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1.1 TRIO: A story of college readiness, college success and professional preparation Tom Rowland & Aaron Cortes Commonwealth Educational Opportunity Center & Northeastern Illinois University (USA)

Workshop L.01.02 Monday 28th October 2019 – 15.00-16.30

Summary TRIO is a set of federally-funded college opportunity programs that motivate and support students from disadvantaged backgrounds in their pursuit of a college degree. More than 800,000 low-income, first-generation students and students with disabilities – from sixth grade through college graduation – are served by over 3,100 programs nationally. This session will dive into the work TRIO implements across the US with underrepresented group to support college readiness, college success and professional preparation. During the session, we will explore best practices, innovative models of providing services that are equitable and inclusive. We will also look at a number of evaluations and assessment materials to develop successful strategies. Abstract TRIO is a set of federally-funded college opportunity programs that motivate and support students from disadvantaged backgrounds in their pursuit of a college degree. More than 800,000 low-income, first-generation students and students with disabilities — from sixth grade through college graduation — are served by over 3,100 programs nationally. TRIO programs were established in 1964 with one program and have expanded to the 7 programs categories that currently are in place across the U.S This session will dive into the work TRIO implements across the united states with underrepresented groups to support college readiness, college success and professional preparation. During the session, we will explore best practices, innovative models of providing services that are equitable and inclusive. Similarly, we will address approaches that support programs and program staff to remain up-to-date in the field as well as to reframe services as it relates to new populations groups such as recent immigrants with refugee status.

1.2 Realising a University for All – moving from vision to practice Dr Anna M. Kelly and Dr Lisa Padden University College Dublin (Ireland)


Summary Realising a University for All – moving from vision to practice, describes an initiative pioneered by University College Dublin. UCD's strategic plan sets out its vision for diversity and inclusion, and this ambition has been conceptualised as a University for All. The implementation of ‘University for All’ resulted in the development of the Toolkit for Inclusive Higher Education Institutions – From Vision to Practice. This self-assessment instrument in intended to enable the design of inclusive approaches to teaching and learning, student supports, campus infrastructure. This workshop will outline the University for All initiative, showcase the toolkit, facilitate rehearsal and share lessons learnt. Abstract Realising a University for All – moving from vision to practice, describes an initiative pioneered by University College Dublin (UCD), which is anchored by equality and inclusion policy, research and practice. UCD is a research-intensive university, with over 30,000 students and 3,500 staff and is distinguished by its scale, its diversity, and its focus on research, postgraduate education and internationalisation. Over 29% of undergraduate students are drawn from under-represented cohorts. The University’s vision is to become the pre-eminent diverse and inclusive scholarly community by attracting and retaining a diverse cohort of students, faculty and staff. This ambition has been conceptualised as a University for All - where every student feels welcome, that they belong, and are valued. ‘University for All’ is a whole-institution approach to mainstreaming inclusion that is designed to recognise and value diversity. It is a systemic response that weaves access into the fabric of the institution at every level, which extends access beyond entry, to include an inclusive learning environment, designed around the needs of all students. The implementation of the ‘University for All’ initiative served as the catalyst for the development of the Toolkit for Inclusive Higher Education Institutions – From Vision to Practice. The Toolkit offers an institution-wide lens that will shape, recognise and value diversity, ensuring that the teaching and learning environments, student supports and approaches, campus infrastructure, systems and processes, are designed around the needs of all students, and not on any assumption of a “traditional” student population. This self-assessment instrument is intended to accelerate mainstreaming and inclusion by systematically assessing progress made, identifying opportunities for improvement, and creating an action plan to develop an inclusive educational environment. This workshop will outline the ‘University for All’ initiative, and showcase the Toolkit, giving participants an opportunity to try it out.

1.3 What’s your story? Revealing identity struggles in student biographies via storytelling, writing and drawing

Dr. Janika Grunau and Dr. Miriam Buse University of Paderborn and University of Osnabrück (Germany)


Summary The workshop session focuses on student biographies and identity struggles. To improve policy and practice in the field of HE access, it is a first and necessary step to gain insight into students biographies and needs. In the workshop, methods to reveal floating and anchoring processes in student biographies are introduced. Abstract >> The boat is floating. The wind and the current are unpredictable. It is not sure, where it will land. The boat is anchoring. It has reached the safe harbor. << The transition to higher education is known as a specific challenge in students’ life cycle. In particular, non-traditional students are struggling to acculturate to the academic milieu. To establish customized support structures, it is essential to get insight into biographies and identity struggles of students. In biographical research two processes were described by Bron and Thunborg (2017): The process of floating refers to a feeling of uncertainty where to belong. The process of anchoring relates to a sense of belonging to a specific context. The workshop focuses on the question of how to get access to the processes of floating and anchoring in student biographies. Three different approaches will be introduced, exemplified, compared and evaluated: (1) Storytelling, (2) freewriting and (3) drawing of biographies. Finally, we will discuss the capabilities of different methods with regard to academic counselling as well as academic teaching and learning.

1.4 SandWishing and designing education form bottom up in a diverse context Kirsten Roosendaal Royal Conservatoire Antwerp, Artesius Plantijn  (Belgium)


Summary The Royal Conservatoire, Antwerp is a school of arts with a strong international focus. To increase the cultural diversity, validate the richness of the international diversity and mine the learning opportunities that lie within, The Royal Conservatoire of Antwerp introduced a two-year project ‘InArtes’ (Intercultural Art Education in Society). The project had two objectives: (1) raising more awareness and professionalize teachers about diversity; (2) setting up a dialogue between teachers, students, external experts and organizations to share expertise and question existing course content and pedagogical methods. Kirsten Roosendaal will share insights of the InArtES project and introduce ways to encounter diversity in a constructive manner. Abstract The Royal Conservatoire, Antwerp is a school of arts with a strong international focus. This resonates in a diverse population of students (with 44 nationalities) and teachers and an intercultural learning community. To increase the cultural diversity, validate the richness of the international diversity and mine the learning opportunities that lie within, The Royal Conservatoire of Antwerp introduced a two-year project ‘InArtEs’ (Intercultural Art Education in Society). The project had two objectives: (1) raising more awareness and professionalize students and teachers about this (increasing/increased) diversity; (2) setting up a dialogue between teachers, students, external experts and organizations to share expertise and question existing course content and pedagogical methods. The InArtEs project started with collecting material and good practices from the professional and educational field on the topics of diversity and intercultural dialogue. Within the Conservatoire, data were analysed and surveys for both students and teachers were set up. Next to that, we started a dialogue between a pre-selected set of teachers from the different programmes (teacher design teams) in order to share and innovate their teaching practice. These teacher design teams led to an initiative called ‘sandwishing’: lunch meetings where all teachers of the Conservatoire were invited to mingle and share thoughts on specific subjects, inspired by an external expert on the topic. In a third step, a similar dialogue between students (student design teams) is introduced.

1.5 Widening Participation of Underrepresented groups in Erasmus+ Katherine Allinson and Wim Gabriels Universities UK International (UK) and Erasmus Student Network (Belgium)


Summary The workshop helps participants identify barriers for students to take part in mobility opportunities and puts into question the actions Universities and stakeholders can take to make mobility more accessible for students from underrepresented groups, as figures show that students from disadvantaged backgrounds stand to gain more from a study abroad experience. The session will link theory and data to practical recommendations and a case study for participants. Abstract Students from underrepresented groups in Higher Education stand to gain more from study abroad opportunities than their peers: students that go abroad from disadvantaged backgrounds have lower unemployment rates, are more likely to start their career in graduate level jobs and have a higher starting salary than their non-mobile peers. However, only 7% of Erasmus students are from a disadvantaged or underrepresented group. Universities across the EHEA must work to ensure that more students from disadvantaged backgrounds are able to access mobility opportunities. Erasmus Student Network and Universities UK International will present findings that will showcase why it is important to have students from disadvantaged backgrounds engage with international experiences, as well as support participants in identifying barriers for their students to go on mobility. The workshop will offer recommendations for solutions that can be tailored to the needs of the specific institutions.

1.6 Creating inclusive student environments in a non-inclusive teaching environment? Diverse competent teachers as sense of belonging Evelyn Morreel and Elke Emmers Odisee University College  and UC Leuven Limburg (Belgium)


Summary Diversity seems often tackled as an ad hoc problem and policy is often implemented on the basis of the goodwill of a number of teachers. Building an inclusive education community in which diversity can be activated as capital and the learning environment is stimulated to make use of student differences, also relies on the diversity qualities and skills of its staff. In this session we focus on the (non-) inclusive teaching environment as prerequisite for an inclusive student environment. Abstract One of the critical factors in determining student retention, is to create a ‘sense of belonging’. Students should be able to learn not only FOR diversity in the professional environment and society we educate them towards, but also IN a diverse educational environment itself. The implementation of an inclusive education community in which the learning environment is stimulated to make use of student differences (cf. diversity as capital) also relies on the diversity qualities and skills of its staff . Building an inclusive education community requires a social constructivist approach where the teacher a.o. focuses on talents as an inclusive strategy, using Universal Design for Learning principles in lesson design and coaching the student through a more student as actor-based learning path. For example by implementing differentiated instruction and broader evaluation processes. We see that diversity is now often tackled as an ad hoc problem and that policy is often implemented on the basis of the goodwill of a number of teachers. Besides professional development, f.e. on said constructivist teaching and learning strategies, we also see a more diverse staff recruitment policy and sensitization of the whole staff as critical. For an inclusive student environment cannot be built in an non-inclusive teaching environment. From the trajectory (thematic dialogue tables on ethical issues, teacher learning communities, diversity HR coaches) and research we are currently conducting on the creation of a more diverse teacher staff in higher education in Flanders, we can deduct a 10- point action plan as a call of action to all teachers and policy makers in higher education. We discuss ethical issues or professional development needs, hereby addressing some fundamental core issues, f.e.: white middle class-blindness, non-believers (those who reject the concept of diversity), monitoring and evaluation of diversity skills, etc.

1.7 Don't get Trumped! Avoiding Extra-organizational Threats and Achieving Success with Strengths-based Diversity and Inclusion Initiatives Drew B. Mallory KU Leuven (Belgium)


Summary This session will address the topic of diversity and inclusion at the broadest level, focusing on creating inclusive educational climates for all through multi-level, participative, organizational change activities. This session will offer international, media-rich examples that illustrate the best (and worst) practices, opportunities, and threats facing inclusive initiatives. It will underscore the important role that visible engagement from majority and minority groups plays in the process, along with the role that administration and faculty have in ensuring that all university members have access to the resources needed to thrive. Abstract Participative organisational research that harnesses the strengths of an organisation can be difficult to undertake and problematic to evaluate, particularly when addressing issues as large as diversity and inclusion. This article narrates the development of an organisational diversity research and intervention project undertaken using the appreciative inquiry methodology, which is well-suited when working with vulnerable populations. The five stages of the methodology are examined within the context of the case example, illustrating the strengths and challenges of the method in vivo. As the results of the inquiry were decidedly mixed, the influences of external and internal context on the abrupt termination of the inquiry are discussed. Three critical considerations on how to evaluate and adjust the use of impact-focused participatory action research methods under less than favourable circumstances are introduced.

1.8 Where are My Role Models? Lorraine Gearing Coventry University (UK)


Summary The workshop will explore the power of role models and their impact on prospective and current students. What situations and activities work best to raise realistic aspirations? Are there particular sensitivities that must be acknowledged? How do universities ensure authentic accounts? The workshop with further discuss challenges in finding role models that identify with under-represented groups - gender, ethnicity, sexual orientation, disability or social class. Abstract This all began during a visit to a UK university, accompanied by the President of our Students’ Union. As we were taking lunch together our discussions centered on widening opportunities, from first aspirations through to professional progression in the workplace. The Students’ Union President at that time was a young Nigerian male and he looked at me and asked “Where are my role models?” That simple question was the starting place of this topic, researching into the power of role models and reflection on my own academic and leadership journey. Following that conversation, there were a number of occasions that reinforced the need for role models and the reduced understanding of the complex needs of each underrepresented group when they are absent. The workshop objective is to identify ways in which the value and power of a role model can be utilized as a tool of widening participation, using individual narrative. Further, the discussion will examine perceived and existing challenges of this approach such as a lack of role models, a reluctance to share past experiences, difficulty in evaluating the impact of the interaction or creating unrealistic expectations for the audience. Participants will be encouraged to practice the use of narrative as a role model and review techniques to identify situations and activities that demonstrate best practice.

