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Diversifying the curriculum

Diversifying the curriculum. Teaching and Learning Conference Schools and Services afternoon sessions.

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Diversifying the curriculum

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  1. Diversifying the curriculum

  2. Teaching and Learning ConferenceSchools and Services afternoon sessions The purpose of the afternoon is to explore and agree how we can make our teaching and learning more diverse and inclusive. Our students need to be global graduates: we want them to have a broad and inclusive perspective on their discipline, their future careers and their role in the world. To do this we need to provide them with a curriculum that reflects social and cultural diversity. Students across the country and OUR students tell us that they do not always feel that the curriculum is inclusive – that the content, delivery, assessment etc. do not always speak to them and reflect their experiences. (Thomas, Hill, O’Mahony & Yorke,2017).

  3. Purpose of the session is to... • prompt action in each course across your School in the coming academic year • agree a process for recognising and sharing these actions

  4. Kingston multi-dimensional framework • For single sessions, modules, courses or the institutions • For individuals or teams • This afternoon – work in course teams of 5 or 6 • Large teams can be split • If you teach on more than one course, pick one trying to keep group size even Offer some illustrative examples before we start... 2B? 1C?

  5. Kingston multi-dimensional framework • WHY? • Stimulating ideas across the whole curriculum • Providing a framework we can use going forward to recognise and share ideas

  6. Session plan – after introducing the ideas more thoroughly, we will progress on to… • Add existing good examples to the grid and share • Working in course teams, generate and record ideas for improvement • In the same teams, pitch one idea to the whole group • Agree timescale and method to recognise and share ideas • BUT FIRST, some clarification before we begin to use the framework…

  7. By the concept, we’re thinking of… …the norms, values, purposes and attitudes that underpin your curriculum. Not necessarily spelled out, they nonetheless affect the whole learning experience. For example, some disciplines are objectively more gendered than others.

  8. This links to the notion of the ‘hidden curriculum’ – lessons which are learned, though not openly intended. For example, students learn how they should interact with peers, teachers, and other adults; how they should perceive and behave towards different races, groups, or classes of people; what ideas and behaviours are considered acceptable or unacceptable and for whom.

  9. By the content, we’re thinking of… Reading lists, handouts, PowerPoints, videos, weblinksetc. In short, any materials that you use to help you to deliver the course. It is also about what you choose to be part of your curriculum and what you choose to leave out.

  10. By the delivery, we’re thinking of… How you conduct your teaching, both face-to-face and online. This includes the kinds of activities you use, the language you employ in the classroom, your demeanour towards your students, the layout of your classroom etc...

  11. By the assessment, we’re thinking of… The range of assessment opportunities you offer to students, how you convey to them what is required, how they hand it in to you and how you supply them with feedback. We’ve made a distinction between this and…

  12. …feedback and feedforward, by which we mean… • Summative feedback on how well a student has performed in a particular task (both the grade and the written judgements of the quality of their work) • Formative feedback that makes clear to the student how well they are doing as they work towards a final piece of work and spells out how they might improve • Feedforward the main intention of which is to help them with their next piece of work We’ve made this distinction to foreground the need to reflect on all aspects of assessment, not just the feedback stage.

  13. By review, we’re thinking of… How we monitor and iteratively improve the quality of our provisionand the student experience (including for students from differing backgrounds) as well as attainmentand retention.

  14. First task • 15 minutes in course teams noting down examples on post-its of the kinds of things you already do across the grid • Try to represent a spread of ideas but don’t feel you have to fill every box! • Add your name and the course/s concerned to the post-its • Please also note the grid reference on the post-it (e.g. 6B) in case they drop off • Stick your populated frameworks to the wall – this may help identify gaps / opportunities for diversity and inclusion across your curriculum offer • Your session lead will collect your populated frameworks at the end of this task • We will harvest ideas from these to add to a bank of suggestions, accessible across Schools after the Conference

  15. Second task • 20 minutes in your course teams to generate ideas • Please complete a form for each idea to hand to session lead • Use the framework to help you generate ideas…

  16. It is important to record your ideas on the forms provided • We want to harvest the ideas at the end of the afternoon • We will create a digital bank of them for you to access later, where you will be able to see the ideas generated in other teams and Schools across the University

  17. Third task • Finally, select one idea • Spend 10 minutes developing it into a clear and convincing pitch to deliver to the whole group • Bear in mind that all ideas have merit and take courage to propose and implementbecause we are grappling with intransigent problems and challenging entrenched norms

  18. What next… • Across the institution, in July 2019, we will review developments so that we can recognise and share productive examples at the Teaching and Learning Conference in September 2019. • In the meantime, how will you review, recognise and share developments in your School? How might this fit into to the meeting cycles at course and school level and what timeline would be appropriate for this review?

  19. References (1) Ahmed, S. (2012). On Being Included: Racism and Diversity in Institutional Life. Durham: Duke University Press. Burke, P. J. (2012). The right to higher education: beyond widening participation. New York: Routledge. Clough, P., & Corbett, J. (2010). Theories of inclusive education: a students guide. Los Angeles: Sage. Dwyer, T. (2015). Persistence in higher education through student–faculty interactions in the classroom of a commuter institution. Innovations in Education and Teaching International, 54(4), 325–334. HEFCE. (2015). Causes of differences in student outcomes. Retrieved 31 January 2018, from http://www.hefce.ac.uk/pubs/rereports/Year/2015/diffout/ Lemov, D. (2015). Teach like a champion 2.0: 62 techniques that put students on the path to college. San Francisco: Jossey-Bass Meeuwisse, M., Severiens, S. E., & Born, M. P. (2010). Learning Environment, Interaction, Sense of Belonging and Study Success in Ethnically Diverse Student Groups. Research in Higher Education, 51(6), 528–545.

  20. References (2) Mirza, H. S. (2009). Race, gender and educational desire: why black women succeed and fail. London; New York: Routledge. Pickford, R., & Brown, S. (2006). Assessing skills and practice. London: Routledge. Pokorny, H., Holley, D., & Kane, S. (2017). Commuting, transitions and belonging: the experiences of students living at home in their first year at university. Higher Education, 74(3), 543–558. https://doi.org/10.1007/s10734-016-0063-3 Reay, D., Crozier, G., & Clayton, J. (2010). ‘Fitting in’ or ‘standing out’: working‐class students in UK higher education. British Educational Research Journal, 36(1), 107–124. https://doi.org/10.1080/01411920902878925 Thomas, L. (2012). Building student engagement and belonging in Higher Education at a time of change. Paul Hamlyn Foundation, 100. Thomas, L., Hill, M., O’Mahony, J., & Yorke, M. (2017). Supporting student success: strategies for institutional change. In Findings and Recommendations from the What Works? Student Retention and Success Programme. London: Paul Hamlyn Foundation

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