Journal of Academic Development and Education JADE Issue 10 | Página 6

EDITORIAL | 7
6 | JADE
EDITORIAL
Errata
We would apologise for an error in a past edition of JADE (Issue 6) in the
contents list. This should read:
Sarah L. Taylor (2016) Mobile Learning devices as collaborative tools to
enhance biological identification skills in the lab and field. Journal of
Academic Development in Education, Issue 6, pp58-81.
Scott Border | Principal Teaching Fellow in Anatomy
Centre for Learning Anatomical Sciences, Medical Education,
University of Southampton, UK
O
riginally a behavioural scientist exploring the roles of macromolecules in
learning, memory and synaptic plasticity, I moved away from research to focus
on teaching in 2006. Today I am a Principal Teaching Fellow in Anatomy at The
University of Southampton and have been the module lead for head and neck
and neuroanatomy teaching on the five-year bachelor of medicine programme for four
years. Two years ago, I was appointed as deputy head of the Medical Education Academic
Unit (research and innovation) and I am a member of the education committee of the
Anatomical Society of Great Britain and Ireland (ASGBI). I was elected to serve on ASGBI
Council in 2017.
My main pedagogic area of interest is in technology enhanced learning, working with
students as partners and driving innovative teaching practices in medical education.
As a university teacher, I have won numerous prizes for my achievements in the field
including a Vice Chancellors teaching award in 2014 and six Student Union, Excellence in
Teaching awards over consecutive years, including outstanding lecturer, most engaging
lecturer, most innovative teacher, best student feedback and the lifetime achievement
award for teaching and learning. In 2015 my module was awarded special recognition for
its use of the virtual learning environment and extensive provision of digital resources.
In 2017, I was shortlisted for the Times Higher Education Most Innovative Teacher of the
Year award.
EDITORIAL: Inclusive teaching
There are several notions of inclusivity in higher education. Some of
these focus on increasing participation from individuals within groups
who have historically been underrepresented, including gender, disability,
ethnicity, age and socioeconomic background etc. The alternative notion,
and the one I would like to concentrate on for the purposes of this
editorial is concerned with the construction of inclusivity within teaching
and learning. This involves empowering students to be agents of change
within their education and requires a reform of the more traditional view
of staff student relationships. In some respects I am referring to student
engagement, which of course can include student representation at
committee level or provide a regular platform for the student voice to
be heard, but this only partly addresses the inclusivity issue. In its purist
sense, inclusivity should mean allowing students to become decision
makers within their curriculums—essentially to be in a position to
...empowering
students to
be agents of
change...