2.1 Diversity: from policy to practice Tinneke De Clercq and Nele Pierlet Artevelde University of Applied Sciences (Belgium)

Paper presentation L.01.02 Tuesday 29th October 2019 – 10.45 -11.45

Summary We will focus on how we started to translate the general policy on diversity in our institution into concrete objectives and actions. We will clarify our strategy and address the challenges we faced when translating policy into practice. We will provide participants with the full English version of our diversity action plan itself. There will be room for interaction, questions and discussion on the different actions. Abstract The presentation focuses on the translation of a general policy on diversity into more concrete strategies, objectives and actions for the future. How to develop a diversity action plan which seeks to embed the principles of the institution’s diversity policy as an integral part of the everyday practice? The goal for the presentation is to disclose ideas on how to translate extensive strategies of a diversity policy into more concrete objectives and actions. First, we would provide some context about diversity at our university college. We clarify the diversity principles of Artevelde University of Applied Sciences, provide some numbers about diversity at our university college and some legislative background. Secondly, we will explain how we aim to achieve these goals through our diversity action plan. How did we start to go from policy to practice? Which steps did we take to translate general policy into concrete objectives and actions? Finally, we would like to address the challenges we faced when translating policy into actions. We will also provide participants with the full English version of our diversity action plan itself. There will be room for questions and discussion on the different actions. We would like to interact with the participants, gather ideas, share experiences and ask for feedback.

2.2 Strategies towards equity, diversity and inclusion at universities: outcomes of the INVITED project Anna-Lena Claeys-Kulik European University Association 

Paper presentation L.01.03 Tuesday 29th October 2019 – 10.45-11.45

Summary The INVITED project aims to support universities in developing strategies towards equity, diversity and inclusion. It also seeks to promote dialogue between stakeholders at system level in order to ensure that regulatory and funding frameworks enable universities to fulfil their social responsibility. The presentation will provide an overview of the findings of the INVITED survey and interviews with data from 164 higher education institutions from 36 European systems collected in 2018-2019. The presentation will focus on challenges of the institutions, success factors for institutional activities and provide a reflection on the interplay between institutional strategies and system level policies with some concrete examples to suggest ways forward. Abstract In Europe our societies are changing and becoming more diverse with increased migration and stronger felt social inequality. Technological development and the innovation economy are increasing the need for highly skilled people, while demographic decline puts pressure on economic and social systems. This also effects universities and their student population: While some systems show a steady increase in student numbers, others suffer from brain drain. In both cases, the student body is becoming more diverse, either due to the larger number of people entering or the need to reach out and attract new groups of people. Also, at political level the quest for more inclusive higher education systems is getting stronger in Europe (EU and Bologna Process) and beyond (UN SDGs), although many countries still have to follow-up their commitments with concrete action. The INVITED project by EUA and the European University Continuing Education Network, supported by the European Students’ Union, aims to support universities in developing strategies towards equity, diversity and inclusion. It also seeks to promote dialogue between stakeholders at system level in order to ensure that regulatory and funding frameworks enable universities to fulfil their social responsibility. The presentation will provide an overview of the findings of the INVITED survey and interviews with data from 164 HEIs from 36 European systems collected in 2018/19. It shows that those institutions having developed and implemented strategies and activities towards equity, diversity and inclusion often take a holistic view on the topic looking at several diversity dimensions (gender, disability, ethnic/migration background, socio-economic background etc.) addressing both students and staff (academic as well as non-academic). The presentation will focus on challenges of HEIs, success factors for institutional activities and provide a reflection on the interplay between institutional strategies and system level policies with some concrete examples to suggest ways forward.

2.3 Pathways to success into Higher Education: what do 70 inclusive education practises of the Erasmus+ project #Multinclude tell us? Edward van Os The Hague University of Applied Sciences (The Netherlands)


Summary #Multinclude is an Erasmus+ project that detects, describes and analyzes good practices of Inclusive Education, working together with seven international partners. In this session, we try to answer questions like: what makes the best practices successful? And what are lessons learned from the perspective of the partners and the educational field? Can we, as The Hague University of Applied Sciences, make a difference by sharing our knowledge with schools in the region, and what could other "majority-minority" cities learn from it? Abstract The #Multinclude project is an EU-funded, Erasmus+ project in which seven international partners participate. It detects, describes and analyzes good examples of inclusive education, mostly started as grass roots initiatives. One of the primary concerns of the project is to share their knowledge and reach out to (regional) schools and other (educational) organizations, e.g. by launching a website, building a database and creating an international learning community. This presentation is about the #Multinclude project, the good practices of Inclusive Education, the results of the analysis (what makes the best of them so successful?) and what we at The Hague University of Applied Sciences (a big university in a majority-minority city that genuinely wants to offer a safe learning environment to all of its students) can learn from it. How can we make a difference by sharing our knowledge with the other schools in the region?

2.4 Developing an inclusive learning trajectory academic language skills Prof. Dr. Lieve De Wachter, Machteld Hauben and Prof. Dr. Kris Van den Branden

KULeuven (Belgium)


Summary KU Leuven aims at supporting faculties with shaping and implementing a coherent, inclusive and program specific language policy. In this presentation we focus on one of its central pillars: the development of gradual and consistent curricular language support in the form of an inclusive learning trajectory academic language skills. We provide insight in developing a curricular learning trajectory by describing the different steps and components and giving discipline specific examples. We will discuss what are success factors and possible pitfalls, how you can engage colleagues and management and how you can persuade them to put a learning trajectory into practice. Abstract KU Leuven aims at supporting faculties with shaping and implementing a coherent, inclusive and program specific language policy. This language policy strives at stimulating language proficiency of all students, since research has shown that language proficiency is a necessary condition for study success and is crucial in students’ later professional, personal and social life. In this presentation we focus on one of the central pillars of KU Leuven’s language policy: the development of gradual and consistent curricular language support in the form of an inclusive learning trajectory. Such a learning trajectory, starting from the first bachelor year until the end of the last master year, does not focus on deficits but on the language objectives of a program and how students can fulfil these objectives most effectively within the curriculum. We shed light on developing a curricular learning trajectory both by providing insight in the method used and by giving some examples of discipline specific learning trajectories. We will look at the different steps of developing a learning trajectory, the components of which it consists, how you can involve and include colleagues and management and what success factors and possible pitfalls are.

2.5 Students as Colleagues: impacts on learning and engagement Dr Luke Millard Birmingham City University (UK)


Summary The session will explore research findings drawn from students who work on campus; discuss how it relates to the literature and how such an approach might be best deployed for most impact on students who would most benefit from being a member of the university (McMillan & Chavis 1988, Thomas 2012). In particular, it will reveal findings from an initiative, 2018/19, that saw 25 first year students from low participation/socio economic neighbourhoods employed for 10 hours a week on campus working alongside academic and professional colleagues on meaningful activities. Abstract The session will explore research findings drawn from students who work on campus; discuss how it relates to the literature and how such an approach might be best deployed for most impact on students who would most benefit from being a member of the university (McMillan & Chavis 1988, Thomas 2012). In particular, it will reveal findings from an initiative, 2018/19, that saw 25 first year students from low participation neighbourhoods employed for 10 hours a week on campus working alongside academic and professional colleagues on meaningful activities. This paper builds on research into the impact on students and staff of one of the UK’s first university wide student ‘jobs on campus’ programmes. It considers what motivates students to work on campus, the skills they develop as a result and the impact it has on their attitudes and approaches to learning. These outcomes have been recorded at Universities in the USA where tuition fees and student employment programmes on campus have been in place for many years and they are starting to be addressed in the European sphere (Zlotkowski et al, 2006; Perna, 2010; Simon et al, 2017). Literature tells us that the negative impacts of off-campus employment (Astin,1993) can be contrasted with those students who work on campus where a supportive and more flexible working environment is conducive to student learning and progression (Pascarella and Terenzini, 2005). In addition, the paper concludes by considering the culture change implications for an organisation of having students as colleagues and looks at the longer term and process implications of embedded student engagement and student voice within the heart of the university’s machine.

2.6 From Pockets of Good Practice to Institutional Policy

Lorraine Gearing Coventry University (UK)


Summary The challenge: bring together an institutional policy with local current activities, plus demonstrate alignment to the new regulatory requirements and ensure accessibility and opportunity to all students. The approach: develop the policy from both sides. From corporate objectives the strategy and spend and from best practice, what can be scaled across the University Group. The goal: a direction and set of priority activities that both academic and professional services staff own. Abstract External forces for change can be a positive, but as institutions we may need to step back and survey our horizons so that we can move forward collectively. In February 2019 the UK Office for Students (OFS) published their WP requirements and flexed their regulatory muscles. We had collected data on WP interactions and outreach activities but this was an opportunity to reduce duplication of good work and to create a shared vision; taking us beyond the ‘what’ and the ‘how’ towards the ‘why’. Key to beginning the work was to appoint a new role, Widening Opportunities Manager. This first step positioned our activities for under-represented groups across the student lifecycle – starting with information and recruitment, through progression to achievement and positive destinations. The appointment also ensured that the many changes coming from external sources were correctly disseminated. Our challenge was to gain an institutional perspective on our current activities and demonstrate alignment to the new regulatory requirements, without losing sight of our goal to offer opportunity to all students irrespective of characteristics. Our approach was to develop the policy from both sides. A strategic framework was created from corporate objectives, student education and experience strategies and published OFS requirements. From the other side we gathered evidence of best practice. Supported by internal information events and discussion forums, the ongoing work brings both aspects together to create a policy that academic and professional services staff own. There is a realisation that tensions will arise if corporate targets conflict with WP initiatives, however there is an underlying assumption that staff are committed to the ideal and want to make a positive contribution.

2.7 Re-engaging Adult Learners: Enrollment and Degree Completion Strategies through Prior Learning Assessment via Work-Life Experiences Dr. Gale Gibson-Gayle and Ms. Jennifer Graham St. Francis College, New York (USA)


Summary This session will showcase one practice currently in use at a North American 4 year private College, which is aimed at “reclaiming” adult and other non-traditional students. The targeted population has completed college credits but not obtained a degree, and in many instances, have not attended school for a number of semesters. As one of the underlying tenets of the College’s mission statement to underpin “life-long learning” and in support of the goal of “enabling the smooth transition of our student body into the college community” this one particular practice puts policy into action. Students are re-engaged and transitioned back into college via a variety of methods. Abstract St. Francis College Terriers Come Program is modeled after proven practice of reengaging longstanding readmit students back into the College via an experiential learning program, using a variety of methods to facilitate and accelerate an adult learner’s continuation of their college studies. Beginning with a Readmit and Completion Seminar, students are given an opportunity to review academic policies as well as learn strategies to improve academic performance. Students are reintroduced to the culture of the College, its resources, and support services. Also of benefit to students, the seminar seeks to provide tools to students on how to best facilitate the completion of their degree. This is done through the process of developing a portfolio that documents evidence of prior and experiential learning. Experiential learning in this context is knowledge gained outside of a traditional classroom, for example, industry certifications and corporate training. Through the process of credit “bundling”, the student is able to save time and money by taking competency exams (e.g., AP, CLEP, DSST). In addition to transferring credits from other institutions, Students are also prompted to explore and identify work/life experiences that can be evaluated for college-level credit such as volunteer and community service. Students also have options of online, hybrid, evening, weekend, and accelerated courses and online degree programs. The result is deeper focus, insight, and investment on the part of the student in the stakes of their degree completion.

