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Developing an Inclusive Culture University of Hertfordshire

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1 Developing an Inclusive Culture University of Hertfordshire
This presentation will introduce the Inclusive Teaching strand of the University of Hertfordshire’s Curriculum Design Toolkit. We will consider the challenges for students in non-inclusive environments and will discuss a showcase on facilitating group work. The presentation will demonstrate how inclusive teaching can help the development of two of the University’s Graduate Attributes: Respect for others and Social Responsibility. Dr Helen Barefoot, @HelenBarefoot

2 Introduction Developing an inclusive culture
The Curriculum Design Toolkit Developing the Inclusive Teaching strand User opinions Case Study Communication University of Hertfordshire Graduate Attributes Conclusions The presentation will follow the structure: Introduction to the University of Hertfordshire’s Curriculum Design toolkit; Consideration of the University’s recently defined Graduate Attributes; Discussion of a case study based on the work of a newly appointed lecturer; The presentation will conclude with the consideration of how Inclusive Teaching can support the development of attributes such as Respect for Others and Social Responsibility.

3 What is inclusive teaching?
Inclusive teaching in higher education refers, to the ways in which pedagogy, curricula and assessment are designed and delivered to engage students in learning that is meaningful, relevant and accessible to all. It embraces a view of the individual and individual difference as the source of diversity that can enrich the lives and learning of others. (Hockings, 2010)

4 Developing an Inclusive Culture project
Inclusive teaching strand of curriculum design toolkit Case studies (eg. social media/activities) Communication Curriculum design toolkit Principles of good practice Diagnostic Hints and Tips Case studies Communication: New methods of engagement with students and staff (Web 2.0/social media) Informal/formal opportunities Organisation of events in line with calendar

5 Curriculum Design Toolkit
Internationalisation Entrepreneurship Assessment for Learning Principles and questions Diagnostics Features and consequences Hints, tips and quick ideas Case studies Sustainability Chickering & Gamson Initiated by Dr Mark Russell and Prof Peter Bullen within the Blended Learning Unit Objective To provide a diagnostic toolkit that will help teachers make informed decisions on where their current provision is located against principles of good practice in education and offer suggestions on how they might modify their provision to respond to identified gaps Current provision  Desired provision Research Informed Teaching Employability Inclusive Teaching

6 The Toolkit Approach Principles and questions
Research informed principle statement with subsidiary questions that a tutor can ask of their curricula Diagnostics Excel spreadsheet to allow completion of the questions driving the principles in a simple, easy to use format Features and consequences Descriptors of what the curricula might look like if there is limited / some / lots of the feature within the principle Colour coded for quick use, but to be considered in context of all other teaching Hints, tips and quick ideas Case studies

7 Developing the toolkit with staff and students

8 Toolkit Development http://tinyurl.com/7gmmmnu Toolkit Development
This activity is about developing an inclusive teaching strand to our Curriculum Design Toolkits, which are available online for all to see. We have used an extensive literature review to inform the good practice principles in this strand – many drawn from the work of the HEA and particularly Chris Hockings synthesis work. (A reference list is provided at the end of the presentation). Outputs: The toolkit strand was developed and revised following consultation events – three (conferences, Learning and Teaching forum, inclusive practice seminars) The toolkit is available online (both within Prezi and in more accessible versions via the Learning and Teaching Knowledge Exchange (http://tinyurl.com/7zxw8gh). The toolkit has been embedded within the assessment for the curriculum management module in our PGCert in HE. Impact: Staff awareness increased; Curricula “assessed” for inclusive practice; Student seminar experience enhanced with case study participant.

9 Activity Considering the Principles for Good Practice in Inclusive Teaching, identify something within your own work that meets a principle and share this with the person next to you. Activity Considering the Principles for Good Practice in Inclusive Teaching, identify something within your own work that meets a principle and share this with the person next to you.

