Developing an Inclusive Culture University of Hertfordshire

1. Developing an Inclusive CultureUniversity of Hertfordshire Dr Helen Barefoot, h.barefoot@herts.ac.uk @HelenBarefoot

2. Introduction • Developing an inclusive culture • The Curriculum Design Toolkit • Developing the Inclusive Teaching strand • User opinions • Case Study • Communication • University of Hertfordshire Graduate Attributes • Conclusions

3. What is inclusive teaching? • Inclusive teaching in higher education refers, • to the ways in which pedagogy, curricula and assessment are designed and delivered to engage students in learning that is meaningful, relevant and accessible to all. It embraces a view of the individual and individual difference as the source of diversity that can enrich the lives and learning of others. (Hockings, 2010)

4. Developing an Inclusive Culture project

5. Curriculum Design Toolkit Internationalisation Entrepreneurship Assessment for Learning Principles and questions Diagnostics Features and consequences Hints, tips and quick ideas Case studies Sustainability Chickering & Gamson Research Informed Teaching Employability Inclusive Teaching

6. The Toolkit Approach • Principles and questions • Research informed principle statement with subsidiary questions that a tutor can ask of their curricula • Diagnostics • Excel spreadsheet to allow completion of the questions driving the principles in a simple, easy to use format • Features and consequences • Descriptors of what the curricula might look like if there is limited / some / lots of the feature within the principle • Colour coded for quick use, but to be considered in context of all other teaching • Hints, tips and quick ideas • Case studies

7. Developing the toolkit with staff and students

8. Toolkit Development http://tinyurl.com/7gmmmnu

9. Activity Considering the Principles for Good Practice in Inclusive Teaching, identify something within your own work that meets a principle and share this with the person next to you.

10. Evaluating the experience of using the inclusivity toolkit I had not considered religious holidays or observance periods in my curriculum … I have looked up Ramadan dates for 2013 (9th July – 7th August) and find that this falls within the current semester … I will be more aware that some students might be tired or find concentration difficult during periods of fasting I have not included any group work in my current curriculum but am considering doing so. Small cross-cultural groups could help to enhance students understanding of diverse backgrounds and engender respect. I had little knowledge of performance and feedback data, let alone how I could make use of it. Moreover, I gained an increased awareness of the ‘Hidden Curriculum’ and its potential effects on BME students… As part of my Sociology module we now engage in active discussion on social issues regarding race, ethnicity, gender, disability in relation to sport along with the ideas of Bourdieu’s ‘cultural capital’. To particularly support International students; prior to the course I will publish a glossary of terms on Studynet and include these in the initial tutorial quiz. I will encourage students to collaborate, adding terms throughout the course. 

11. Evaluating the experience of using the inclusivity strand of the toolkit I have learned a great deal from the students sharing their perspectives. I enjoy working with students from varied backgrounds and exchanging information about their experiences and knowledge of their countries I will alternately allow self-selection and allocated groups, asking my module team to do the same  Cookery practical sessions are inclusive to all diverse groups  i.e. using case studies which include patients of different ages, genders, religious / cultural beliefs, multicultural and social economic backgrounds and physical/psychological/ mental abilities. Language difficulties experienced by international students particularly concern me. ‘Wordy’ exam questions can be difficult to read and digest under time pressure. When I have written the exam paper I will consult with colleagues to identify potential problems and pre-empt this issue. The Curriculum Design Toolkit is an excellent source to improve one’s own individual practice. Even as a newcomer to academia and given my limited role in curriculum design, it has allowed me to reflect critically on my own practice identifying many strengths and weaknesses

12. Building understanding of the BME attainment gap to inform the Equality Objectives

13. Staff and student demographics

14. Student Challenges

15. Inclusive environment

16. Facilitating Group Work • Students often enter a tutorial room which is set up in lines and arrange themselves in friendship groups of like people Tutor’s desk • And if the room is set up for group work students will usually sit with their friends Tutor’s desk

17. Inclusive group work 4 2 3 5 3 4 1 2 4 3 1 4 5 5 5 3 5 2 2 4 1 5 4 1 3 1 3 1 2 2 Tutor’s desk • Set first task in pairs e.g. checking understanding of previous seminars • Set next task in 3s and give people roles in the group

18. Observations and Outcomes “ The structure of the tutorial is good because we are allocated to different groups each week, and it allows us to mix in with different people with different backgrounds and ideas.” • High levels of interactivity: the most vibrant of classes taught; • Pace of learning increased: students more productive outside their friendship groups; • Expectations raised - impact on attitude and performance? • Very positive relationship between students and tutor; • Students began to relate to each other differently and take notice of previously ‘overlooked’ individuals; • Average individual coursework result 55% Cohort average 49%.