2.8 Building Intercultural Competences of Students in Higher Education Aike Broens (presenter), Lonneke de Meijer, Rick Wolff and Marieke Meeuwisse (presenter) Erasmus University Rotterdam (The Netherlands)


Summary This session will shed more light on how to develop intercultural competences among diverse groups of students in higher education. During this session, the development and execution of a practical module on intercultural sensitivity and competence in everyday life and in the field of education, will be discussed. This practical was part of the international master program 'Educational Sciences', in a large urban university in the Netherlands. Additionally, we will discuss a present study in which we investigated the development of intercultural sensitivity and competences of the 44 students that took part in this practical. Abstract In the Netherlands there is a growing diversity in the student population in higher education. A more diverse student population, however, does not necessarily mean more intercultural student interaction. While intercultural student interaction may help students to develop their intercultural sensitivity and intercultural competences, which, subsequently, will equip them as future professionals in the urban context. The present study investigated the development of intercultural sensitivity and competences through inter-student intercultural interaction. Additionally, we examined whether students’ multicultural and egalitarian beliefs influenced the development of these competences. In a pretest post-test control group quasi experimental design we studied 55 graduate students in Pedagogical and Educational Sciences at a large urban university in the western part of the Netherlands. Our experimental group consisted of 44 Master students of Educational Sciences. This group followed a course on diversity and the newly developed practical skills module about intercultural sensitivity and competences in everyday life and in the field of education. The control group consisted of 11 Master students in Pedagogy who followed a Pedagogy course and a practical skills module on ways to inform parents and professionals in the field of Pedagogy. Intercultural sensitivity and competences were measured with a questionnaire, an adapted version of the Intercultural Sensitivity Scale, with the underlying concepts of ‘Intercultural Enjoyment and Engagement’, Respect for Cultural Differences’ and ‘Interaction Confidence’. Multicultural and egalitarian beliefs were measured with an adapted version of the Teacher Cultural Beliefs Scale. The results are currently being analyzed and will show participating students’ intercultural competences. When interpreting the effect of the practical, we expect that the more students held multicultural beliefs (compared to egalitarian beliefs), the more they developed their intercultural competences. The results of this study will shed more light on how to develop intercultural competences among diverse groups of students in higher education.

3.1 Kickstart 101: is it preparing minority students for University or preparing University for minority students? Dr. Tasileta Teevale University of Otago (New Zealand)


Summary Based on our institutional research into the needs of students’ learning support, a new short University preparation course was developed to address the academic and social barriers which negatively impact on students’ first year academic success. This presentation will present our data of outcomes, and more specifically, will detail the policy frames and environmental contexts that allows new equity initiatives to be supported by a New Zealand University. Participants will learn more about ideas for addressing multicultural student needs and institutional practices that can enhance services and education practices for ensuring success for minority students. Abstract Based on our institutional research into the needs of Pacific students’ learning support, a new Pacific-centric short University preparation course was developed by an internal working group to address the academic and social barriers which negatively impact on Pacific students’ first year academic success1. A new academic paper that is credit-based and offered in the summer school period prior to year one commencement, was recently trialled with a group of incoming year one students. This presentation will present our data of outcomes, and more specifically, will detail the policy frames and environmental contexts that allows new equity initiatives to be supported by a New Zealand University. KickStart101 was developed under particular national educational sector policy frames and institutional policy frames. This presentation will detail how these policy frames are formed, leading into positive practice. The development of a pre-degree paper for incoming Pacific students proposes to aid the transition to university processes and provide academic skills needed for success at university. 1.Reference; Teevale, T., & Teu, A. (2018). What Enabled and Disabled First-year Pacific Student Achievement at University?. JANZSSA-Journal of the Australian and New Zealand Student Services Association, 26(1), 3368.

3.2 Increasing representation and resilience of students with migration background in higher education: Outlining the project Helena Calleeuw Vives University College of Applied Sciences (Belgium)


Summary Higher education should be a reflection of society but students with a migration background are still underrepresented and have difficulties to find their way towards higher education. We will present a new project (Vives University of Applied Sciences, Department Social Work & Education) which seeks to gain knowledge and insight in the (un)conscious mechanisms that complicate or facilitate enrollment and study paths of students with a migration background in higher education. Perspectives of students, teachers, and school are explored through qualitative and quantitative research methods. The concept and use of learning communities as an important participatory method are explained. Abstract Higher education should be a reflection of society but students with migration background are still underrepresented and have difficulties to find their way towards higher education. This is problematic since higher education is an important step towards emancipation and social mobility. We will present a new project that involves researchers from departments of Social Work and Education, which seeks to gain knowledge and insight in the conscious and unconscious mechanisms that complicate or facilitate enrollment and study paths of students with a migration background in higher education. We explore these from the perspectives of students, schools, and teachers. The qualitative component of this Practice-based Research (PWO) consists of interviews, focus groups with (ex-)students, teachers, and relevant staff members. The quantitative component consists of collecting administrative data and surveys from students within secondary education and (ex-)students from higher education. Vives University of Applied Sciences will be used as a case study, but also institutions of secondary educations and other Flemish higher education institutions will be involved. We will further argue that co-creation through learning communities can be an inspiring method for the future to improve the involvement of students with a migration background. This bottom-up approach brings together students with a migration background, teachers, and relevant staff members from secondary education and higher education. These different stakeholders search through dialogue for creative and innovative solutions and will provide policy recommendations for educational institutions, and local governments and institutions that will help improve the enrollment, study path, and resilience of students with a migrant background.

3.3 How to connect students in order to raise their mental well-being Sarah Peene, Katrien Verhoeven and Mathilde Joos Warm Cities Ghent, Artevelde University of Applied Sciences and University of Applied Sciences Ghent(Belgium)


Summary Studentship brings its own worries that can undermine mental well-being. What can we do before students develop serious psychological problems? Research shows that social contact with peers, the feeling of being connected is one of the most important protective factors. To invest in this need, we chose to focus on connectedness as a crucial protecting factor for mental health problems and developed an app specifically for students in Ghent that makes it possible to find each other for all kinds of purposes in a low threshold way. The main purpose is meeting each other as a possible base for support. Abstract In 2016, the City of Ghent entered the ‘Warm/caring Cities’ pilot project. In concrete terms, this means that the city of Ghent, along with NGO LOGO healthy + and other interested organizations and services, has been working for 3 years now on a local mental health policy with the emphasis on universal prevention among children and young people. A large group of young people in Ghent are students (72.542 according to the population register in 2014). Studentship brings its own worries and risk factors that can undermine mental well-being. All higher education institutions invest in well-being of students by offering a range of possibilities for individual counselling as well as group sessions on student topics as fear of failure. But what more can we do before students develop a serious psychological problem? Research shows that social contact with peers, the feeling of being connected is one of the most important protective factors when it comes to developing psychological problems . To invest in this need a collaboration was set up with all higher education institutions in Ghent (University of Ghent, University College of Ghent, Artevelde University of Applied Sciences, University College LUCA School of Arts, University College Odisee), the city of Ghent and NGO LOGO healthy +. This collaboration is unique and offers a forum for the exchange of expertise and good practices. We chose to focus on connectedness as a crucial protecting factor for mental health problems and developed a app specifically for students in Ghent(KLIK) that makes it possible to find each other for all kinds of purposes in a low threshold way. The emphasis is entirely on students: you can't enter without a student e-mail address. The main purpose is meeting each other in real life as a possible base for friendship and support. Next to the app we've developed a website ‘Content in Ghent’ where all information about mental well-being and where to find help specifically for students is bundled. The goal is to minimize thresholds for seeking help when needed.

3.4 Inspiring change: learning from underrespresented student’s life stories Frances Hall University of Northampton (UK)


Summary This paper will present findings from a PhD thesis relating to the life-stories of underrepresented students. Students provided in-depth insights into their lives and their journeys to and through HE, both the good and the bad. These interviews were analysed according to a Bourdieusian framework, in particular, the imbalance of power that exists for underrepresented students. In turn, this paper seeks to inspire future policy and practice and ask HE professionals to reconsider their practice and to think about how universities themselves can adapt to be more inclusive to a more diverse student body. Abstract This paper will present findings from a PhD thesis relating to the life-stories of underrepresented students. As part of the wider study, ten underrepresented students, all were first in family and many had other widening participation markers, such as BAME, disability and POLAR, took part in life-story interviews. Students provided in-depth insights into their lives and their journeys to and through HE, both the good and the bad. These interviews were analysed according to a Bourdieusian framework and an emerging theme (among others) was the imbalance of power that exists for underrepresented students. The disparity of power will be the focus of this paper presentation. The findings demonstrated that the students themselves did not always see themselves as disempowered, but the subtlety of how they described their university lives and how their previous lives and experiences were disregarded and unvalued at university. This paper will demonstrate how institutions continue to inherently disadvantage students and create disparities in student access and success. It will be argued that it is institutions themselves that need to be the drivers for change, in both their policy and practice, rather than forcing underrepresented students to adhere to white middle-class ideals to succeed in Higher Education (HE). In turn, this paper seeks to inspire future policy and practice and ask HE professionals to reconsider their practice and to think about how universities themselves can adapt to be more inclusive to a more diverse student body.

3.5 Talent Development Programme: Creating a school of excellence for underrepresented students in South Africa Lynthon S. Jacobs Stellenbosch University (South Africa)


Summary In South Africa, decades of poor education; lack of resources; and a lack of financial means in many marginalized and underprivileged communities, has led to the serious neglect of these students – many of whom are still grossly underrepresented at universities today. With the aim of addressing the educational needs and learning experience amongst students within underprivileged communities, the Talent Development Programme (TDP) was conceptualised and implemented. The TDP is primarily targeted at South African youth (between 15 and 18) who reside from public schools. The TDP provides invaluable benefit through the implementation of holistic development support that extends beyond academic aid. Abstract Good education is critical to any kind of development and is one of the most important aspects of national progress. In South Africa as a whole, decades of poor education; lack of resources; and a lack of financial means in many marginalized and underprivileged communities, has led to the serious neglect of these students – many of whom are still grossly underrepresented at universities today. The Talent Development Programme (TDP), a collaboration between Stellenbosch University Centre for Pedagogy (SUNCEP) and the Department of Science and Technology (DST), is an initiative designed to improve the educational experience of underprivileged students by taking on some of the most obvious challenges in the South African education system. The TDP is a prestigious residential, enrichment and supplementary academic intervention that provides participants with an opportunity to engage in challenging academic work, offers social experience, and exposure to strategies to manage university life. The target beneficiaries are South African school-going youth in grades 11 and 12, selected from ordinary public schools in all nine provinces. The programme aims to contribute to the building of the science, technology, engineering and mathematics human capital pipeline in South Africa, improve academic performance and to produce cohorts of school leavers who are prepared for higher education (HE) life. Through the programme students benefit from holistic development support that extends beyond mere academic aid. Key activities include academic support through a rigorous supplementary tutelage programme presented during school holidays, guidance on various STEM based course and career options, assistance with navigating the HE admissions process and assistance with accessing financial support. The programme had rewarding achievements since its inception, with more than 85% of both the 2017 and 2018 cohort registering at various HE institutions, and seeks to continue in response to the necessity for this type of intervention in the education system.

3.6 ‘Going Beyond Equality’ Defending Fair Access in Practice and Evaluation Dr Simon Harold Walker  and Dr Bernadette Sanderson FOCUS West, Glasgow, Scotland (UK)


Summary This session reviews the challenges that Scottish pupils from areas of high deprivation in the West of Scotland face by outlining the successful programmes which FOCUS West have implemented over the last five years. As an independent body from an academic institution, FOCUS West is made up of tailored programmes managed by nonpartisan Widening Access specialists designed to bridge the inequality gap which many Scottish students face. This review, complete with case studies, will demonstrate the comprehensive, innovative approaches that FOCUS West and its partners have undertaken and highlighted the levels of improvement we have instigated within many Scottish schools. Abstract Widening Access is a crucial aspect of the current Scottish Government’s strategy for social improvement. In 2018 the First Minister made it clear that access to education was a priority and many universities in the west of Scotland are striving to take up this challenge. In 2019 a new toolkit was designed and released, spearheaded by the Scottish Government and research professionals around the country, to support the practice and evaluation of Widening Participation. However, Widening Access remains a murky and muddled topic with assumptions and confusions obstructing pathways for many Scottish pupils, and the organisations in place to support them. This paper reviews the challenges that Scottish pupils from areas of high deprivation in the West of Scotland face by outlining the successful programmes which FOCUS West have implemented over the last five years. This review, complete with case studies, will demonstrate the comprehensive innovative approaches that FOCUS West and its partners have undertaken and highlighted the levels of improvement we have instigated within many Scottish schools. By establishing the importance and success of FOCUS West in Scotland, this paper will then turn to consider the trifecta of challenges that any program engaging with Widening Participation encounters, namely: building relationships with educational institutions, measuring impact and securing funding. In 2018 the Scottish Government allocated £58 million to support students within widening access, yet the cost of securing funding for organisations can be high in terms of administration, time taken away from community practice, and insecurity from bid to bid. This paper will finish therefore by outlining how FOCUS West has worked hard to employ practical evaluation and reporting strategies to form the basis of future funding applications; so that our mission statement, the support of those all to often left behind within education, can remain our primary focus.