10 Evaluating the experience of using the inclusivity toolkit
I had not considered religious holidays or observance periods in my curriculum … I have looked up Ramadan dates for 2013 (9th July – 7th August) and find that this falls within the current semester … I will be more aware that some students might be tired or find concentration difficult during periods of fasting I have not included any group work in my current curriculum but am considering doing so. Small cross-cultural groups could help to enhance students understanding of diverse backgrounds and engender respect. I had little knowledge of performance and feedback data, let alone how I could make use of it. Moreover, I gained an increased awareness of the ‘Hidden Curriculum’ and its potential effects on BME students… As part of my Sociology module we now engage in active discussion on social issues regarding race, ethnicity, gender, disability in relation to sport along with the ideas of Bourdieu’s ‘cultural capital’. To particularly support International students; prior to the course I will publish a glossary of terms on Studynet and include these in the initial tutorial quiz. I will encourage students to collaborate, adding terms throughout the course. 

11 Evaluating the experience of using the inclusivity strand of the toolkit
I have learned a great deal from the students sharing their perspectives. I enjoy working with students from varied backgrounds and exchanging information about their experiences and knowledge of their countries I will alternately allow self-selection and allocated groups, asking my module team to do the same  Cookery practical sessions are inclusive to all diverse groups  i.e. using case studies which include patients of different ages, genders, religious / cultural beliefs, multicultural and social economic backgrounds and physical/psychological/ mental abilities. Language difficulties experienced by international students particularly concern me. ‘Wordy’ exam questions can be difficult to read and digest under time pressure. When I have written the exam paper I will consult with colleagues to identify potential problems and pre-empt this issue. The Curriculum Design Toolkit is an excellent source to improve one’s own individual practice. Even as a newcomer to academia and given my limited role in curriculum design, it has allowed me to reflect critically on my own practice identifying many strengths and weaknesses

12 Building understanding of the BME attainment gap to inform the Equality Objectives
Not an original part of this project brief but ground being gained very quickly on the toolkit work which was the bulk of the plan. Wanted to use the momentum gained so far to pick up again on the work that still needing doing following the Summit programme. Outputs: Analysis of the NSS, to get beyond the data and look at the qualitative comments to really understand the student experience More in-depth literature review looking at the more challenging issues, like racism in the academy Bringing in a wider group of people into the work – Visiting Professor Harinder Bhara, and he recommends that student consultation be done by students who reflect those being consulted BIGGEST WIN: Getting significant buy-in from Andrew Clutterbuck, Pro VC Student Experience, paper to Chief Executive Group, work supported by the Student Educational Experience Committee – who will use their away day as a focus for this work. Impact: To make best use of ALL the data available to us to start to understand the possible reasons for the attainment gap Growing the knowledge in the project team Hopefully the student consultation will be more effective CEG: take work forward, use the Equality Objectives as opportunity to support the agenda, commitment to setting targets associated with reducing the attainment gap

13 Staff and student demographics

14 Student Challenges This video shows one of our students identifying a difficult situation during her final year in which she was put into a group where she was the only black student and all other students were Caucasian. She speaks about the challenges of trying to be part of the group when she didn’t know any of the members previously yet they all knew each other.

15 Inclusive environment
Provides environments for effective learning for all I manage the learning environment to enable all students to participate fully. I structure my teaching activities to enable all students to share their values and beliefs within a culture of mutual respect and dignity for all. I use group activities to facilitate students’ understanding of how working with people of diverse backgrounds enriches their own learning. Thinking about the learning environment and facilitating inclusive group work is one of the principles of our inclusive teaching toolkit: Good Practice in Inclusive Teaching … Provides environments for effective learning for all . When considering the principle in more detail we can identify that facilitating inclusive group work also meets three of the underpinning statements associated with the principle: I manage the learning environment to enable all students to participate fully; I structure my teaching activities to enable all students to share their values and beliefs within a culture of mutual respect and dignity for all; I use group activities to facilitate students’ understanding of how working with people of diverse backgrounds enriches their own learning.

16 Facilitating Group Work
Students often enter a tutorial room which is set up in lines and arrange themselves in friendship groups of like people Tutor’s desk And if the room is set up for group work students will usually sit with their friends Planning multi-cultural interaction is easier than it looks Students often enter a tutorial room which is set up in lines and arrange themselves in friendship groups of like people. X Sitting in lines does not encourage communication. X Sitting in friendship groups doesn’t encourage diversity or inclusivity. Getting students to move the furniture involves them in their environment. Round-tables encourages communication. X But students will still tend to stay in their friendship groups at this stage. Tutor’s desk

