Teaching Philosophy
Fostering Inclusive, Empowering, and Progressive Learning
Inclusive
Empowering
Progressive
Inclusive
Inclusivity is essential in modern Higher Education. All students should have an equal opportunity to succeed, regardless of their background, demographic characteristics or current circumstances.
All students benefit from living in a diverse and inclusive society, and from receiving a diversified, decolonised and inclusive education. Students are also the leaders of tomorrow, so the values we demonstrate and embed through our approach to education will be those that they will take into society.
Compassionate education in higher education emphasises creating a supportive and empathetic learning environment that prioritises the well-being and emotional needs of students. This approach fosters a culture of inclusivity and understanding, helping students navigate academic challenges while balancing personal struggles. By integrating compassion into teaching and institutional policies, higher education can enhance student engagement, retention, and overall success.
The Instructional Design Framework guides course creators through assessing and enhancing their courses. The framework promotes predictable and intuitive experiences and addresses common accessibility issues and inconsistencies. The framework provides clear evidence-based guidance on how to organise information and encourage interaction within our virtual learning environment.
Empowering
The competence-based education framework developed at the University of Hull shifts the focus from what students know to what they can actually do.
The CBE model has three domains: Self Awareness; Disciplinary and Professional Experience; and Knowledge Management, and it is underpinned by our approach to Inclusive Education.
Competence-based education assessment in higher education evaluates students based on their ability to demonstrate specific skills and knowledge in real-world contexts. This method often involves practical tasks, simulations, and projects that mirror industry demands, providing a more accurate measure of a student’s readiness. By focusing on actual competencies rather than traditional exams or assignments, assessments ensure that students are well-prepared for professional challenges and opportunities.
Progressive
Education for sustainable development (ESD) “aims at developing competencies that empower individuals to reflect on their own actions, taking into account their current and future social, cultural, economic and environmental impacts, from a local and global perspective” (UNESCO 2017). At the University of Hull, we are committed to delivering programmes that are informed by excellent research and which equip our graduates with the skills for lifelong careers and the drive to shape a just and sustainable future.