1. Equal Spaces Equal Futures: an exploration in how students define the assets they perceive as support an inclusive learning environment

2. ‘HEI’s should consider encouraging students as partners to be involved in finding barriers and enablers for inclusive classrooms and student experiences’ HEFCE, 2015 ‘Causes of Differences in Student Outcomes ’

3. 1.An introduction to the project, its aims, objectives, methods and progress 2.Asset mapping Identify your individual, community and organisational assets Identify how these assets could be linked up and use Feedback to the wider group 3. Questions

4. Aim To understand, from a student’s perspective, what makes an inclusive learning environment?

5. It uses a co-production model to: Reframe attitudes to inclusive learning environments towards an asset based co- production model. Map the individual, community and organisational assets that support inclusive learning environments Analyse the experiences and attitudes of participants to understand similarities and differences and identify links between assets Mobilise assets to further develop, maintain and sustain inclusive learning environments

6. Asset based approach. The project adopts an asset- based approach to supporting inclusive learning environments. This stems from a theoretical foundation based in an emerging area of health research (Krezmann & McKnight, 1993, Morgan & Ziglio 2007, Hopkins & Rippon 2015, McLean 2015). Capacity focused. In an education context the aim of asset-based practice is to identify, promote and strengthen the factors that support inclusive learning environments, improving people’s life chances and reducing differential outcomes (Rippon 2015, McLean 2015).

7. Co-production. It uses a co-production model to engage students as partners and brings students and staff together to engage in productive discussions and identify how assets can be used to further develop and maintain inclusive learning environments. Student Peer Researchers. Developed from the traditions of ‘participatory’, ‘action’ and ‘empowerment’ research. It adopts a ‘bottom up’ approach where those individuals who are going to be directly affected by the research play an active role in the process. We have used an employment model, where students are paid to work on the project and assist in the collection of the data.

8. Process Individual Community Organisation Student (Perceived Assets) Map the known assets in the community and organisation Known Assets Linking perceived assets Options Staff (Linking Assets)

9. Outcomes Reframe Engagement activities with staff and students to open a dialogue on the importance of inclusive environments and a capacity, assets based approach. Map Develop an asset mapping method for inclusive learning environments Map students assets, known physical assets (building etc.) and staff assets Analyse Thematic content analysis of the narrative on assets Asset map Map connections Mobilise Report to the UoM Teaching and Learning Group Dissemination events Toolkit

10. Progress Reframe 8 Peer Researchers Engaged with senior staff Student 'Think Tank Event' Map Developed an asset mapping method Student mapping exercise Analyse Thematic content analysis of student narrative on assets Mobilise Report on emerging themes Toolkit

11. Student Think Tank - Overview The session ran from 1pm – 5.30pm Students within the School of Social Sciences and Arts Languages and Cultures 80 students expressed an interest and 40 people attended.

12. Student Think Tank - Agenda Why inclusive environments are important? Malia Bouattia – Black Students Officer Environmental impact where do you fit in? Paddy Turner Sheffield Hallam University – Senior Lecturer in Student Experience University and Beyond. Erinma Ochu Social Responsibility Fellow UoM & Jessica Creighton BBC – A discussion on what makes us feel included or excluded at University and in the workplace Asset Mapping

13. Definitions An inclusive learning environment is defined as: A community where everyone feels welcome and can come together to be inspired, learn, live and grow to their full potential.

14. Definitions An asset is defined as: Any personal attribute or resource that helps to create an inclusive environment where people from all backgrounds are supported to learn, grow and succeed with equal opportunity.

15. Next Steps Individual Community Organisation Student (Perceived Assets) Map the known assets in the community and organisation Known Assets Linking perceived assets Options Staff (Linking Assets)