Inclusive Curriculum Framework Nona McDuff & Dr. Annie Hughes Kingston University

Moving toward an inclusive approach Learning and teaching are function of : Culture of the student Culture of the lecturer Culture of the department, faculty, institution An inclusive approach therefore “Necessitates…equity considerations being embedded within all functions of the institution and treated as an ongoing process of quality enhancement. Making a shift of such magnitude requires cultural and systemic change at both the policy and practice levels.” (Wray, 2013: 4) 2

Enculturate Diversity is a core value (Led by Learning, senior commitment, high profile, student participation) Expect inclusivity is part of the way we do things (KPI, Academic role profiles and criteria for promotion, bottom up as well as top down, Julius’s letter as well as led by enthusiasts) Embed Inclusivity is not assumed and not bolted on Concept to Review (QA & QE, Education Committees, KAPS) Extend Inclusive practice is collaborative and shared localised  co-ordinated  transformative (BME KPI steering group, IC leaders, Access Working Group) Easy Delivering inclusive practice is easy and supported (VA score, dashboards, mountain goes to Mohammad, resources and training) Principles of inclusive cultural change applied to Inclusive curriculum McDuff, Munday & Hughes (2015)

Kingston’s Approach Measuring impact of initiatives Student co-creation training Student Union partnership Student course rep training Value Added Score Steering Group Attainment Gap as Institutional KPI BME and diversity considered in Quality Assurance EDI as academic promotion criteria Connected access agreement milestone with student success and KPIs Inclusive curriculum training offered through UKPSF Course & faculty team meetings Embedded in ILT and other staff training initiatives Website and videos Workshops: Inclusive curriculum Equality essentials Unconscious bias Mentoring schemes

What is an inclusive curriculum? “Inclusive learning and 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” (Hocking, 2010) Broadest sense – concept to review 5

Excellence in the Inclusive Curriculum Initiative Our institutional initiatives herehere

Teaching Create an accessible curriculum Enable students to see themselves reflected in the curriculum Equip students with the skills to positively contribute to and work in a global and diverse environment In the concept In the content (case study: question, discussion) In the delivery In the assessment In the feedback/forward In the review Inclusive curriculum framework McDuff & Hughes, 2015

Module Create an accessible curriculum Enable students to see themselves reflected in the curriculum Equip students with the skills to positively contribute to and work in a global and diverse environment In the concept In the content (learning outcomes, reading lists) In the delivery (learning and teaching strategy) In the assessment (assessment strategy) In the feedback (feedback strategy) In the review/evaluation (MRDP)

Programme Create an accessible curriculum Enable students to see themselves reflected in the curriculum Equip students with the skills to positively contribute to and work in a global and diverse environment In the concept (programme specification) In the content (module offer) In the delivery (learning and teaching strategy) In the assessment (assessment strategy) In the feedback (feedback strategy) In the review/evaluation (revalidation/ISR)

University Create an accessible curriculum Enable students to see themselves reflected in the curriculum Equip students with the skills to positively contribute to and work in a global and diverse environment In the concept (strategy, academic framework) In the content (portfolio offer) In the delivery (education strategy and co- curricular offer) In the assessment (assessment strategy, HEAR & institutional awards) In the feedback (feedback strategy) In the review (KPI’s, QA & audit)

Teaching Create an accessible curriculum Enable students to see themselves reflected in the curriculum Equip students with the skills to positively contribute to and work in a global and diverse environment In the concept In the content (case study: question, discussion) In the delivery In the assessment In the feedback In the review/evaluation (reflective practice)

Inclusive Curriculum in Practice: rethinking Geography curricula at Kingston University The problem Lack of engagement with discipline area Differential academic performance Conceptual (cultural) (mis)understandings Normative practice reflects white Experience Evidence base (Hughes, 2016)

Module Example: Teaching Rural Geographies at Kingston University Create an accessible curriculum Enable students to see themselves reflected in the curriculum Equip students with the skills to positively contribute to and work in a global and diverse environment In the concept Globalised and internationalised Students from diverse backgrounds have the opportunity to use their personal experiences and perspectives Critical thinking and global awareness In the content (learning outcomes, reading lists) Case-studies were taken from both the global north and the global south Reading list included a diverse range of authors – including perspectives from the Global South Non-academic perspectives Understanding of globalisation and interlinkages In the delivery (learning and teaching strategy) Engagement strategy Follow up on non-attendance Encourage discussion from personal experience Using names to encourage discussion and viewpoints Seminars classes – discussion based In the assessment (assessment strategy) Unseen exam was replaced by seen exam Formative assessment – debate style with students selecting the position that they wish to defend Oral presentations part of the assessment (in addition to written skills) In the feedback (feedback strategy) Detailed feedback – sectionalised by indicative marking criteria Deadlines and assessment set at start of academic year Feedback was individualised and oral and written – oral feedback was in-class Ensured I knew all names Students encouraged to reflect on feedback comments and mark – exercise of self reflection and discussion and In the review/evaluation (MRDP) Module review evaluated differential attainment of students from different backgrounds Involve students in the review and evaluation - Qualitative discussion Reflective practice

Inclusive Curriculum: Evaluating Impact Metrics: Student engagement Student satisfaction and feedback – 100% student satisfaction (2015) Student attainment (differntiated)

a Co Creation - Developing the knowledge and skills of all…..