3.7 Working Group Talent for Inclusion at KU Leuven Karle De Volder KULeuven (Belgium)


Summary The practice that we will present is the working group Talent in Inclusion (Tinc). Tinc was created in response to a widespread need among our colleagues to integrate various professionalization and awareness initiatives on diversity and inclusion offered by different services and partners and share initiatives taken in other faculties or services or (student) organisations. Tinc provides a platform for sharing expertise and exchanging good practices, based on which an integrated professionalization offer (website) is being created. The members of Tinc form a broad network that covers different layers of the university. The practices discussed can also influence the policy. In this way, policy is being fed by practice. Abstract The diversity policy at KU Leuven has a high degree of institutionalization. There is a Vice-Rector for Diversity Policy and Student Policy and a Diversity Policy Service. Diversity is also transversally interwoven within the services and faculties. At the same time, there is a strong bottom-up approach with local dynamics. Within each faculty and department there is a Diversity Team with a Diversity Promoter, a Diversity Manager and experts on diversity. Experts (personnel and students) from faculties and services from all KU Leuven campuses are represented in all the bodies and working groups. The strategic lines that are set out correspond to the model of a rhizome: a network structure with different entrances and exits. Existing forces are detected, existing initiatives are strengthened and connections are made with other places in the organization. Sharing of insights and exchange of expertise and (good) practices are often the starting point. Consequently, initiatives become more integrated with each other and communicated and implemented on a larger scale. A recent project is the ad hoc (temporary) working group talent for inclusion: Tinc. This working group aims to realize a more inclusive culture. Tinc wants to make the members of the university community more sensitive to diversity. It means to strengthen their talents to deal with diversity, and creates opportunities to develop new skills and competencies. Diversity is hereby defined in a broad way, including ethnic minority students, students with disabilities, international students, and more. The goal is not to focus on one of these types, but rather to create an inclusive university that is welcoming to everyone. The themes that Tinc deals with are: 1. How to reach students who are difficult to reach by the supporting services? 2. How to improve the integration of different student groups? 3. How to deal with polarization, cultural barriers, stigmatization, implicit bias and sensitive topics? 4. How to deal with power relations and cross-border behavior within the university? 5. How to broaden the frames of reference? 6. How to teach in an activating way with respect for diverse talents?

3.8 How to make your educational practices/services more inclusive: tips and tricks for universal design. Lisa Herman Support Centre for Inclusive Higher Education (Belgium)


Summary Universal design takes diversity as a starting point and emphasizes the use of flexible goals, methods, materials and forms of evaluation to provide effective education to all students. The guideline ‘universal design’ developed by SIHO, aims to support the implementation of universal design within educational practices and services by offering tools to identify opportunities for improvement and a framework to implement universal design in practice. The core of the guideline lies in 21 fact sheets, which contain useful and specific tips and tricks about why and how to apply universal design concerning 21 educational topics, ranging from curriculum design to evaluation. Abstract Universal design takes diversity as a starting point and emphasizes the use of flexible goals, methods, materials and forms of evaluation to provide effective education to all students. Instead of approaching accessibility as a side issue or only on a case-by-case basis, universal design focuses on designing education, products, environments and services that meet the needs of different students from the start, so all students can participate and receive the best learning opportunities. By proactively meeting thresholds, ad hoc adjustments are less needed. Win win! The realization of universal design within higher education is a matter that concerns many involved actors, both at the micro, meso and macro level. The guideline universal design, designed by SIHO, offers tools to identify opportunities for improvement and to work on an action plan to realize a supported and shared vision and approach to universal design. The guideline includes an introduction to the what, how and why of universal design. In addition to the origins and principles, the link with inclusive education and reasonable adjustments is discussed. In addition, the guideline also offers a framework to implement universal design in practice. The core of the guideline lies in 21 information sheets, which contain useful and specific tips and tricks about why and how to apply universal design concerning 21 educational topics, ranging from curriculum design to evaluation.

3.9 Practice before policy - Implementing digital inclusion in higher education Weiqin Chen Oslo Metropolitan University (Norway)


Summary This session presents a pilot project on implementing digital inclusion in a university. The goal of the project is to raise competence in digital accessibility among teaching and administrative staff, so that the university becomes a more inclusive environment for diversity of students and staff. Through the practice, we hope to be a driving force for establishing a policy and strategy for digital inclusion in the university. Abstract With the increasing focus on digitalization, there are more and more digital teaching and learning materials, platforms, documents, and websites used in higher education institutions. Digitalization provides many benefits, but it also creates barriers for diverse students and staff in academic and administration. In order to ensure equal participation and equal opportunities for employment in higher education, it is essential that digital barriers are removed. Researches have shown that attitudes of university staff towards digital inclusion vary depending on prior experiences with and knowledge of diversity, knowledge of relevant laws and regulations and their requirements, and knowledge on how to provide accessible digital information. Researches have also revealed that education and training are vital to increase knowledge and decrease attitudinal barriers. However, most higher education institutions devote limited resources to faculty training in this area. We argue that higher education institutions should have a policy on digital inclusion and allocate time and resources for staff to learn how to make digital information accessible. In 2018, Norway enacted a regulation which requires that digital learning platforms and learning materials are accessible. However, most universities in Norway do not have a policy and strategy for digital inclusion. In this paper we present a pilot project aiming to increase awareness and competence of digital accessibility among university staff. We recruit frontrunners among academic and administrative staff from different faculties and sections who are interested in learning about digital accessibility and provide them with training seminars, individual support, online learning resources, and an innovation camp for sharing experiences. These activities and resources will equip them with the technical know-how for making digital information accessible. These frontrunners will then transfer the knowledge to their peers in their own faculties and sections and become a driving force for establishing a policy and strategy for digital inclusion.

4.1 Innovative learning methods for motivation and participation of all students.

Ine Bogaerts UC Leuven Limburg (Belgium)

Workshop L.01.10 Tuesday 29th October 2019 – 13.30-15.00

Summary This session focuses on teaching-learning methods in higher education that stimulate all students to participate and that value diverse students´ perspectives and understandings. We present and discuss opportunities in higher education to get everyone involved to elaborate the subject content and skills, even in big classes/aula’s settings. The chosen methods stimulate students to dialogue with each other, to co-create and to connect, which will lower possible thresholds to participate at group processes. Participants will experience some methods where they can involve every student and everyone’s perspective. Abstract The project ‘Entrance to future education’ is an Erasmus+ project. The partners are the university of Latvia, Akademia Humanistyczno-Ekonomiczna w Łodzi (AHE) in Poland, the MEDEA : MEDIA & LEARNING ivzw and University-College Leuven-Limburg (UCLL) in Belgium. The project is all about highlighting teaching methods that activate, motivate and inspire students. The 40 methods that are selected and tested during the project are all student-centered and focus on the 21st century skills. Practically all methods are interactivity driven, involving co-creation and collaboration. That focus is important from the perspective of inclusion because all students participate during class (even in big aula’s). Everyone’s perspective is being valued. During the project teaching staff was trained in different methods. Afterward they tested different methods in their classes during the academic year. The teacher and the students filled in a questionnaire after experiencing a new method. In this stage of the project we don’t have formal results yet but we can give a few experiences of some participants. Teaching staff felt inspired by testing new methods and felt driven because of the enthusiastic response of their students. By doing some little interventions they see that students get more involved and that everyone is obligated to think and participate in class. They were learning also a lot of each others experiences and by telling how the overcame some barrieres. When methods were tested where students could give their own perspective. They responded that it was very interesting to see how everyone thinks about the same thing differently and to get to know someone’s perspective.

4.2 Level 5 qualifications for more open access, permeability and flexible learning pathways Hans Daale Leido (The Netherlands)


Summary The role of EQF level 5 in national education systems is an interesting one. It is also a difficult topic knowing that in a lot of countries such a qualification is connecting two sectors, looking for permeability: Vocational Education and Training or General Education, and Higher (Professional) Education. Lessons can be learned about the way the Dutch qualification (Associate degree, in a formal way: Short Cycle Higher Education) has been developed and introduced with the help of the government – and especially Leido as independent network for experts. The role of national education and employers’ associations will be highlighted too. Abstract In many countries outside Europe there have been training courses for a long time that we can place here at level 5 of the European Qualifications Framework (EQF). The United States and Canada are good examples of this. In Europe, this level was not taken into account for higher education when the Bologna Process was launched in 1999, which subsequently led to discussions in various countries about whether a qualification should be created that offers the opportunity to bridge the gap between higher education and other educational sectors. This was mainly with a view to achieving better access for groups to higher education, such as young people from vocational education and workers who need a higher level diploma. It also meant that from secondary vocational education there was a huge pressure on governments to also look for opportunities for that type of education at level 5. This has been done in various countries, under the name Higher VET. After a first opening was offered in 2005 for the Short Cycle HE within the so-called European Higher Education Area, this type of qualification was formally embedded in this EHEA in 2018. The time is therefore ripe to see how the situation that has arisen can be used for more accessibility to higher education in a country, with more seamless transfer pathways and (especially for working and adult learners) flexible forms for the programs. It will be made clear on the basis of examples in certain countries (the Netherlands, Flanders, Switzerland, Norway and the US) how this can best be tackled if that situation is not yet optimal. The role of Leido as a community of practice in the Netherlands will also be highlighted.

4.3 Global Experience: Access, Equity and Inclusion for Study Abroad Aaron Cortes and Tom Rowland Commonwealth Educational Opportunity Center and Northeastern Illinois University (USA)


Summary During this session, we will focus on the relevance of study abroad as a component of access not only to participate but as a key component to the global economy. Through this context, we will address the current approaches that TRIO programs across the US have engaged in to increase access to study abroad to underrepresented populations. Finally, we will explore the innovative models that have been implemented to engage in regulation changes and developing institutional support to include precollege students and adult learners outside of the formal institutional system to engage in study abroad opportunities. Abstract Study abroad opportunities has remained accessible to higher income individuals with many resources at their disposal to finance, understand, prepare and engage. During this session, we will focus on the relevance of study abroad as a component of access not only to participate but as a key component to the global economy. Through this context, we will address the current approaches that TRIO programs across the US, including COE, have engaged in to increase access to study abroad to underrepresented populations. Finally, we will explore the innovative models that have been implemented to engage in regulation changes and developing institutional support to include precollege students and adult learners outside of the formal institutional system to engage in study abroad opportunities.

4.4 Tackling thresholds together: Implementation of a support system for students with special needs and challenges for the future Inge Van Liedekerke and Tinneke De Clercq Artevelde University of Applied Sciences (Belgium)


Summary Artevelde University of Applied Sciences has developed a system of special needs support for students with disabilities. The session will start with a brief overview of the tailormade guidance and outline how the support has been developed, what goals were determined and how the support has been translated into practice. During the session the presenters want to involve participants with similar roles to reflect in small groups on several challenges for the future departing from the content of their own support system. Abstract Artevelde University of Applied Sciences has developed a system of special needs support for students with disabilities. The session will outline how the support has developed, what goals were determined and how the support has been translated into practice. This will be illustrated with a brief overview of the tailormade guidance. The session will end with challenges for the future. During the session, the presenters want to involve participants with similar roles to reflect on the choices made.