17 Inclusive group work 4 2 3 5 3 4 1 2 4 3 1 4 5 5 5 3 5 2 2 4 1 5 4 1 3 1 3 1 2 When trying to facilitate inclusive seminar sessions you may like to consider the following steps: Step 1: Ask the students to help you move the desks into groups. Step 2: Give the students a number. Step 3: Number the tables 1-5 and move students to those tables. Students may still gravitate towards like cultures by sitting next to each other at this stage, but the groups are more diverse. Step 4: set first task in pairs e.g. checking understanding of previous seminars. Working in pairs breaks the ice, and no one person can get left out. Step 5: set next task in 3s and give people roles in the group. Once ice is broken in pairs, it’s easier to extend to groups of 3. By this stage it is likely that most groups will be multi-cultural and will have achieved this in an unthreatening way. Make sure the tasks are structured, this helps with language problems and gives focus to the task. This technique can work well when alternated with weeks of allowing work in friendship groups. Tutor should be constantly walking around the groups to spot any individuals who may not be engaging and seek to observe causes. Engagement can be passive as well as active : e.g. paying attention to others, checking information from websites/StudyNet. Name tags work a treat when mixing up the group this much. 2 Tutor’s desk Set first task in pairs e.g. checking understanding of previous seminars Set next task in 3s and give people roles in the group

18 Observations and Outcomes
High levels of interactivity: the most vibrant of classes taught; Pace of learning increased: students more productive outside their friendship groups; Expectations raised - impact on attitude and performance? Very positive relationship between students and tutor; Students began to relate to each other differently and take notice of previously ‘overlooked’ individuals; Average individual coursework result 55% Cohort average 49%. “ The structure of the tutorial is good because we are allocated to different groups each week, and it allows us to mix in with different people with different backgrounds and ideas.” There are many benefits to facilitating inclusive seminars – the most important of which is enhanced learning for all students.

19 BME Success Project at UH

20 Conference

21 Top Tips to support BME student success
Learn student names Invite participation from all students Manage student groups to move students beyond friendship groups Assess your own racial or cultural biases Consider opportunities for students to be inspired by BME role models (e.g. guest lecturers, video clips or interviews) Whenever possible, use anonymous marking Assess your own racial or cultural biases; develop an understanding of how your experience, values, beliefs and stereotypes inform the way you interact with individuals whose racial background differs from your own

22 Recent data

23 Communication Communications
An ongoing area of the action plan – need to improve the general messages about inclusive practice across the institution but also work out ways in which to improve communication with those sharing a protected characteristic who typically do not engage in current channels of communication. Outputs: Dissemination of the toolkit in progress at International Blended Learning Conference Google-Doodle inspired Calendar of Cultural Celebrations in prominent display on the homepage of Studynet Involvement of UHSU in event so far, including inclusive practice seminar Working with NHS/local council on joint events for supporting BME staff – part of Black History Month Vice Chancellors Awards – changes to criteria to include inclusive practice in the learning and teaching award Impact: Lots of ideas for hints and tips from delegates at conference which will be part of the resource Raise awareness of a wider range of cultural celebrations, aim is to make students/staff beliefs/heritage more recognised and of value Better relations with UHSU leading to a joint approach to tackling challenges and opportunities Early stages of a BME staff network Significant way to recognise staff excellence in inclusive practice

24 Communication

25 Communication Theo Gilbert :
Compassion-focussed pedagogy for small group seminar discussions

26 Communication

27 Communications #BMESuccess

28 How do you communicate an inclusive culture?

29 University of Hertfordshire Graduate Attributes
Professionalism, employability and enterprise Learning and research skills Intellectual depth, breadth and adaptability Respect for other Social responsibility The University is committed to providing a culturally enriched and research-informed educational experience that will transform the lives of its students. Its aspiration for its graduates is that they will have developed the knowledge, skills and attributes to equip them for life in a complex and rapidly changing world. In addition to their subject expertise and proficiency, the University’s graduates will have the following attributes: Professionalism, employability and enterprise The University promotes professional integrity and provides opportunities to develop the skills of communication, independent and team working, problem solving, creativity, digital literacy, numeracy and self-management. Our graduates will be confident, act with integrity, set themselves high standards and have skills that are essential to their future lives. Learning and research skills The University fosters intellectual curiosity and provides opportunities to develop effective learning and research abilities. Our graduates will be equipped to seek knowledge and to continue learning throughout their lives. Intellectual depth, breadth and adaptability The University encourages engagement in curricular, co-curricular and extracurricular activities that deepen and broaden knowledge and develop powers of analysis, application, synthesis, evaluation and criticality. Our graduates will be able to consider multiple perspectives as they apply intellectual rigour and innovative thinking to the practical and theoretical challenges they face. Respect for others The University promotes self-awareness, empathy, cultural awareness and mutual respect. Our graduates will have respect for themselves and others and will be courteous, inclusive and able to work in a wide range of cultural settings. Social responsibility The University promotes the values of ethical behaviour, sustainability and personal contribution. Our graduates will understand how their actions can enhance the wellbeing of others and will be equipped to make a valuable contribution to society.

