Embedding Equality and Diversity in the Curriculum: Developing a ‘Train the Trainers’ Model Joan McLatchie Laurie Anne Campbell

Content The EEDC project Activities Reflective conversations Impacts Lessons learned Next steps

The EEDC project EEDC: Embedding Equality and Diversity in the Curriculum Successful bid to HEA, one of six Scottish universities participating Focuses on curriculum design and delivery ‘Train the trainer’ approach – developing EEDC advocates Aims: identify and disseminate areas of good practice increase awareness of equality and diversity issues and foster further collaborative learning between the academic and student community act as a springboard for further inclusive practices within the student experience provide skills and tools that can be used in the development, approval and re- approval of curriculum create an inclusive teaching and learning space which enables students to achieve their full potential

Activities Stage 1: identifying inclusive pedagogy Desk-based analysis of programme and module materials Selection criteria Ethical issues Interviews with academics, student representatives and professional service staff Stage 2: Reflective Conversations (inspired by the SEED model) Content based on findings of baseline analysis Focus on awareness raising and self-reflection Supported by online resources SEED programme comprises 6 sessions over a whole year. Case study based on the first 3 (trimester 1)

Reflective conversations Unpacking the terminology: The language of inclusivity and diversity Check your privilege: Exploring unconscious bias Circles of the self: Exploring dimensions of identity Institutional prejudice: Stereotypical injustices: do they exist? Equality vs sameness: Eradicating inequality: how far have we come? Knowledge production: Sharing ownership of learning

Impacts Reflective conversations: University-wide connections: Group dialogue allowed the participants to consciously develop improved ways of working Positive impact on Participants: Systematic evaluation of their own beliefs and behaviours Commitment to adapting their practice University-wide connections: Development of an informal network across academic departments and professional services Positive, but unintentional impact Engagement of key influencers: Key members of staff with responsibilities for diversity and inclusion participated in the sessions

Lessons learned Project limited by lack of student representation: Needs to be addressed for future iterations National SEED project - key enabler: Useful links: https://nationalseedproject.org/ https://sites.google.com/a/sheffield.ac.uk/seed-project-sheffield/ Facilitation, not direction: Session leader not required to be expert

Next steps Pilot sessions: Next three sessions: inward focus on individual practice Next three sessions: Use reflective activities to look outward Consider the practicalities of embedding equality and diversity in the curriculum Current participants become facilitators: Cascade learning across the university Additional training required Requires support from senior management Identify appropriate member of staff to undertake SEED leadership training Further research required to evaluate long-term impact With thanks to: Dr Rachel Van Duyvenbode, University of Sheffield SEED Project