4.5 Inclusive mobility: policies and practices to create an inclusive mobility framework Dominique Montagnese and Valérie Van Hees Confia International (France) and Support Centre for Inclusive Higher Education (Belgium)


Summary While the overall number of students experiencing international learning mobilities (studying, traineeships, volunteering) is increasing rapidly, statistics across Europe indicate that students with disabilities in higher education represent only 0.14 % of the beneficiaries. In this workshop will be presented and discussed: the concept and criteria of inclusive mobility, some case studies, effective policy schemes and practices to provide students with disabilities with fair opportunities to participate in international learning mobilities. Special attention will be given on how to engage national authorities, policy makers, national agencies and higher education institutions to ensure the quality of support services. Specific recommendations to make mobility programmes more inclusive will be shared. Participants will get inspired to make a change. Abstract The importance of international mobility on the life chances of young people is highlighted by the Paris Communiqué and in the Bologna Process. The European Higher Education Area (EHEA) has set a target at European Level, that the percentage of graduates of member states experiencing a period studying abroad has to reach 20% by 2020. While the overall number of young people and students experiencing international learning mobilities is increasing rapidly, the number of students with disabilities taking part in mobility programmes has been almost stagnating over the past few years. Currently, Erasmus+ statistics indicate that students with a disability in higher education represent only 0.14 % of the beneficiaries over the past 10 years. In this workshop will be presented and discussed: the concept and criteria of an inclusive mobility, case studies and effective policy schemes and practices to provide students with disabilities with fair opportunities to participate in international learning mobilities. Special attention will be given on how to engage national authorities, policy makers, national agencies and higher education institutions to ensure the quality of support services. Specific recommendations to make mobility programmes more inclusive will be shared. Participants will get inspired to make a change.

4.6 Touching a sense of belonging: experiencing the Erasmus+ Project #iBelong Dr. Rick Wolff, Dr. Miriam Buse, Miriam Burfeind and Dr. Marieke Meeuwisse Erasmus University Rotterdam (The Netherlands) and Osnabrück University (Germany)


Summary The Erasmus+ Project #iBelong, in which universities from Portugal, the UK, Germany and the Netherlands collaborate, has as its main goal enhancing the sense of belonging of a diverse student body, especially of students from underrepresented groups (for example students from migrant background, first generation students), at the level of course programs. Participants of our workshop are invited to join activities that are developed for the #iBelong-project. The purpose of the workshop is for participants to experience a touch of the #iBelong project and to share these experiences. Abstract The Erasmus+ Project #iBelong, in which universities from Portugal, the UK, Germany and the Netherlands collaborate, has as its main goal enhancing the sense of belonging of a diverse student body at the level of course programs. We expect this to have a positive effect on an inclusive learning community for both students and teachers and –ultimately- on the performance of all students, regardless of their background. The project contains three interconnected subprojects: - Dialogue Days: students and teachers share their experiences at their course program - Team Teacher Reflection Workshops: teachers of the same course program work on improving their inclusive education skills to engage a diverse student body. - Community Mentoring: first year students of a course program are mentored by advanced students of the same course program. The project is piloted at the Educational Sciences course programs of the participating universities and will be extended to other course programs. Participants of our workshop are invited to join activities that are developed for each of the subprojects. For example: in the subproject certain exercises are used to stimulate the dialogue between students and teachers, other exercises are used to let teachers reflect on their teaching skills and certain methods are applied to train mentors for the mentor project. The purpose of the workshop is for participants to experience a touch of the #iBelong project and to share these experiences. This can be an inspiration to contribute to more inclusive learning environments at participants’ institutions.

4.7 Students as institutional allies who contribute to inclusive education and a greater sense of belonging for students

Marjolijn van der Klis, Frank Tuitt, Mary Tupan-Wenno, Simone Aumaj and  Erik van Halewijn Ministry of Education Culture and Science (The Netherlands), University of Denver (USA), ECHO Center for Diversity Policy (The Netherlands), University Utrecht (The Netherlands) and University of Amsterdam (The Netherlands)


Summary This workshop provides an innovative and holistic approach with experiences from different stakeholders in the process from government policy to implementation in higher education in the Netherlands. Collaboration with students is key. We will present (1) a national framework of the Dutch Ministry of Education Culture and Science for higher education policy that targets underrepresented groups in Dutch higher education, (2) a theoretical framework based on research of professor Frank Tuitt on inclusive excellence and inclusive pedagogy, (3) an example of innovation in national policy initiated by the Dutch Ministry of Education in collaboration with ECHO: the Students-4-Students campaign. Abstract In 2017 the Ministry of Education Culture and Science in the Netherlands initiated an innovative policy strategy, namely The Students-4-Students Campaign that aims ton improve inclusive education within higher education and to enhance students' sense of belonging. By increasing the accessibility to Dutch higher education for a superdiverse population of students and improving students success for all students, this campaign aims to lower the current ethnic gap in educational performances in Dutch higher education. Implementation of this policy initiative started in 2018 and will continue until 2021. ECHO - Center for Diversity Policy in The Hague continues to collaborate with the ministry of education starting from the process of concept development to the current and ongoing implementation. Funding from the ministry was available for institutional proposals as well as proposals from students lead initiatives. Both the institutional proposals and student proposals have to be implemented together with students. Institutions are requested to hire students as para professionals to co-create new policies and practices for a more inclusive higher education aiming at better educational outcomes for all students, especially first generation students with a migrant or refugee background. Student lead initiatives also receive funding to hire other peers. This initiative was based on existing theoretical frameworks on inclusive excellence and inclusive pedagogy as well as successful practices at universities in the US. At these institutions students engage in peer to peer activities to improve access, student success and a better transition to the labor market of underrepresented students. These activities are developed from a student-centered perspective and value the student voice as an important parameter to enhance inclusive education. This workshop provides an innovative and holistic approach with experiences from different stakeholders in the process from government policy to implementation in higher education in the Netherlands. Collaboration with students is key. The workshop provides opportunities for participants to reflect and participate in group activities facilitated by the speakers.

4.8 Get inspired and dream your own student support system Sara Raemdonck and Ann-Marie Van Noten Artevelde University of Applied Sciences (Belgium)


Summary Starting from several cases, participants exchange different approaches of student support. They’ll be inspired by the presentation of our own student support system which focuses on the academic as the personal counselling. In the end participants evaluate, dream and visualize their own ideal student support system.

5.1 Migrants, refugees and asylum seekers: creating a culture of welcome in a University of Sanctuary Dr. Anna Kelly and Fiona Sweeney University College Dublin (Ireland)


Summary This presentation addresses the themes of policy practice, and institutional and national policy formation and offers considerations that may inspire others. It discusses the approach adopted by University College Dublin (UCD) to address the provision of access and supports for migrant, refugee and asylum seeker students. These practices include, entry and admissions, the provision of scholarships, financial and academic supports. This paper will also elaborate the policy formation process, and the steps taken to develop a sector-wide approach. Abstract Migrants, refugees and asylum seekers: creating a culture of welcome in a University of Sanctuary, describes practice and an emerging policy formation initiative by University College Dublin (UCD). Founded in 1954 by John Henry Newman, UCD is a leading research-intensive university, with over 30,000 students and 3,500 staff. Currently, over 29% of undergraduate students are drawn from under-represented communities. In 2018, UCD was designated as a University of Sanctuary. Integrating migrants, refugees and asylum seekers is a key policy objective of the European Union. Strategies and approaches to promoting social cohesion, developing understanding, and offering educational opportunity, are emerging in many countries and societies. However, such initiatives are complex, multi-faceted and at times contentious. In Ireland, national policy governing access to higher education is well-established. Coinciding with the University of Sanctuary movement, issues surrounding the provision of educational access for migrants, refugees and asylum seekers are now the focus of attention of government agencies, the higher education sector and advocacy groups. Legal rights and entitlements varying for the various categories of migrants, refugees and asylum seekers, ranging those with ‘leave to remain’ status, those whose applications are being processed and those recently arrived in the country. These groups also fall into various education categories, ranging from those in the Irish post-primary or further education systems, those requiring that their credentials are recognised, and those people whose education has been disrupted. This presentation will discuss UCD’s experience since 2017, when the University began to address these issues. In particular, it will draw on the developing practice surrounding the provision of access and supports for migrant, refugee and asylum seeker students. These practices include, entry and admissions, the provision of scholarships, financial and academic supports. This paper will also elaborate the policy formation process, and the steps taken to develop a sector-wide approach.

5.2 Guidelines for inclusion of multilingual students with a migration background Pieterjan Bonne, Heleen Vander Beken and Joke Vrijders Artevelde University of Applied Sciences(Belgium)

Paper presentation L.01.03 Tuesday 29th October 2019 – 15.30 - 16.30

Summary In response to lecturers’ concerns over multilingual students and students with a migration background, the Office for Study and Career Guidance conducted research into these target groups in two ways: by collecting facts and figures on the one hand, and by dialoguing with students from the target groups in six topics: lecturers’ attitudes and beliefs, students’ oral and written language proficiency, accessibility of study materials, multilingualism as an asset, knowledge of language support and coaching, and academic integration. Based on this quantitative and qualitative research we conclude our presentation with 5 recommendations to reinforce institutional language and diversity policies. Abstract In the last few years lecturers have raised concerns over multilingual students and students with a migration background. Although multilingualism is a trump card in the labour market, it tends to be a huge barrier in (higher) education. In response to these concerns, the Office for Study and Career Guidance conducted research into these target groups. In order to better understand the target groups, we first collected facts and figures. How many students are multilingual? How many do not speak Dutch at home? How many students have a migration background? What is the evolution over the past 6 years? What is the study success rate of these target groups? … Secondly, we dialogued with students from the target groups trying to gain an insight in six topics: • Lecturers’ attitudes and beliefs towards linguistic and cultural diversity; • Students’ oral and written language proficiency; • Accessibility of study materials; • Multilingualism as an asset during higher education; • Knowledge of language support and language coaching; • Academic integration. Based on this quantitative and qualitative research we conclude our presentation with 5 recommendations to reinforce institutional language and diversity policies.

5.3 Waiting until high school to offer university readiness services is often too little, too late Dr. Ngondi Kamatuka, Dr. Meghan Ecker-Lyster, Dr. Neal Kingston and Craig Gehring University of Kansas, Lawrence and Master Prep, Lousiana (USA)


Summary After attending our session participants will have a deeper understanding of college/university readiness services specifically tailored to middle school students. Participants will be exposed to several academic and noncognitive interventions. Participants will learn how to integrate and align their college/university readiness framework into an existing infrastructure. Abstract The University of Kansas Gaining Early Awareness for Undergraduate Program (GEAR UP) is a seven-year initiative designed to increase the college preparation, enrollment, and success of at-risk students. Unlike many other college readiness programs, GEAR UP starts early. Research suggests that by the time students reach high school, underrepresented students, on average, are several grade levels behind their peers. Waiting until high school to offer college readiness services is often too little, too late. To combat this trend and ensure all students are on-track for college readiness, the GEAR UP program begins serving students in middle school. As part of the service delivery model, GEAR UP offers targeted interventions and strategies to enhance student’s academic and non-cognitive skills. This case study highlights the effective, best practices utilized by our current GEAR UP program. We will discuss our process for providing meaningful academic interventions specifically tailored for middle school students in English and math. We will also share the strategies and interventions we use to build non-cognitive skills including perseverance, grit, and leadership, just to name a few. In addition, this case study will explore how the process of collaboration can impact intervention uptake and success. The general process of collaboration between the University and the participating school district will be shared, including our strategies for securing staff and stakeholder buy-in. Finally, we will demonstrate how we aligned our academic and non-cognitive interventions and best practices to the district’s curricular structure. This paper will provide participants practical tips on building a dynamic college readiness framework and guidance on how to integrate the framework into their partnering school district’s existing structure.

