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

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

3. 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

4. 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)

5. 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

6. 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

7. Lessons learned Project limited by lack of student representation:
Needs to be addressed for future iterations
National SEED project - key enabler:
Useful links:
Facilitation, not direction:
Session leader not required to be expert

8. 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