Meeting the support needs of commuter students through the Political Studies curriculum

Commuter students can have a poorer student experience and outcomes than their residential counterparts. One reason for this is that curricula are designed for the traditional, residential student, who lives on campus or close to their learning and for whom Higher Education is an immersive experience. These curricula do not meet the needs of commuters, who must travel to access learning and for whom studying is just a part of their busy lives. This article presents the case for including commuter students in discussions about the inclusive curriculum discourse, presenting practical examples of changes that Political Studies educators can make to embed support for commuters in the curriculum, to reduce the commuter student awarding and experience gap.