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Inclusion in Information Systems (IS) has received significant attention in recent years, but inclusion in IS curriculum design and delivery is comparatively underdeveloped. Understanding and working with diversity in IS student groups has implications for how we prepare students for a diverse workplace and the design and development of IS systems. Although progress has been made towards inclusive higher education, institutions have not transformed into multicultural diverse organizations. This paper showcases an initiative to apply principles of Universal Design in the particular context of an IS postgraduate programme in a leading Irish business school. This initiative is set within the context of two connected research projects seeking to identify barriers to inclusion experienced by students generally, and particularly by certain student groups, in the same school. The findings demonstrate the persistence of inclusion issues in higher education, including in IS, that Universal Design principles are effective in developing more inclusive teaching and learning practices, and that small actions can have a big impact in this regard. A set of key recommendations is provided; while not exhaustive, these contribute to the wider discourse on inclusion and offer practical suggestions to educators on the design and delivery of inclusive programmes at both undergraduate and postgraduate level.

This study examines various aspects of an effective teaching evaluation system. In particular, reference is made to the potential of Fink's (2008) four main dimensions of teaching as a summative evaluation model for effective teaching and learning. It is argued that these dimensions can be readily accommodated in a Teaching Portfolio process. The Teaching Portfolio initiative that is in use for the Postgraduate Certificate Programme in Teaching and Learning in Higher Education at the National University of Ireland Galway is a case in point. The challenges encountered when attempting to develop mechanisms for the summative evaluation of quality teaching are explored, as well as some of the possibilities for their resolution. (Contains 2 tables.)

This study examines various aspects of an effective teaching evaluation system. In particular, reference is made to the potential of Fink's (2008) four main dimensions of teaching as a summative evaluation model for effective teaching and learning. It is argued that these dimensions can be readily accommodated in a Teaching Portfolio process. The Teaching Portfolio initiative that is in use for the Postgraduate Certificate Programme in Teaching and Learning in Higher Education at the National University of Ireland Galway is a case in point. The challenges encountered when attempting to develop mechanisms for the summative evaluation of quality teaching are explored, as well as some of the possibilities for their resolution. [ABSTRACT FROM AUTHOR]

Iliotibial band syndrome is a common knee injury. The most common symptom is lateral knee pain caused by inflammation of the distal portion of the iliotibial band. The iliotibial band is a thick band of fascia that crosses the hip joint and extends distally to insert on the patella, tibia, and biceps femoris tendon. In some athletes, repetitive flexion and extension of the knee causes the distal iliotibial band to become irritated and inflamed resulting in diffuse lateral knee pain. Iliotibial band syndrome can cause significant morbidity and lead to cessation of exercise. Although iliotibial band syndrome is easily diagnosed clinically, it can be extremely challenging to treat. Treatment requires active patient participation and compliance with activity modification. Most patients respond to conservative treatment involving stretching of the iliotibial band, strengthening of the gluteus medius, and altering training regimens. Corticosteroid injections should be considered if visible swelling or pain with ambulation persists for more than three days after initiating treatment. A small percentage of patients are refractory to conservative treatment and may require surgical release of the iliotibial band. INSET: Strength of Recommendations. [ABSTRACT FROM AUTHOR]