5.4 An Equity Performance Ranking for Australian Higher Education: Some Considerations Using the Berlin Principles Dr Paul Koshy and Dr Tim Pitman Curtin University, Perth (Australia)


Summary This presentation will examine the development of a framework for ranking institutional performance in Australian higher education in relation to ‘equity’ outcomes. This will track the extent to which institutions are accessible to, and supportive of, students from disadvantaged (or ‘equity group’) backgrounds. It will include a discussion of the Berlin Principles on institutional rankings, both in relation to how the ranking is established, but also attendant issues around its operationalisation. The efficacy of using ranking metrics to gauge institutional performance and shape policy will be assessed. Abstract Australia has over 25 years experience in the use of formal collections in relation to the identification and reporting of underrepresented, or ‘equity’, students in higher education. This presentation will outline the findings from a recent project examining the feasibility of using this collection system to develop a ranking system for institutional performance in relation to the access, participation and achievement of equity students. It will frame this discussion in relation to the Berlin Principles on institutional ranking systems. This will include a discussion of the underlying principles on rankings and issues around the operationalisation and efficacy of such a ranking system. Further, there will be a discussion of the extent to which performance metrics can be used to gauge institutional performance and shape policy, rather than make definitive rankings the central focus. The presentation will provide a focus on students from low socioeconomic backgrounds ( low SES students) and a discussion of how policymakers could also look at various domains, for instance, retention or post-graduation outcomes, to inform higher education policy development at all levels.

5.5 External Drivers/Internal Impacts – The Case of Glasgow School of Art Shona Paul The Glasgow School of Art, Scotland (UK)


Summary This workshop explores the results of utilising external government policies to develop and influence key strategic priorities within an art and design institution, the Glasgow School of Art. It explores the positive impacts that this can have on embedding widening participation and diversity in the institutional environment, achieving a step change within this area. Participants will 1) gain knowledge of Scottish Policy Developments in Higher Education; 2) understand know how this was utilised across an institution to effect real change in widening participation; 3) gain information that may be transferable to their own working environments; 4) consider how to utilise external drivers to influence policy makers internally. Abstract The interplay between policy and practice has been a key factor internally at the Glasgow School of Art (GSA) in supporting a significant step change in developing and implementing successful strategies to support widening participation across GSA. Scotland’s First Minister announced the Commission on Widening Access (CoWA) as part of the Scottish Government’s 2014-15 Programme for Government. The remit of the Commission was to achieve the Scottish Government’s ambition that a child born today in one of our most deprived communities should, by the time he or she leaves school, have the same chance of going to university as a child born in one of our least deprived communities. The final report was published in 2016 and has informed much of the legislative change and policy agenda with Higher education since. In turn linking this agenda to other policy areas internally at GSA has provided a strategic framework which enabled GSA to review, evaluate and change its practices to enable long term embedded change in widening access and working towards a more diverse student body. As a specialist art and design school, diversity within the student body is seen as key to supporting diversity within the studio environment and so in the resultant work of the students. The studio creates the environment for collaboration, within and across disciplines, for critical inquiry, experimentation and prototyping, and is the environment in which we collectively generate new ideas and solutions and where innovation thrives. The interaction of policy and practice at a national and institutional level has enabled change in those from low socio-economic groups, and is starting to address other equality issues such as gender. This strategic approach, utilising external drivers to effect change in internal processes and priorities has enabled GSA to be among the best higher education providers in Scotland in terms of the admission of these from the most disadvantaged communities. In turn, this starts to challenge the lack of diversity within the Creative Economy and supports greater diversity in those pursuing careers in this key growth sector.

5.6 Student Central – a Psychology-led Academic Support Programme for Students with Disabilities at Maynooth University, Kildare, Ireland Suzanne McCarthy and Grace Edge Rehab Group - Learning and   Maynooth University (Ireland)


Summary This paper explores the evolution and impact of ‘Student Central’, a support programme which aims to improve learning outcomes and well-being for students. Designed and delivered jointly by Maynooth University Access Programme (MAP) and the National Learning Network (Rehab Group), Student Central adopts a biopsychosocial model which explores the biological, psychological and social determinants in meeting students’ learning needs. The paper will present findings arising from a recently published independent evaluation of Student Central which aimed to: (i) investigate the experiences of students (ii) explore the perspectives of the stakeholders and (iii) assess the extent to which the programme may provide value for money. Abstract This paper explores the evolution and impact of ‘Student Central’, a support programme which aims to improve learning outcomes and well-being for students with mental health difficulties, and other difficulties, including for example, Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), Developmental Coordination Disorder. Designed and delivered jointly by Maynooth University Access Programme (MAP) and the National Learning Network (Rehab Group), Student Central adopts a biopsychosocial model which explores the biological, psychological and social determinants in meeting students’ learning needs, so that students are supported in a holistic way. Psychological knowledge, theory and practical techniques are used to assist students to overcome challenges they may face in university, e.g. developing academic skills, social skills or maintaining well-being. Students work collaboratively with the assistant psychologists to guide the direction of interventions, and they have significant input into deciding the content of sessions, the frequency of appointments, and the involvement of other university services or external professionals. Hundreds of Maynooth University students have accessed this unique service since it was established in 2012. The paper will present findings arising from a recently published independent evaluation of the programme which aimed to: (i) investigate the experiences of students who access Student Central (ii) explore the perspectives of other stakeholders and other staff members and (iii) assess the extent to which the programme may provide value for money. Finally the paper will also explore the challenges associated with running the programme, and how the programme will be configured into the future.

5.7 Towards supporting accessible learning as a networked practice Lore Demedts and Thomas Claeys Artevelde University of Applied Sciences (Belgium)

Show and tell session L.01.11 Tuesday 29th October 2019 – 15.30-16.30

Summary The pedagogical possibilities of new technologies become more apparent and can serve a wider spectrum of learning needs. Therefore we are searching for emerging methods in supporting teachers. We discover the role of design teams for developing learning materials and teaching practices, whilst joining forces of educational developers, instructional designers, teachers, study coaches, ... to fully embed the principles of universal design in the organization and its professional development. Abstract The pedagogical possibilities of new technologies become more apparent and can serve a wider spectrum of learning needs. Therefore we are searching for emerging methods towards another mode of delivery for education. Research on the study in blended learning combined with the use of networked practice, asks for a different vision towards providing quality education. When we take universal design as ‘the new normal’, where materials and practices are good for all and necessary for some (Rose e.a., 2013), we need to work together in different collaborative learning environments and link complementary roles in dynamic teams. We discover the role of design teams for developing learning materials and teaching practices, whilst joining forces of educational developers, instructional designers, teachers, study coaches, ... to fully embed the principles of universal design in the organization and its professional development.

5.7 A seat at the table: Who is really creating your policies? Beatriz I. Valencia Hernandez Idaho State University (USA)


Summary Representative decision making in order to better represent students from marginalized populations within higher education. Creating innovative solutions within the organization in order to further policy creation and implantation to represent those individuals in our organizations. Abstract In the USA the conversations regarding integration within a university setting have recently focused on diversifying the student populations in order to serve our global demographic. As such, many models have been created in attempts to recruit (1) students of color, (2) international students, and (3) other students from underrepresented groups. Although these conversations and actions are necessary, it is imperative that we consider the lack of representation within these particular populations in upper administrative roles. Lack of racial and ethnic diversity represented in the decision making in higher education potentially affect how students from underrepresented groups, as well as faculty and staff, integrate and socialize within the larger community. In order to create a representation that will actively represent students, institutions should create opportunities to recruit, engage, and develop (RED) faculty and staff in order to appropriately support student matriculation and engagement in higher education. Using the collaborative style cohort recruitment model (CSCRM) as noted by Eakins (2016), the Faculty and Staff Development Center (FSDC) is developed as a framework in these endeavors. Four steps will be used (1) Action with the implementation of diversity, (2) Collaboration with Human Resource to create synergy among the institution as a whole, (3) Implement Faculty and Staff Development Center, focusing on first generation professional development and working with marginalized populations, (4) Create Faculty and Staff diversity cohort.

5.7 To drop out or to speak up: how boys experience higher education Gregory Callebaut and Delphine Bastien Artevelde University of Applied Sciences (Belgium)


Summary According to diverse media and recent literature on gender differences in education, girls are outperforming boys at school. In April 2019 the department of Communication Management (Artevelde University of Applied Sciences) arranged a focus group with male freshmen. The discussion resulted in curious findings about how higher education is generally organized and how this often does not respond to the needs of male students. This ‘show & tell’ concludes with some concrete action points and recommendations. Abstract Myth or fact? “Boys achieve less than girls at school.” According to diverse media and recent literature on gender differences in education, girls are indeed outperforming boys. When going through the dropout rates for the department of Communication Management (Artevelde University of Applied Sciences) we noticed that girls are certainly more likely than boys to proceed to the next year. Presumption Confirmed, case closed? Not without any further investigation. We were convinced it was about time for boys in our department to speak up about how they experience higher education, especially the schooling we are offering them. The inflow rates for boys are rather low for the communication department to begin with. In April 2019 we arranged a focus group with ten male communication freshmen. The discussion resulted in curious findings about how higher education is generally organized and how this often does not respond to the needs of male students. It led to several convictions about how we can approach the needs of our male students. We strongly believe that our recommendations can be inspiring for experts and practitioners in higher education. But first and foremost, let us not forget: there is no such thing as ‘the’ boy or ‘the’ girl.

5.7 Start To Talk: A mental health talking group by students for students Lindsey Van Raemdonck and Rico Paridaens Ghent University (Belgium)


Summary These days we can hardly ignore the consequences of mental health problems. Suicide is the second leading cause of death among 15-29-year-olds. The stigma that accompanies mental health problems does not motivate people to speak about it. This is unfortunate, because studies show that talking about it can be a protective factor to facilitate mental health. This is why we wanted to create a place where people would feel safe to share their stories with peers. A talking group organized by students, for students, named Start To Talk. Abstract These days we can hardly ignore the consequences of mental health problems. In what follows, we will focus on mental health among students. One out of five students is at risk for depression. An important possible consequence of depression (and other mental health issues) is suicide. Suicide is the second leading cause of death among 15-29-year-olds. The stigma that accompanies mental health problems does not motivate people to speak about it. This is unfortunate because studies show that talking about it can be a protective factor to facilitate mental health. Even with suicidal ideation, it is known that talking about it can prevent a person from committing suicide rather than not talking about it at all. This is why we wanted to create a place where people would feel safe to share their stories with peers. Where they could see that they are not alone and that they don’t have to be ashamed. A talking group organized by students, for students, named Start To Talk. We work together with student psychologists who give us communication trainings and who we can refer to if a participant would feel the need for it. We organize monthly sessions in groups of 10 people. In each group there is a volunteer of our project present, who leads the session. We have manufactured a script to inform our participants about mental health and to facilitate a conversation. We already received a lot of positive feedback and some of our participants found the courage to take a step towards professional help because of our project. Based on our experience, we believe that student-based projects like Start To Talk can really make a difference for students. It provides an alternative non-academic support system and it can even lower the threshold for professional help.

6.1 Is reducing entry grades for disadvantaged students the answer to widening access? Laurence Lasselle School of Management, University of St Andrews (UK)

Paper presentation L.01.02 Wednesday 30th October 2019 – 9.00-9.30

Summary The session will elaborate on the recent decision made by Scottish HE institutions to reduce entry grades for disadvantaged students. This radical step in undergraduate admission practice aims to foster the level of participation among students domiciled in the most deprived areas in Scotland. We will question this radical step if (1) the context in which the applicants achieve their highest educational attainment is not effectively taken into account and (2) changes in admission practices are not adequately promoted. Abstract The presentation will examine the Scottish government’s recent decision to monitor and regulate access thresholds to undergraduate courses taught at Scottish universities. This decision is motivated by the over-representation of Scottish-domiciled students from affluent backgrounds in those Higher Education (HE) institutions. Indeed, 18-year-olds from Scotland’s 20% least deprived areas were almost four times as likely to enter university in 2016 as those from the 20% most deprived areas. It was almost six times in 2006. Progress has been relatively slow. With this in mind, the government sets a clear ambition that students from the 20% most deprived communities in Scotland will represent 20% of entrants to all Scottish HE institutions by 2030. For this purpose, it made it clear to the latter that they must reduce their entry requirements to their courses for applicants living in deprived areas. The presentation will begin by providing a short explanation of access to HE in Scotland. In particular, it will identify (1) factors which influence progression to university and (2) recent policy lessons regarding barriers to entry to HE. Second, the presentation will explain the context of the regulation of access thresholds and its implementation. It will highlight why the decline of standard requirements for applicants from deprived neighbourhoods is seen as a radical step in undergraduate admission practices. Finally, the presentation will discuss whether the introduction of access thresholds will foster the level of participation among students domiciled in the most deprived areas in Scotland. It will question the regulation if (1) the context in which the applicants achieve their highest educational attainment is not effectively taken into account and (2) changes in admission practices are not adequately promoted.

