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Teaching for Belonging: Embedding Equality and Diversity in the Curriculum

Teaching for Belonging: Embedding Equality and Diversity in the Curriculum. Royal Conservatoire of Scotland . Dr Pauline Hanesworth: pauline.hanesworth@heacademy.ac.uk David Bass: david.bass@ecu.ac.uk. 15.09.2014. Welcome and Introductions. Dr Pauline Hanesworth

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Teaching for Belonging: Embedding Equality and Diversity in the Curriculum

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  1. Teaching for Belonging: Embedding Equality and Diversity in the Curriculum • Royal Conservatoire of Scotland • Dr Pauline Hanesworth: pauline.hanesworth@heacademy.ac.uk • David Bass: david.bass@ecu.ac.uk • 15.09.2014

  2. Welcome and Introductions Dr Pauline Hanesworth Academic Development Officer (Equality and Diversity) Embedding Equality and Diversity in the Curriculum (EEDC) Project David Bass Senior Policy Advisor, Scotland Projects: Competence Standards; Student Recruitment; Equitable Admissions.

  3. Today’s Session The session will: Introduce the theory and practical examples behind embedding equality and diversity in the curriculum (the what, why and how); Encourage delegates to begin to explore the strategies for, barriers to and support structures needed in order to embed equality and diversity in curriculum design. By the end of the session all delegates will be able to: Consider the curriculum through an equality and diversity lens; Begin to explore curriculum content for inclusivity and diversity so as to create curricula that encourage a sense of belonging and engagement. The session aligns with the UKPSF in the following ways: A1, A4, A5, V1, V2, V3, V4.

  4. Take Aways

  5. EEDC - What Understanding Self-reflection Exposure Interactivity Engagement Ability Belonging 5

  6. EEDC - Why

  7. EEDC - Why Protected Characteristics Age Disability Gender Reassignment Gender (sex) Disability Marriage and Civil Partnership Pregnancy and Maternity Race Religion and Belief Sexual Orientation Scottish Specific Duties Mainstreaming equality across all work Equality outcomes – set by all colleges and HEIs Equality impact assessment

  8. EEDC - Why - Equality Challenge Unit Statistical Reports - Kandiko, C. B. and Mawer, M. (2013). Student Expectations and Perceptions of Higher Education. London. - NUS Scotland and HEA Scotland (2013). Learning Journeys: Student experiences in further and higher education in Scotland. Edinburgh - The Gathering (NUS Scotland, August 2014)

  9. EEDC - How • Self-Reflection • Belonging and Engagement • Interactivity • Ability • Exposure and Understand-ing

  10. Select StrategiesThinking it Through Activity: Choose a specific course and/or module. Thinking about its content, learning material and learning and teaching activities, consider: What do we already do that could be classified as embedding equality and diversity in curriculum design? What else could we do? What are the barriers to doing these and how could we overcome them? What is needed (individually, faculty-wide, campus-wide, institutionally) to make this happen?

  11. Feedback and Questions

  12. Contact Details Dr Pauline Hanesworth Academic Development Officer (Equality and Diversity), Scotland The Higher Education Academy Scotland Holyrood Park House 106 Holyrood Road Edinburgh EH8 8AS  T +44 (0)131 202 3191              www.heacademy.ac.uk/scotland Twitter: @HEA_EDScotland https://my.heacademy.ac.uk/ David Bass Senior Policy Advisor, Scotland The Equality Challenge Unit 7th floor, Queens House 55/56 Lincoln’s Inn Fields London WC2A 3LJ T +44 (0)20 7438 1028 www.ecu.ac.uk Twitter: @ECUDavidB

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