30 Graduate Attributes Respect for others The University promotes self-awareness, empathy, cultural awareness and mutual respect. Our graduates will have respect for themselves and others and will be courteous, inclusive and able to work in a wide range of cultural settings. Social responsibility The University promotes the values of ethical behaviour, sustainability and personal contribution. Our graduates will understand how their actions can enhance the wellbeing of others and will be equipped to make a valuable contribution to society. Elements within the attributes; Respect for Others and Social Responsibility have resonance with the work we are doing regarding inclusive teaching and developing and inclusive culture within the University.

31 What did our project do? The University embraced the challenge of improving the culture and celebrating diversity and the project enabled us to inform the University’s equality objectives.

32 NSS comments … due to the university being very ethnically diverse it is a great to make new friends from different countries and cultural backgrounds… The international student society is large and I meet and help new international students like myself It is a very conducive environment for learning and is a good mix of people from all walks of life Group work where you socialize with people in your courses, over three years you really bond and help each other out

33 Equality characteristics – more work to do
October 2010 : Employment / Education (Further & Higher) Protected characteristics Age Disability Gender assignment Marriage/civil partnership Pregnancy/maternity Race (including caste) Religion or belief or not Sex Sexual orientation

34 NSS comments I do not feel socially comfortable when I am in a class, I am always afraid of participating, afraid of being laughed at (this happens mostly from local students). A more friendly and social form of lecture, would give the aid peoples confidence, creativity and communication skills more. The 'school like' layout of desks and facing towards a board does not provide an adequate setting for our creative and ever evolving course. I do not enjoy student 'culture' and often feel lonely. Quantitative data: ‘Teaching’ and ‘Support’ scores are lower for Black and Asian students than for white students. “Many biased teachers and racism” Social integration of students is very poor Course group not 'gelling' well, an obvious cultural divide.

35 Useful resources University of Hertfordshire Curriculum Design Toolkit Inclusive Culture project work Guidance on teaching in racially diverse classrooms on Harvard’s website (The Derek Bok Centre for Teaching and Learning):  TEACHING IN RACIALLY DIVERSE COLLEGE CLASSROOMS Guidance on many aspects associated with inclusive teaching from Sheffield University's Centre for Excellence in Inclusive Teaching (including case studies plus hints and tips) The Open University's guidance on Inclusive teaching The Higher Education Academy's weblinks to Inclusive Teaching

36 Useful references Aguirre, A Jr and Martinez, R (2002) Leadership Practice and Diversity in Higher Education: Transitional and Transformational Frameworks. The Journal of Leadership Studies 8(3): 53-62 Baez, B (2000) Diversity and it’s Contradictions. Academe 86: 43-47 Bourke, B. (2010) Experiences of black students in multiple cultural spaces at a predominantly white institution, in Journal of Diversity in Higher Education, vol.3, no.2, pp Ellis, S.J. (2009) Diversity and inclusivity at university: a survey of the experiences of lesbian, gay, bisexual and trans (LGBT) students in the UK, in Higher Education, vol.57, no.6, pp Hockings, C. (2010) Inclusive learning and teaching in higher education: a synthesis of research. Evidence Net. Higher Education Academy. Accessed via Dec 2013 Holloway, S. (2001) The experiences of higher education from the perspective of disabled students, in Disability and Society, vol.16, no.4, pp May, H (2010) Towards an Inclusive Culture: Engaging Students in Institutional Enhancement. Presentation accessed via Dec 2010 May, H and Bridger, K (2010) Developing and embedding inclusive policy and practice in higher education. York: Higher Education Academy.


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