6.2 Integration and success in higher education in France through mentoring: a research based analysis Boris Walbaum and Muriel Ekovich Article 1, Paris (France)


Summary The Mentoring programme supported by the non-for-profit organization Article 1 contributes to the integration and success in higher education for students from underprivileged social background. It takes into account the challenges that are faced by students coming from an underprivileged background. The programme consists in an individual mentoring based on narrow matching criteria and a collective participation to specific events. We present some research and evaluation process and results regarding this Mentoring programme. Abstract The Mentoring programme supported by Article 1 is directed to students with an underprivileged background. Through an individual and a collective mentoring, the programme aims to sustain their integration and success in higher education. The individual mentoring starts with the selection of students according to socio-economic criteria and professionals and continues with a matching process based on narrow criteria (region of residence, higher education tracking, professional domain of both mentors and mentees). During the mentoring cycle, a strong follow-up guarantees the quality of the mentoring relationship and the participation to the collective events. The mentors are trained through presential and at distance sessions focusing on developing the necessary knowledge and competences. The collective participation relies on specific events such as campus and in-class workshop that aim at helping students to find their place in their educational trajectory, prepare for selective process, acquire skills and develop their network for professional integration. Both the individual and collective mentoring take into account the specific issues faced by the students that are focused by the programme : the ties with their family, the feeling of legitimacy, the relation to their training, the financial and/or residential difficulties. A research programme based on both qualitative and quantitative data collection analyses the subjective experience of social mobility through the point of view of the students. Moreover, the research programme is documenting the mentees representations of success. These data contribute to a formative assessment of the programme. They might both allow to adapt the programme to these representations and analyse the evolution of these representations through the participation in the mentoring programme.

6.3 “The Creative Arts Summer School” a model for change: A collaborative and innovative model for widening participation to the Creative Arts in Higher Education in Ireland

Finola Mc Ternan and Professor Dervil Jordan National College of Art and Design, Dublin (Ireland)


Summary Within Ireland, the Programme for Access to Higher Education (PATH) is the latest government policy for widening participation into Higher Education. The Creative Arts Summer School (CASS) is an innovative partnership between the access offices of the following five higher education institutions: The National College of Art and Design, University College Dublin, Marino Institute of Education, Dun Laoghaire Institute of Art, Design and Technology and Trinity College Dublin. This paper will explore how a collaborative inter-institutional approach works in developing a model for a pre entry Creative Arts programme for under represented groups. Abstract The Review of the Creative Arts Programmes in Dublin (HEA, 2013) acknowledged the centrality of the arts in creating national identities, building international relationships and creating cultural and economic capital, stating that programmes and research in the domain of the creative arts, media and culture are key to a thriving and innovative society. This paper presents a collaborative model for widening participation to higher education, with a specific focus on the arts and creativity. The Creative Arts Summer School (CASS) seeks to develop a creative partnership across five higher educational institutions. through engaging with formal and informal learning communities. The Summer School targets specifically under-represented groups including mature students, lone parents, refugees and ethnic minorities, people with disabilities, Irish travellers and socio economically disadvantaged groups. This paper will present findings from two years of this innovative access project. The methodology will include data gathered from qualitative and quantitative methods, including focus groups, survey of participants and video documentation. This research seeks to give a deeper understanding of perceived barriers to pursuing higher education in the creative arts in Dublin, thereby informing future policy and practice in Ireland.

6.4 SciMathUS: A successful university access programme for underserved students in South Africa Elza Lourens Stellenbosch University (South Africa)


Summary SciMathUS is an access programme for underserved students in South Africa. Since 2001, 1415 students who did not qualify for higher education (HE), used this second opportunity to improve their school results and apply for HE. Approximately 80% of these students entered HE. The success of the programme rests on well-established practices regarding the selection of the students, an active learning approach, physical, social and emotional support for the students as well as a dedicated team of facilitators. Former SciMathUS students, who might not have been able to study, have become doctors, engineers, accountants and many more. Abstract Globally, access programmes are implemented as alternative routes into higher education (HE) in line with a drive to increase the level of participation in HE for underserved students. Access programmes have been initiated at many South African universities since 1994 with the demise of apartheid and continues to be an important point of entrance to HE for underserved students. These are students who did not have access to equitable resources (educational, personal and socio-economic) compared to other students during their school career. Since 2001, the SciMathUS (Science and Mathematics at Stellenbosch University) programme offered underserved students who did not qualify for higher education, a second opportunity to improve their school results to enable them to apply for HE. Students are selected based on academic criteria and underserved status. The programme offers students a choice between a Science or an Accounting stream. An active learning approach is followed in both streams. In order to support academic success, students are housed in formal student accommodation where they receive two meals daily. Within this context, students further receive social, emotional and physical support provided by mentors, facilitators and a residence head. An informed programme choice is the first step towards becoming an employable graduate. We therefore offer our students career guidance inclusive of psychometric tests, career exhibitions and career presentations throughout the programme. The students are also supported in the process of applying for access to HE institutions. Since 2001, SciMathUS enabled students who might not have been able to study, to persue careers in medicine, engineering, accounting and many more. In the words of a former student, a PhD in Physiology, “The SciMathUS programme opened doors for me; it gave me a second chance and time to discover my true passion."

6.5 The role model project in Ghent: working with students as role models for underrepresented groups Nele Pierlet, Betül Akkaya and Alessia Parent Artevelde University of Applied Sciences, Odisee, University Ghent, Luca School of Arts, University of Applied Sciences Ghent (Belgium)


Summary The transition from secondary education to higher education is a big step for many disadvantaged groups. High schools put a lot of effort in informing their senior pupils about higher education, but still a big group of vulnerable young people see their doubts and anxieties about starting higher education unanswered. Therefor, 10 years ago, we decided to start a role model project in which we wanted these pupils to talk to students who had the same background and had experienced success in higher education. For this project we now work together with 4 university colleges and 1 university in Ghent. Abstract “The role model project gives me a lot of gratification. It gives me the chance to help people by telling my own personal story. “ - Yana, role model student The transition from secondary education to higher education is a big step for many disadvantaged groups. High schools put a lot of effort in informing their senior pupils about higher education, but still a big group of vulnerable young people see their doubts and anxieties about starting higher education unanswered. Talking to teachers or professionals from universities or university colleges often doesn't take away these doubts. We strongly believed high school pupils relate better to their peers and dare to ask the questions they don't ask others. "Nobody in my family has studied... how was it for you to tell your parents you wanted to get a diploma?" "Higher education costs a lot... I'm afraid we won't be able to afford this. How did you get help?" "Did you get real support or is this just a publicity stunt?" "How did you combine being a teenage mother with studying?" Therefor, 10 years ago, we decided to start a role model project in which we wanted these pupils to talk to students who had the same background and had experienced success in higher education. For this project we now work together with 4 university colleges and 1 university in Ghent. Each year we have about 50 to 70 enthusiastic role model students voluntarily visiting several high schools and other projects (e.g. for refugees) to talk about their own experiences in higher education. All these student role models have succeeded in their first year of higher education. They received a training in interview techniques, intercultural communication and the structure of our higher education system. In the high schools we work with different methods to keep the conversation going. Each group of pupils sees 3 role models and afterwards the pupils get the chance to talk to more role models. We would like to present our project with a poster presentation (show and tell) to inspire more people to work with students as role models for underrepresented groups. “Knowing that you can convince students to start higher education... that is what the role model project is about and I am very proud to be part of it.”- Jeffery, role model student

6.6 WHY underrepresented students face downgrading in secondary education and HOW mentoring could prevent this. Gusta Tavecchio and Winnie Roseval Erasmus University Rotterdam (the Netherlands)


Summary In secondary education, a relative large number of underrepresented pupils are (still) being downgraded to lower educational tracks. From a social justice perspective, everything should be done present this loss of urban talent. This paper reflects research that is executed by the EUR and the VU that aims to contribute to this goal of retaining these pupils by 1. researching the problem of downgrading and 2. investigating student-to-peer mentoring as a possible solution. This mentoring revolves around a question posed by the pupils themselves, with the underlying goal of supporting their sense of belonging and motivation, school performance and their pathway to higher education. Abstract A number of secondary schools that offer the academic tracks in Rotterdam and Amsterdam call attention to the relatively large number of pupils from migrant and low socio-economic backgrounds being downgraded to lower educational tracks in the third and fourth grades. This situation is considered a loss of urban talent, as these pupils are eligible for the academic tracks and, from a social justice perspective, everything possible should be done to retain them. The paper reflects the research that is executed by Erasmus University Rotterdam (EUR) and VU University Amsterdam (VU) that aims to contribute to the goal of retaining urban talent by 1) researching the problem of downgrading in more detail and 2) investigating student-to-peer mentoring as a possible solution. In this mentoring project, students are matched with pupils from five different schools for secondary education in both cities and this mentoring revolves around a question posed by the pupils themselves, with the underlying goal of supporting their sense of belonging and motivation, school performance and their pathway to higher education. This paper addresses the findings of the first research question on ‘reasons of downgrading’ downgraded pupils shared during interviews. On the whole, pupils are informed incorrectly on their options to secure their retention, pupils tend to choose their trajectories strategically in order to increase their successful enrollment in pre-university tracks, pupils are downgraded to humanities trajectories as apposed to their initial science preferences, first generation parents support downgrading as an adequate decision without knowledge of the pupils options and secondary education institutions seem to promote downgrading in order to increase retention rates. These insights are relevant for as well national policy as practitioners in the field of widening participation such as transfer, mentoring and outreach programs that support underrepresented students in their successful enrollment in higher education.

6.7 Risaala: an organisation for youth with a migration background setup by students

Siham Habichi, Nora Achahbar, Abdelmalek Nouhhaidi Ismail El Ouassif, Ahlam Habichi and Meridjana Jukaj Artevelde University of Applied Sciences and University Ghent (Belgium)


Summary We are six students that will present our organisation Risaala. Students with a migration background are still underrepresented in higher education. One of the goals of Risaala is to hear the youngster’s voice, to address the problems they are experiencing themselves and to set up activities to lower the threshold to higher education.

7.1 Mainstreaming good practice in Access & Participation; opportunities and challenges Olive Byrne University College Cork (Ireland)


Summary Significant successes have been experienced in widening participation in Ireland in recent decades. As the number of Access students entering institutions continues to grow, it is imperative that Access practitioners have the opportunity to step away from the increasing administrative burden of busy services and use their considerable leadership skills and expertise to continue to widening participation. Mainstreaming good practice from Access services is key to ensuring the sustainability of relevant and responsive Access services. This presentation will give an overview of the opportunities and challenges presented by mainstreaming. Abstract The incremental growth and development of Access services has enabled innovation and creativity in recruitment, admissions and student supports in recent decades, which has yielded much success. However, as the number of students entering Higher Education via Access routes continues to grow and expand, alongside increasingly demanding and complex reporting requirements, opportunities for ongoing reflection and innovation in practice are diminishing. Mainstreaming good practice from Access services is the key to ensuring a sustainable model of student support for all students. It is not possible or desirable to see continued expansion of Access and Participation services with a focus on individual supports and adjustments to cater for increase in student numbers. Good practices, developed within Access services in University College Cork have been expanded and further developed into central student supports before ‘mainstreaming’ became a policy imperative. In some instances the driver for embedding good practice came from within Access services, in other cases the pull was from student services professionals who saw the benefit for the wider student community. Mainstreaming the Delivery of Equity of Access In HEI’s is a priority goal in the Higher Education Authority, National Plan for Equity of Access in Higher Education 2015-19; institutions are encouraged to integrate the principle of equity of access across all aspects of student life so it is no longer the sole responsibility of Access services. Has the HEA policy become a driver for the mainstreaming agenda, or was practice on the ground already leading practitioners in this direction? This paper will explore how a number of Access service initiatives are now mainstream practice in University College Cork, it will discuss the opportunities presented by mainstreaming and the challenges that have to be overcome.

