In this interactive session, Dr Yetunde Kolajo, Research Associate from University of Kent will be exploring how equity, pedagogy, and progression intersect to shape student experiences and outcomes in UK higher education.

During the session we will consider how inclusive teaching, equitable assessment, and sensitive curriculum design can enable students from underrepresented and educationally disadvantaged backgrounds not just to access university, but to thrive and succeed. Drawing on pedagogical frameworks and current sector research, Dr Yetunde Kolajo invite us to think critically about how we link widening participation efforts with meaningful post-entry support and student success. We will discuss practical strategies and insights to foster more responsive and ask critical questions to inform an inclusive sector.

This session will take place online from 12:00 - 14:00.

Dr. Yetunde Kolajo is a researcher whose work focuses on the intersection of pedagogical practice, student engagement, and equity in higher education. Her research critically investigates the systemic and structural factors that shape disparities in student attainment, with a focus on the experiences of Black and underrepresented students.

Dr. Kolajo’s research informs the nuanced barriers to student success and develops evidence-based strategies to advance inclusive teaching practice. Her scholarship is informed by critical thinking and reflective frameworks, including Schön’s Reflective Practice, Dewey’s Reflective Thinking, and Kolb’s Experiential Learning Cycle, which she applies to promote critical self-reflection and pedagogical inclusivity within the sector.