles
• international students
• attainment gap