19. BME Success Project at UH

20. Conference

21. Top Tips to support BME student success • Learn student names • Invite participation from all students • Manage student groups to move students beyond friendship groups • Assess your own racial or cultural biases • Consider opportunities for students to be inspired by BME role models (e.g. guest lecturers, video clips or interviews) • Whenever possible, use anonymous marking

22. Recent data

23. Communication

24. Communication

25. Communication Theo Gilbert : Compassion-focussed pedagogy for small group seminar discussions

26. Communication

27. Communications #BMESuccess

28. How do you communicate an inclusive culture?

29. University of Hertfordshire Graduate Attributes • Professionalism, employability and enterprise • Learning and research skills • Intellectual depth, breadth and adaptability • Respect for other • Social responsibility

30. Graduate Attributes • Respect for others The University promotes self-awareness, empathy, cultural awareness and mutual respect. Our graduates will have respect for themselves and others and will be courteous, inclusive and able to work in a wide range of cultural settings. • Social responsibility The University promotes the values of ethical behaviour, sustainability and personal contribution. Our graduates will understand how their actions can enhance the wellbeing of others and will be equipped to make a valuable contribution to society.

31. What did our project do? The University embraced the challenge of improving the culture and celebrating diversity and the project enabled us to inform the University’s equality objectives.

32. NSS comments … due to the university being very ethnically diverse it is a great to make new friends from different countries and cultural backgrounds… The international student society is large and I meet and help new international students like myself It is a very conducive environment for learning and is a good mix of people from all walks of life Group work where you socialize with people in your courses, over three years you really bond and help each other out

33. Equality characteristics – more work to do October 2010 : Employment / Education (Further & Higher) Protected characteristics • Age • Disability • Gender assignment • Marriage/civil partnership • Pregnancy/maternity • Race (including caste) • Religion or belief or not • Sex • Sexual orientation

34. NSS comments I do not feel socially comfortable when I am in a class, I am always afraid of participating, afraid of being laughed at (this happens mostly from local students). A more friendly and social form of lecture, would give the aid peoples confidence, creativity and communication skills more. The 'school like' layout of desks and facing towards a board does not provide an adequate setting for our creative and ever evolving course. I do not enjoy student 'culture' and often feel lonely. Social integration of students is very poor Course group not 'gelling' well, an obvious cultural divide.

35. Useful resources • University of Hertfordshire Curriculum Design Toolkit Inclusive Culture project work • Guidance on teaching in racially diverse classrooms on Harvard’s website (The Derek Bok Centre for Teaching and Learning):  TEACHING IN RACIALLY DIVERSE COLLEGE CLASSROOMS • Guidance on many aspects associated with inclusive teaching from Sheffield University's Centre for Excellence in Inclusive Teaching (including case studies plus hints and tips) http://www.shef.ac.uk/lets/projects/inclusivelandt • The Open University's guidance on Inclusive teaching http://www.open.ac.uk/inclusiveteaching/index.php • The Higher Education Academy's weblinks to Inclusive Teaching http://www.heacademy.ac.uk/resources/detail/subjects/psychology/Teaching_practice_issues_Accessibility_and_Inclusive_Practice

36. Useful references • Aguirre, A Jr and Martinez, R (2002) Leadership Practice and Diversity in Higher Education: Transitional and Transformational Frameworks. The Journal of Leadership Studies 8(3): 53-62 • Baez, B (2000) Diversity and it’s Contradictions. Academe 86: 43-47 • Bourke, B. (2010) Experiences of black students in multiple cultural spaces at a predominantly white institution, in Journal of Diversity in Higher Education, vol.3, no.2, pp.126-136 • Ellis, S.J. (2009) Diversity and inclusivity at university: a survey of the experiences of lesbian, gay, bisexual and trans (LGBT) students in the UK, in Higher Education, vol.57, no.6, pp.723-739 • Hockings, C. (2010) Inclusive learning and teaching in higher education: a synthesis of research. Evidence Net. Higher Education Academy. Accessed via www.heacademy.ac.uk/evidencenet Dec 2013 • Holloway, S. (2001) The experiences of higher education from the perspective of disabled students, in Disability and Society, vol.16, no.4, pp.597-615 • May, H (2010) Towards an Inclusive Culture: Engaging Students in Institutional Enhancement. Presentation accessed via www.heacademy.ac.uk Dec 2010 • May, H and Bridger, K (2010) Developing and embedding inclusive policy and practice in higher education. York: Higher Education Academy.