FFYE forum: Building Inclusive Learning and Support for All Students | 24 March

We warmly invite staff and students from across the university to join us for the upcoming First and Further Year Experience (FFYE) Forum—a collaborative event dedicated to strengthening how we support students through genuinely inclusive teaching and student support practices. 

This forum explores what inclusion looks like in learning and support environments: not only ensuring access, but fostering social, cultural, and epistemic inclusion so that every student feels respected, valued, and able to succeed. Together, we’ll look at how equity—not sameness—guides effective practice, and how staff can build the agency to act on inclusive principles within their own contexts (for deeper dive see references below).

Colleagues who have completed the recent micro-credential on Practicing Inclusion: Working and Teaching for Social Justice, will share the actions they’ve taken, the enablers and barriers they encountered, and the impact on their students and teams. A student panel will offer an honest and insightful view of their expectations, experiences, and what inclusive practice means from their perspective. Their voices are central to the conversation, and student attendance is warmly welcomed throughout the event. 

The FFYE Forum is a space for our whole community—academics, professional staff, learning designers, student support teams, and students—to connect, exchange ideas, and shape more equitable and empowering experiences across the university. 

We hope you’ll join us for a thoughtful, energising, and community building event that strengthens how we support our students, together. 

References

Trede, F., McEwen, C., & Mueller, B. (2025). The role of agency in social justice education: insights from a practising inclusion in higher education micro-credential. Higher Education Research & Development, 1–16. https://doi.org/10.1080/07294360.2025.2548277 

McEwen, C., Mueller, B., Trede, F., Archer, B., & Zappia, M. (2025). Advancing inclusive practices in higher education: possibilities and limitations of a social justice professional development course. Studies in Continuing Education, 47(2), 457–473. https://doi.org/10.1080/0158037X.2024.2417072

*Registration: if you are not able to see the registration link, please make sure you are logged in to UTS Ed Express. For those not who are not UTS staff or students, please contact Kathy.Egea@uts.edu.au.