7.2 Lacking diversity in teacher training: causes and potential actions Sofie Thoen, Bert Van Helleputte and Griet Vanwynsberghe Vives University College of Applied Sciences (Belgium)


Summary Students in Flemish primary and secondary schools are becoming more and more diverse. This ethnic, cultural, socio-economic etc. diversity is however not at all represented within their teachers. University colleges do not manage to recruit more diverse students. In this research project, the lack of diversity was studied. We interviewed (potential) students and professional experts in search for causes of this lack of diversity. The project resulted in an inspirational guide with potential actions for policy makers, coordinators and teacher trainers in order to enhance the diversity within students in teacher training. Abstract Students in Flemish schools are becoming more and more diverse. This diversity can be seen in ethnic origin, nationality, family background, socio-economic status etc. However, this diversity is not at all represented within their teachers. Teachers in Flemish schools and students going to university colleges to become a teacher are mostly white and middle class. University colleges do not manage to recruit more diverse students: students with a migration background and students in disadvantaged positions do not find the way to teacher training. In this research project, conducted during the academic year 2018-2019, three teacher trainers and researchers studied this lack of diversity in teacher training. We had interviews with experts in the field: academic researchers, study and family support organisations, social services from the city of Bruges, coordinators for student policy within the university college etc. Afterwards, we interviewed three groups of people: potential students, current students and graduated students in teacher training, all of them with a background of migration or living in poverty. We collected qualitative data about how to reach potential students with a migration background and in a disadvantaged position, about how to support them once they entered the course and about how to support them to successfully graduate and enter the labour market. The result of this project is an inspirational guide for policy makers, for coordinators in university colleges and more specifically in teacher training, and for teacher trainers. In this session we want to share the project results with the participants and we will give advices about how to improve diversity in teacher training.

7.3 ECHO Community Meet-up – fostering inclusive policy and best practice in communities, organizations and institutions Ergün Can Çelik ECHO Center for Diversity Policy (The Netherlands)


Summary The implementation of MURAL (Mutual Understanding Respect And Learning), an Erasmus+ project that aims to increase tolerance, understanding and inclusion in Europe, within the network of ECHO (center for diversity policy) was executed as so-called community meet ups. These are leadership development activities in which participants partook in a two weekend training and workshop camp. During the presentation we will share more on the methodology which was used as well as experiences of participants. Abstract MURAL which stands for Mutual Understanding Respect And Learning is an Erasmus+ project that aims to increase tolerance, understanding and inclusion in Europe. The methodology of MURAL is based on the Active Citizen program methodology of the British Council. The Active Citizens methodology promotes inclusion, intercultural dialogue and community cohesion through targeted, relevant and themed civic engagement. ECHO, center for diversity policy is one of the partners of the consortium that tackles challenges regarding diversity and inclusion, specifically in higher education, companies and other public & private organizations. In the MURAL project, ECHO works within higher education with a focus on students of colour, other diverse communities and (young) professionals. These groups address issues of exclusion, intolerance and injustice within society as well as in the context of higher education. The implementation of MURAL within the network of ECHO was executed as so-called community meet ups. These are leadership development activities in which participants partook in a two weekend training and workshop camp. The community meet ups have three goals. One of these goals is to create and increase awareness and developing a language to master topics focusing on diversity and inclusion within an institutional context. The second goal is to generate impact on policy in higher education and institutions through individual social action plans of the participants. And lastly to create a supporting community of individuals to connect with like-minded people to generate impact in their respective communities. During the presentation we will share more on the methodology which was used as well as experiences of participants; : ”The ECHO community meet ups has provided me with unique experiences to debate, discuss and reflect the broader societal issues that underlie my motivation of doing this work, but more importantly be able to construct concrete social action plans.“ - Simone Aumaj

7.4 The Development of Student Identity and Belonging for TAP Foundation Course students, Trinity College Dublin Sarah Grimson Trinity College Dublin (Ireland)


Summary The Trinity Access Programme’s (Trinity College Dublin) mission is to work in partnership across the education sector with students, teachers, families, communities and businesses to widen access and participation at third-level of under-represented groups. We offer a range of access programmes for people with the enthusiasm, motivation and ability to succeed at third-level. This presentation will focus on the work of one of the TAP programmes – the Foundation Courses for Higher Education. These full time courses offer another way to third-level education for mature students and school leavers whose social, economic and cultural experiences have prevented them from going to college. Insights will be given into the key supports TAP provides Foundation Course students as they make the transition into full time studies, specifically in terms of their identity as students. Abstract The Trinity Access Programme’s (Trinity College Dublin) mission is to work in partnership across the education sector with students, teachers, families, communities and businesses to widen access and participation at third-level of under-represented groups. We offer a range of access programmes for people with the enthusiasm, motivation and ability to succeed at third-level. This presentation will focus on the work of one of the TAP programmes – the Foundation Courses for Higher Education. These full time courses offer another way to third-level education for mature students and school leavers whose social, economic and cultural experiences have prevented them from going to college. Insights will be given into the key supports TAP provides Foundation Course students as they make the transition into full time studies, specifically in terms of their identity as students. Supporting students as they make the transition into studying in higher level education is increasingly seen as vital for all students. This is particularly so for students who have been admitted through alternative entry routes, many of whom will articulate complex feelings of gratitude, inadequacy, and a profound sense of pride, in the early days of orientation. By addressing with the students their entitlement to study, TAP seeks through an equity based workshop, to challenge the views they have of their place in the education system, and assist them in developing a sense of belonging in the College. Beyond the initial settling in process, developing a deep sense of belonging involves balancing many key and at times competing themes, relating to their identity as TAP students whilst also belonging to the ‘walled fortress of Big College’; ensuring that the course is flexible but realistic; and maintaining an open door policy for student support, whilst ensuring the students grow as independent learners.

7.5 Elevating the Student Voice - Using design thinking to develop student supports Martha Brandes and Gemma Lynch Maynooth University (Ireland)


Summary This study explored the use of design thinking to improve transition programmes for students from under-represented backgrounds entering Maynooth University, Ireland. Learning was achieved through an action-based programme, where students and staff of the Maynooth University Access Programme and the Department of Design Innovation, collaborated to co-understand the transition needs for students and co-design the University response. Data provided actionable insights into the unarticulated needs of students and provided new tools for further use. This study shows how design thinking can provide a methodology for engagement that elevates the student in the design of strategies to enhance the student experience. Abstract Maynooth University is one of the most diverse universities in Ireland. Mature students, students with disabilities and students from socioeconomically disadvantaged backgrounds account for a greater proportion of the undergraduate population than in other Irish universities. The Maynooth University Access Programme (MAP) was established in 1998 to increase and support students from under-represented backgrounds getting into and through university. Since 2011, the Maynooth University undergraduate population has increased by 50% to an enrolment of 12,000. The University has responded by focusing on how supports and programmes are designed and delivered to maintain retention and attainment rates. Prior to this study, MAP was delivering four discrete orientation programmes for students entering through non-traditional entry routes. MAP sought to design a single programme that would maintain the standard and success of the four programmes and meet the unique transition needs of the students. MAP partnered with the Maynooth University Department of Design Innovation (DDI) and undertook a pilot study exploring the use of design thinking to generate insights and understanding of the often unarticulated needs of under-represented groups as they enter university. Learning was achieved through a multi-session, action based programme, where MAP students and staff, together with DDI staff, worked together to co-understand and co-design the transition to Higher Education. The pilot was a success in terms of student engagement and future programme improvement. The design workshops created a safe space for students to explore difficult to articulate feelings and concerns about the experience of entering Higher Education. This helped build a sense of community and belonging, factors found to be critical to the retention and engagement of students. For MAP staff, the data provided actionable insights into the needs and experiences of students; reframed their understanding of the problems and provided new tools for further use.

7.6 Post-Secondary Career Pathways: Apprenticeship Models Creating Greater Equity in the United States and Europe

Noel S. Anderson, Ph.D. and Lisette Nieves New York University (USA)


Summary Apprenticeships and work-based educational models have the potential to make profound impact on some of society’s most pressing issues related to workforce preparation. Implementing and sustaining these programs requires the engagement of multiple, cross-sector stakeholders and choreography of multiple funding streams, all while successfully supporting students as they move to post-secondary education, and then to a stable profession. We offer an international assessment of apprenticeship programs, incorporating the voices of policymakers, practitioners and students, to share promising practices in both policy formulation and program development to inform apprenticeship models that better integrate post-secondary and career pathways for all youth. Abstract Apprenticeships and work-based educational models have the potential to make profound impact on some of society’s most pressing issues related to workforce preparation and pipelining into high growth industries. Implementing and sustaining these programs requires the engagement of multiple, cross-sector stakeholders and careful choreography of multiple funding streams, all while successfully supporting students as they move from secondary to post-secondary education, and then to a stable profession. In what ways are these policies and programs thriving? Who are they serving and who could they serve better? What is the impact potential on both education and labor by making equity a focal point of apprenticeship models around the world? In this paper, we will offer an international assessment of apprenticeship programs in both policy and practice, looking closely at systems in the United States (CareerWise Colorado), Germany (Berlin), and Sweden (Stockholm). Each of these locations are executing apprenticeships to meet the unique needs of their communities, yet are experiencing challenges in coordination, recruitment, and equity. One of the majors issues each of these countries face is using apprenticeships to successfully integrate traditionally marginalized communities into the workforce, specifically immigrants and non-native language speakers, while also avoiding an implicit (or explicit) tracking system based on race, income, and/or ethnicity. This tension is emblematic of larger challenges countries are experiencing with growing backlash toward the acceptance and integration of relatively new migrant and immigrant populations, coupled with the shifting nature of both education and labor demands in more advanced economies. Through extensive research, incorporating policymakers, practitioners and student voices, the presenters share promising practices in both policy formulation and program development to inform apprenticeship models that better integrate post-secondary and career pathways for all youth.

7.7 Extending learning enhancement opportunities to learners from a rural area using a digital learning platform Danelda van Graan SUNCEP (South Africa)


Summary Mathematics is a gateway subject for tertiary educational studies. Many rural schools in South Africa are without qualified Mathematics teachers and this results in a low number of learners in rural areas taking this subject. Those who do often struggle to obtain good success in Mathematics. SUNCEP offers learning enhancement programmes to learner from such areas, and opted to use a digital learning platform for additional Mathematics instruction. This paper discusses the rationale for the intervention, the type of digital platform used, the features considered in choosing the platform, and the outcome of using this platform. Abstract Mathematics is a gateway subject which allows prospective students to gain access to courses at tertiary institutions. Worldwide, qualified Mathematics teachers are scarce. Cities, with all the opportunity and convenience that it offers, will always be a more lucrative option for newly qualified teachers. For this reason many rural schools in South Africa are without qualified Mathematics teachers and this results in a low number of learners in rural areas taking Mathematics as a subject and those who do often struggle to obtain good success in Mathematics. The Stellenbosch University Centre for Pedagogy (SUNCEP) is a centre located in the Faculty of Education at Stellenbosch University. It is a centre which focus on supporting Mathematics and Science Education. This is done through courses for teachers as well as programmes for learners. SUNCEP is therefore able to offer learning enhancement opportunities to learners from these very rural areas through intensive Mathematics lessons during school holiday periods by focussing on more difficult Mathematical concepts. Care is taken to recruit qualified and experienced tutors to offer these classes and who can expose learners to novel and alternative approaches to understand and learn Mathematics. At the same time these approaches are modelled to inexperienced or underqualified Mathematics teachers to also develop their skills. Due to the success the programmes had shown, SUNCEP started to consider ways in which to extend the ‘contact’ time with the learners. With limited time available in the school year, and with the vast distances between the various schools, as well as between the schools and the SUNCEP centre, SUNCEP decided to use a virtual learning option for further Mathematics classes. This paper discusses the type of virtual platform used, the features considered in choosing the platform and the use of the platform.

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